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EDE 205 Child Psychology (PS205)
Cowley, Brian J.


Mission Statement: 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.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDE 205 Child Psychology (PS205)

Semester

SP 2006 HO

Faculty

Cowley, Brian J.

Title

Associate Professor of Developmental Psychology

Degrees/Certificates

B.S. - Psychology
M.S. - Behavior Analysis and Therapy
Ph.D. - Human Development and Child Psychology

Office Location

Mabee 224

Office Hours

F 9:00 a.m. to 10:00 a.m. & 11:00 a.m. to 12:00 p.m..; T & Th 10:00 to 11:00 a.m.

Daytime Phone

816-584-6501

E-Mail

brian.cowley@park.edu

Web Page

http://captain.park.edu/bcowley

Semester Dates

January 9, 2006 to May 14, 2006

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Prerequisites

None

Credit Hours

3


Textbook:
Berger, K. S. (2003).  The developing person: Through childhood and adolescence (7th Ed.). New York: Worth Publishers. – required (should come with a CD: Exploring Child Development: A Tool Kit for Understanding Development)

Textbooks can be purchased though the Parkville Bookstore


Course Description:
A study of biological, cognitive, and socio-cultural development from the  prenatal period through childhood. Attention will be given to theory and  research, practical examples and policy implications. Prerequisite: PS101.  3:0:3

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.

Class Assessment:
• Bi-Weekly Quiz.  There will be bi-weekly quizzes administered throughout the semester.  Each quiz will contain multiple choice vocabulary word, multiple choice, fill in the blank, and essay questions.  There will be 20 questions for each quiz that will be worth 1 point each.  There will be 20 points possible.  In order to improve quiz scores, each student will be given a vocabulary list.  They will be required to obtain the definition out the assigned textbook.  In preparation for each quiz, you 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.
• Midterm (timed and online).  A midterm will be administered on e-companion for 1 hour.  The questions will be made up of multiple choice vocabulary word, multiple choice, fill in the blank, and essay questions.  Some of the questions will be drawn from the bi-weekly quizzes and some will be new. The midterm will be 100 questions that are 1 point each.  The midterm will be worth up to 100 points.
• Final.  A final will be administered during the scheduled time in the classroom.  This will be a comprehensive final and will be a paper test.  The questions will be made up of multiple choice vocabulary word, multiple choice, fill in the blank, and essay questions.  Some of the questions will be drawn from the bi-weekly quizzes, midterm, and some will be new. The final will be 100 questions that are 1 point each.  The midterm will be worth up to 100 points.
• Research Paper.  Each student will conduct five 3 hour observations/interviews with children or adolescence in various stages of their development.  One topic area will be about the view of aging in different cultures in and out of the United States.  The following table will show what stages will be required:
Topic Area Data Collection Minimum Duration of Observation/Interview
Prenatal Development and Birth Literature Review NA
The First 2 Years Observation/Interview 3 Hours
The Play Years Observation/Interview 3 Hours
The School Years Observation/Interview 3 Hours
Adolescence Observation/Interview 3 Hours
Public Policy – Child Development Literature Review NA
Views of Child Development in different cultures. Literature Review NA
These observations can occur in any setting where children or adolescence can be found.  When interviewing, be sure to have your questions developed before the interview.  If your child can not speak, interview the caregiver.  Each student will be required to write a paper that will be an analysis of their observations.  Each paper will need to have the observation sheets and interview questions and their responses attached as appendixes.  The 3 hours used for the observation and interview need to be recorded.  Each paper will need to be double spaced.  Each paper will need to use APA style when citing references and will need an APA style references list.  Each paper will need to have 7 references including the textbook.  3 of the 7 references will need to be empirically based research reports from a refereed professional journal.  The student will need to synthesize, analyze, and evaluate these observations and the literature that they have cited.  Each student will need to identify research question based on their observations and literature search.  They will propose a plausible developmental research question based on their observations. They will then suggest a possible developmental research design that they could use to investigate the research question and discuss why that design was selected. The research questions and design section needs to be a small part of the paper. It needs to be a seamless part of the paper and not a separate section.  The paper will be worth up to 300 points and will be due when you give your classroom presentation.  To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.
• Classroom Presentation:   The classroom presentation will be on the third paper.  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.).
Presentation Organization 50 Points
1st Type of Media 25 Points
2nd Type of Media 25 Points
Total 100

Grading:
GRADING PLAN: Course grades are determined on the following bases.
Bi-Weekly Quiz - 140 points
Midterm - 100 points
Final - 100 points
Research Paper - 300 points
Classroom Presenation - 100 points

Total 740 points

Late Submission of Course Materials:
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.

Classroom Rules of Conduct:
CLASSROOM RULES OF CONDUCT:
• Attend class and be prompt.  Roll will be checked during each class period.  It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
• Be prepared for class.  This means that you have read the assigned readings and are prepared to discuss them.  This course will consist of class discussion, small group discussion, group work, lecture, and outside of class experiences.  You are expected to take part in the discussions and group work.  Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
• Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to a disk, a hard drive, and print out paper copies for backup purposes.
• The student is expected to have a copy of all written assignments on computer disk or in a hard copy form.  You will also be expected to retain all graded and returned assignments and examinations.
• The student is expected to have a copy of all written assignments on computer disk or in a hard copy form.  You will also be expected to retain all graded and returned assignments and examinations.

Course Topic/Dates/Assignments:
COURSE TOPICS/DATES/ASSIGNMENTS:
Date Topic Reading Assignment Assignments
01-09-06 Behavior Assessment
01-11-06
01-13-06 Introduction 1
01-16-06 Martin Luther King, Jr. MLK Martin Luther King, Jr.
01-18-06 Theories of Development 2 Functional Assessment
01-20-06 Bi-Weekly Quiz 1
01-23-06
01-25-06 Heredity and Environment 3
01-27-06
01-30-06 Prenatal Development and Birth 4
02-01-06 Permanent Product/Event Recording
02-03-06 Bi-Weekly Quiz 2
02-06-06 The First 2 Years: Biosocial Development 5
02-08-06 Duration & Latency Recording
02-10-06 The First 2 Years: Cognitive Development 6
02-13-06
02-15-06 The First 2 Years: Psychosocial Development 7 Partial Interval Recording
02-17-06 Bi-Weekly Quiz 3
02-20-06 President's Day Pres. Day President's Day
02-22-06 The Play Years: Biosocial Development 8 Whole Interval Recording
02-24-06
02-27-06 The Play Years: Cognitive Development 9 Midterm (timed & online)
03-01-06
03-03-06 The Play Years: Psychosocial Development 10 Bi-Weekly Quiz 4
03-04-06 Through 03-12-06 Spring Break Spring Break Spring Break
03-13-06 The School Years: Biosocial Development 11
03-15-06 Momentary Time Sampling
03-17-06
03-20-06 The School Years: Cognitive Development 12
03-22-06
03-24-06 Bi-Weekly Quiz 5
03-27-06 The School Years: Psychosocial Development 13
03-29-06
03-31-06
04-03-06 Adolescence: Biosocial Development 14
04-05-06
04-07-06 Adolescence: Cognitive Development 15 Bi-Weekly Quiz 6
04-10-06
04-12-06
04-14-06 Adolescence: Psychosocial Development 16
04-17-06 Wright, Woods, Witmer, Stafford
04-18-06 Sherwood, Schwope, Russell, Rivas Vera
04-21-06 Bi-Weekly Quiz 7
04-24-06 Mills, McKie, McCreery, Martin
04-26-06 Kincade, Granillo, Gibbens, Fursa
04-28-06 Fuentes, Eshikumo, Elson, Chery
Final TBA Final TBA TBA
Final TBA, Campos, Burau

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners 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 learners 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: http://www.park.edu/disability .

Additional Information:

Copyright:

This material is copyright and can not be reused without author permission.