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EDE 205 Child Psychology
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

PS 205 Child Psychology

Semester

SP 2007 HO

Faculty

Cowley, Brian J.

Title

Associate Professor of Developmental Psychology

Degrees/Certificates

B.S. - Psychology - Utah State University
M.S. - Behavior Analysis and Therapy - Southern Illinois University-C
Ph.D. - Human Development and Child Psychology - University of Kansas

Office Location

Mabee 224, Parkville Campus

Office Hours

MTWRF – 9:00-10:00 a.m.; M – 11:00 a.m.-12:00 p.m.

Daytime Phone

816-584-6501

Other Phone

None

E-Mail

brian.cowley@park.edu

None

None

Web Page

http://captain.park.edu/bcowley

Semester Dates

January 16, 2007 to May 11, 2007

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.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
( EDE 205) 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. PREREQUISITE: PS 101. 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, class discussion, writing, service learning, 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.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a basic level of competence in the use of the vocabulary of child psychology. (MoSTEP 1.2.2)
  2. Demonstrate the ability to critically examine the principles of biological, cognitive and sociocultural development. (MoSTEP 1.2.2)
  3. Demonstrate an understanding of the theoretical principles of child psychology. (MoSTEP 1.2.2)
  4. Demonstrate an understanding of research method used to study children. (MoSTEP 1.2.2, 1.2.3)
  5. Demonstrate the ability to gather, evaluate, and communicate information effectively. (MoSTEP 1.1, 1.2.7, 1.2.8, 1.2.9. 1.2.10)
  6. Demonstrate high quality written and oral communication skills through interaction with other students and the instructor in a structured, flexible environment. (MoSTEP 1.1, 1.2.7, 1.2.9)
  7. Demonstrate understanding about public policy effect on children. Demonstrate behavior observation skills and a rudimentary understanding of how to conduct a functional analysis for behavior change. (MoSTEP 1.2.7, 1.2.8, 1.2.9)


Core Assessment:

 

·Research Paper.  Each student will conduct five 3 hour observations/interviews with adults 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 design for the research question and discuss why that design was selected.    The paper will be worth up to 300 points.  To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.

 

Link to Class Rubric

Class Assessment:

  • Bi-Weekly Quiz.  There will be bi-weekly quizzes administered throughout the semester. Each quiz will made up of multiple choice questions. Each quiz will be worth up to 20 points.
  • 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 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 questions. Some of the questions will be drawn from the bi-weekly quizzes, midterm, and some will be new. The final will be worth up to 100 points.
  • Bi-Weekly Journal Discussion: Each student will be required to volunteer 6 hours of their time at an agency or organization that serves children (These observations can be used as observations for topic areas in the research paper). They will be required to keep a journal that will be divided by a focus on a given case study and record their volunteer experiences. Each student will introduce each discussion, outline their volunteer experience, discuss how it will affect them in the future, and how they plan to develop life-long patterns to work with children. Each set of bi-weekly journal entries will be worth up to 50 points resulting in 300 points possible.

Journal Entry Elements

Points Possible

Introduce Case Study

10 Points

Integrates Volunteer Experience

10 Points

Future Impact

10 Points

Plan

10 Points

Classroom Participation

10 Points

 

 

Total

50 Points

 

Week

Case Study

1-2

Case Study 1

3-4

Case Study 2

5-6

Case Study 3

7-8

Case Study 4

9-10

Case Study 5

11-12

Case Study 6

13-14

Case Study 7

15-16

Case Study 8

Grading:

 

Assessment

Points Possible

 

% for Grade

Grade

Bi-Weekly Quizzes

120

 

90-100 %

A

Midterm

100

 

80-89%

B

Final

100

 

70-79%

C

Classroom Presentation

100

 

60-69%

D

Research Paper

300

 

1-59%

F

Journal Discussion

300

 

 

 

 

 

 

 

 

Total

1020

 

 

 

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:

   
  • 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, service learning, 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.

Course Topic/Dates/Assignments:

Date

 

Topic

 

Reading Assignment

 

Assignments

 

1-17-07

 

 

 

Behavior Assessment

 

1-19-07

 

Introduction

 

1

 

 

1-22-07

 

 

 

 

1-24-07

 

Theories of Development

 

2

 

Journal Discussion 1

 

1-26-07

 

 

 

Bi-Weekly Quiz 1

 

1-29-07

 

 

 

 

1-31-07

 

Heredity and Environment

 

3

 

 

2-2-07

 

 

 

 

2-5-07

 

Prenatal Development and Birth

 

4

 

 

2-7-07

 

 

 

Journal Discussion 2

 

2-9-07

 

 

 

Bi-Weekly Quiz 2

 

2-12-07

 

The First 2 Years: Biosocial Development

 

5

 

 

2-14-07

 

 

 

 

2-16-07

 

The First 2 Years: Cognitive Development

 

6

 

 

2-19-07

 

President’s Day

 

Pres. Day

 

President’s Day

 

2-21-07

 

The First 2 Years: Psychosocial Development

 

7

 

Journal Discussion 3

 

2-23-07

 

 

 

Bi-Weekly Quiz 3

 

2-26-07

 

 

 

 

2-28-07

 

The Play Years: Biosocial Development

 

8

 

 

3-2-07

 

 

 

 

3-5-07

 

The Play Years: Cognitive Development

 

9

 

Midterm (timed & online)

 

3-7-07

 

 

 

Journal Discussion 4

 

3-9-07

 

The Play Years: Psychosocial Development

 

10

 

Bi-Weekly Quiz 4

 

3-12-07 Through

 

3-16-07

 

Spring Break

 

Spring Break

 

Spring Break

 

3-19-07

 

The School Years: Biosocial Development

 

11

 

 

3-21-07

 

 

 

 

3-23-07

 

 

 

 

3-26-07

 

The School Years: Cognitive Development

 

12

 

 

3-28-07

 

 

 

Journal Discussion 5

 

3-30-07

 

 

 

Bi-Weekly Quiz 5

 

4-2-07

 

The School Years: Psychosocial Development

 

13

 

 

4-4-07

 

 

 

 

4-6-07

 

Good Friday

 

Good Friday

 

Good Friday

 

4-9-07

 

Adolescence: Biosocial Development

 

14

 

 

4-11-07

 

 

 

Journal Discussion 6

 

4-13-07

 

Adolescence: Cognitive Development

 

15

 

Bi-Weekly Quiz 6

 

4-16-07

 

 

 

 

4-18-07

 

Adolescence: Psychosocial Development

 

16

 

 

4-20-07

 

Thanksgiving Break

 

Thanksgiving

 

Thanksgiving Break

 

4-23-07

 

 

 

Smith, Stauch, Tran, Upton

 

4-25-07

 

 

 

Pisciotta, Prather, Rose, Saft

 

4-27-07

 

 

 

Loehr, Maddux, Matlock, Nichols

 

4-30-07

 

 

 

Heagy, Hiatt, Hopkins, Houx

 

5-2-07

 

 

 

Gaddis, Garman, Gravely, Harder

 

5-4-07

 

 

 

Deardorff, Diefenbach, Edwards, Fessenden

 

5-9-07

 

10:15 a.m.-12:15 p.m.

 

10:15 a.m.-12:15 p.m.

 

10:15 a.m.-12:15 p.m.

 

Allsbury, Benitz, Blain, Burke

 

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 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 "W".
  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 2006-2007 Undergraduate Catalog Page 89-90

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. 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
2, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
•Differences and similarities of 5-7 topic areas were outlined in comparison to the literature.

(40 points)

 
•Differences and similarities of 3-4 topic areas were outlined in comparison to the literature.

(28 Points)

 
•Differences and similarities of 1-2 topic areas were outlined in comparison to the literature.

(20 Points)

 
•No differences and similarities of topic areas were outlined in comparison to the literature.

(12 Points)

 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
•9 or more references from the literature.  

•The student cited references that provide evidence from the literature on the topic being examined in the research paper.

•Three of the references should be empirical and refereed research articles.

•5-7 topic areas were included in the paper.

(35 Points)

 
•7-9 references from the literature.  

•The student cited references that provide evidence from the literature on the topic being examined in the research paper.

•Three of the references should be empirical and refereed research articles.

•3-4 topic areas were included in the paper.

(24.5 Points)

 
•1-4 reference(s) from the literature.  

• The student cited references that provide evidence from the literature on the topic being examined in the research paper.

• 1-2 topic areas were included in the paper.

(17.5 Points)

 
•No topic areas were included in the paper.

(10.5 Points)

 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
•Compared and contrasted 5-6 topic areas and corresponding literature.

(40 points)

 
•Compared and contrasted 3-4 topic areas and corresponding literature.

(28 Points)

 
•Compared and contrasted 1-2 topic areas and corresponding literature.

(20 Points)

 
No comparison or contrast of any topic area.

(12 Points)

 
Application                                                                                                                                                                                                                                                
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student met expectations and offered a research question that was a natural extension of the literature reviewed in the research paper.

(35 Points)

 
The student successfully identifies a research question about child development and offers a plausible developmental research design for this question.  The student must identify why they chose the research design.

(24.5 Points)

 
The student successfully developed a research question about child development.

(17.5 Points)

 
The student did not identify a research question.

(10.5 Points)

 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Each paper consistently uses  developmental terms appropriately.  Less than 5 errors while using developmental terms.

(35 Points)

 
Each paper consistently uses  developmental terms appropriately.  5-7 errors while using developmental terms.

(24.5 Points)

 
Each paper consistently uses  developmental terms appropriately.  8-12 errors while using developmental terms.

(17.5 Points)

 
13 or more errors while using developmental terms.

(10.5 Points)

 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The research paper meets expectations while including a student developed graphic or table.

(35 Points)

 
The research paper contains the following sections:

•APA citations

•Introduction

•Analysis

•Conclusion

•APA formatted references page.

•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.

The research paper will also include the following:

•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)

(24.5 Points)

 
The research paper contains the following sections:

•Cover page

•Abstract – summary of Project

•Introduction

•Analysis

•Conclusion

•APA formatted references page.

•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.

(17.5 Points)

 
The research paper does not contain all of the sections included in the does not meet expectations category.

(10.5 Points)

 
Child Development – Public Policy                                                                                                                                                                                                                          
Outcomes
2, 3, 5, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Research paper identified public policy issues in the first 4-5 topic areas.

(40 Points)

 
Research paper identified public policy issues in 2-3 topic areas in the first 4 topic areas.

(28 Points)

 
Research paper identified public policy issues in 1 topic area in the first 4 topic areas.

(20 Points)

 
Research paper did not identify any public policy issues in any topic areas.

(12 Points)

 
Child Development – Culture                                                                                                                                                                                                                                
Outcomes
2, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Research paper identified culture variations in views of child development in all 4-5 of the first 4 topic areas.

(40 Points)

 
Research paper identified culture variations in views of child development in 2-3 of the first 4 topic areas.

(28 Points)

 
Research paper identified culture variations in views of child development in 1 of the first 4 topic areas.

(20 Points)

 
Research paper did not identify any culture variations in views of child development in any topic area.

(12 Points)

 

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Last Updated:1/12/2007 12:13:00 PM