COURSE SYMBOL AND NUMBER: PS 205 & ED 205
COURSE TITLE: Child Psychology
COURSE DESCRIPTOR: The study of children from conception to adolescence.
TERM COURSE BEING TAUGHT: Fall 2005
NAME OF FACULTY MEMBER: Brian J. Cowley, Ph.D., BCBA
TITLE OF FACULTY MEMBER: Associate Professor of Psychology
FACULTY OFFICE LOCATION: Mabee 224
FACULTY OFFICE HOURS: M & F 10:00 a.m. to 12:00 p.m.; T & Th 10:00 to 11:00 a.m.
FACULTY OFFICE TELEPHONE NUMBER: 816-584-6501
FACULTY PARK EMAIL ADDRESS: firstname.lastname@example.org
OTHER FACULTY EMAIL ADDRESS: None!
FACULTY WEB PAGE ADDRESS: captain.park.edu/bcowley
DATES OF THE TERM: August 22, 2004 through December 16, 2004
CLASS SESSIONS DAYS: M W F
CLASS SESSION TIME: 9:00-9:50 a.m..
CREDIT HOURS: 3
The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
COURSE DESCRIPTION: A study of biological, cognitive, and sociocultural development from the prenatal period through childhood. Attention will be given to theory and research, practical examples and policy implications.
FACULTY’S EDUCATIONAL PHILOSOPHY: Doctor Cowley’s educational philosophy is based on using a variety of methods in learning with a focus on application. Lectures, readings, multiple choice tests, group work, class discussion, vocabulary examinations, writing, and the use of reference systems are significant components of this learning process. Each student will be required to analyze, criticize, and synthesize presented information. Each student will be required to demonstrate these skills publicly in the classroom or through the written word.
COURSE TEXTBOOK(S): Berger, K. S. (2003). The developing person: Through childhood and adolescence (6th Ed.). New York: Worth Publishers. – required
ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community. Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from Park.”
PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources should consult their instructors.”
ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences. The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment. Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties. In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”. An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course. Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student. Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.
LATE SUBMISSION OF COURSE MATERIALS: Any assignment turned in after the date it is due will be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.
Focus (arguable claim, original idea, & clear controlling idea)
Development (full discussion, smooth style, & personal experiences)
Organization (smooth transitions, clear paragraphing, & logical sequence of topics)
Mechanics (proper grammar, punctuation, and spelling)
· Vocabulary Examinations. Each student will be given a vocabulary list. They will be required to obtain the definition out the assigned textbook. A vocabulary test will administered at midterm and as a final. This test will be in a multiple choice format. There will be 50 words and possible definitions for each word on the test. Each test will be worth up to 100 points with 200 points possible for both tests. In preparation for the test, each student will be required to put vocabulary words on one side of a 3” x 5” card and the definition for each word on the other side of the corresponding card. During each class period, each student will find a partner. One student will take the pile of cards and start looking at the word and say the definition from memory. The other student will take the card and put it in three piles. One pile will be for those that are correct, the second pile will be for those words that the student passed (chose not to answer), and the third pile will represent words that were answered but incorrectly defined. The second student will then record the other student’s progress on the Vocabulary Trials Checklist. Then the partnership will reverse their roles.
· Research Papers (Core Assessment – Third Research Paper). Each student will be required to pick a topic of interest to them in Child Psychology and obtain approval from the instructor. Each student will be required write three related papers. First Research Paper: The first paper will present an arguable claim on a particular topic based on reading one source. The focus to this paper will be on the biological influences of a developmental process. Second Research Paper: The second paper will present and arguable claim based on reading a second source. The focus of this paper will be on the environmental influences of the same developmental process covered in the first research paper. Third Research Paper: The third paper will integrate and critically analyze the two views. In the conclusion of this paper, the student will ask a research question about the developmental process they have reviewed and they will suggest what developmental research method (outlined in textbook) they would use. The final paper will require 7 references for evidence. 3 of these references must be research articles of an empirical nature. Each paper will require observations made of actual children for up to 3 hours and the behaviors noted should relate to the topic covered in the paper. Written Paper: The first two papers will be worth up to 50 points each. The third paper will be worth up to 200 points.
1 & 2
APA style (cover page, writing style, citation of evidence, & reference page)
Development (full discussion, smooth style, & personal experiences)
· Classroom Presentation: The classroom presentation will be worth up to 100 points. Each student will present a 5 minute summary of each paper to the class. This will require two forms of media (power point, handout, etc.).
1st Type of Media
2nd Type of Media
CLASSROOM RULES OF CONDUCT:
DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability
Theories of Development
Heredity and Environment
Prenatal Development and Birth
Permanent Product/Event Recording
The First 2 Years: Biosocial Development
1st Essay Exam Delivered
Duration & Latency Recording
The First 2 Years: Cognitive Development
1st Essay Exam Collected
The First 2 Years: Psychosocial Development
Partial Interval Recording
The Play Years: Biosocial Development
Whole Interval Recording
The Play Years: Psychosocial Development
2nd Essay Exam Distributed
10-17-05 Through 10-21-05
The School Years: Biosocial Development
Momentary Time Sampling
2nd Essay Exam Collected
The School Years: Cognitive Development
The School Years: Psychosocial Development
Adolescence: Biosocial Development
Adolescence: Cognitive Development
Adolescence: Psychosocial Development
3rd Essay Exam Distributed
Abels, Armillo, Bahner, Edgely, Essman
Flanders, Gauper, Guzman, Gwro, Harrison
3rd Essay Exam Collected; Holland, Hopkins, Jackson, Langdon, Leonard
Mannell, McLaughlin, Nicks, O’Shields, Tollver
8:00 to 10:00 a.m.
GRADING PLAN: Course grades are determined on the following bases.
1st Essay Examination - 100 points
2nd Essay Examination - 100 points
3rd Essay Examination - 100 points
Vocabulary Midterm - 100 points
Vocabulary Final - 100 points
First Research Paper - 50 points
Second Research Paper - 50 points
Third Research Paper - 200 points
Classroom Presentation - 100 points
Total 900 points
90 – 100% - A
80 up to 89% - B
70 up to 79% - C
60 up to 69% - D
0 up to 59% - F