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Education Major Version

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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
TThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 205 Child Psychology

Semester

FA 2007 HO

Faculty

Brian J. Cowley, Ph.D., BCBA

Title

Associate Professor of Developmental Psychology

Degrees/Certificates

B.S. - Psychology - Utah State University
M.S. - Behavior Analysis and Therapy - Southern Illinois University at Carbondale
Ph.D. - Developmental and Child Psychology - University of Kansas

Office Location

Mabee 224

Office Hours

M – 11:00 a.m. - 1:00 p.m.; TWRF – 9:00 a.m.-10:00 a.m.

Daytime Phone

816-584-6501

Other Phone

None

E-Mail

brian.cowley@park.edu

Web Page

http://captain.park.edu/bcowley

Semester Dates

August 20, 2007 to December 14, 2007

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Prerequisites

None

Credit Hours

3


Textbook:
 

Lodico, M. G. & Voegtle, K. H. (2005).  Child & adolescent life stories: Perspectives from youth, parents, and teachers.  Thousand Oaks, CA: Sage.

Novak, G. & Palaez, M. (2004).  Child and adolescent development: A behavioral systems approach.  Thousand Oaks, CA: Sage.

 

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:
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: PS 101 3:0:3.

Educational Philosophy:
Doctor Cowley’s educational philosophy is based on bringing the student to the table for critical thinking. A variety of teaching methods are employed according to the learning objectives and the available environmental setting. Students will be required to engage, explore, explain, elaborate, and evaluate topics in child psychology.

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:
 

·         Weekly Quiz.  There will be weekly quizzes administered throughout the semester.  Each quiz will made up of essay questions about the reading assignment for a given week and will be given on Wednesdays.  Each quiz will be worth up to 10 points.

·         Midterm.  A midterm will be administered on the readings assigned for the first half of the semester.  The questions will be made up of essay questions.  The midterm will be worth up to 100 points.

·         Final.  A Final will be administered covering the readings from the entire semester (comprehensive).  The questions will be made up of essay questions.  The final will be worth up to 200 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 about their volunteer service.  Each student will enter their journal entry into a discussion thread on e-companion and then will be required to respond to two fellow classmates.  The responses will need to be a synthesis between the journal entry and the student’s own voluntary experience.  Statements like “good job”, “I agree” and so on, will not count.  The response must be thoughtful and evaluative.  The journal entry discussion thread activity will be worth up to 50 points each.

Journal Entry

Elements

Points Possible

1st Hour

Entry 30, 1st Response 10, 2nd Response 10.

50 Points

2nd Hour

Same

50 Points

3rd Hour

Same

50 points

4th Hour

Same

50 Points

5th Hour

Same

50 Points

6th hour

Same

50 Points

 

Total

300 Points

 

·          Bi-Weekly Group Projects/Case Studies. Each student will be paired with another student.  They will make a 2 minute presentation to the class using PowerPoint that selects an aspect of the assigned Case Study and uses the textbook plus 2 research articles from refereed journals to analyze the selected="true" topic.  Each pair will be graded as a group.  Each Bi-Weekly Group Project/Case Study will be worth up to 50 points.

Group Projects/Case Study Elements

Points Possible

Introduces Aspect of Case Study

10 Points

PowerPoint is not read to the class as the presentation but offers graphic representation that strengthens presentation.  Presentation is 2 minutes long.

10 Points

Textbook Analysis

10 Points

1st Reference Analysis

10 Points

2nd Reference Analysis

10 Points

Total per Assignment

50 Points

 

 

Total Points for the Semester

300 Points

 

·         Classroom Presentation:   The classroom presentation will be on the research paper (Core Assessment).  This presentation will be detailed report of the student’s findings in the research 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 & Presentation is 5 minutes long
25 Points
Alternative Views of Arguable Claim
25 Points
1st Type of Media
25 Points
2nd Type of Media
25 Points
Total
100
 
Grading Rubric for Research Paper:
 

Key Elements

Points Possible

Points Scored

Observations: Prenatal Development, First Two Years, The Play Years, The School Years, and Adolescence.

10

 

Each paper consistently uses developmental terms appropriately with less than 5 errors.

10

 

The research paper contains the following sections: APA citations, Introduction, Analysis, Conclusion, and APA formatted references page.

10

 

A student created graph (not a copy of someone else’s graph) is included to make a point to argue for your arguable claim.

10

 

The student develops a plausible research question that is a natural extension of the literature reviewed in the paper.  This does not have to be the major theme of the paper, but should be included seamlessly in the paper.

10

 

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).

10

 

The research paper identified cultural variations found in child development in relation to the first four topic areas.

 

10

 

The research paper identified public policy issues that affect the first five topic areas.

10

 

Compared and contrasted 5-6 topic areas and corresponding literature.

10

 

  7 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 were empirical and refereed research articles.

10

 

Total

100

 

Total x 3

300

 

Grading:
 

Assessment

Points Possible

 

% for Grade

Grade

Weekly Quizzes

150

 

90-100 %

A

Midterm

100

 

80-89%

B

Final

200

 

70-79%

C

Bi-Weekly Journal Discussions

300

 

60-69%

D

Group Projects/Case Studies

300

 

1-59%

F

Classroom Presentation

100

 

 

 

Research Paper

300

 

 

 

 

 

 

 

 

Total

1450

 

 

 

Late Submission of Course Materials:
Any assignment turned in after the date it is due can 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="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

8-20-07

Introduction

Ch. 1 N & P

 

8-22-07

 

 

Quiz 1

8-24-07

 

 

Journal Discussion 1

8-27-07

Modern Developmental Theory

Ch. 2 N & P

 

8-29-07

 

 

Quiz 2

8-31-07

Christeena

e-companion

Case Study 1

9-3-07

Labor Day

Labor Day

Labor Day

9-5-07

Behavior Genetics

Ch. 3 N & P

Quiz 3

9-7-07

 

 

Journal Discussion 2

9-10-07

Prenatal, Birth, and Postnatal Periods

Ch. 4 N & P

 

9-12-07

 

 

Quiz 4

9-14-07

Ben

Ch. 1 L & V

Case Study 2

9-17-07

Learning 1: Habituation and Respondent Learning

Ch. 5 N & P

 

9-19-07

 

 

Quiz 5

9-21-07

 

 

Journal Discussion 3

9-24-07

Operant Learning

Ch. 6 N & P

 

9-26-07

 

 

Quiz 6

9-28-07

Keisha

Ch. 2 L & V

Case Study 3

10-1-07

Cognitive Development

Ch. 7 N & P

 

10-3-07

 

 

Quiz 7

10-5-07

 

 

Journal Discussion 4

10-8-07

The Development of Communication

Emily

Ch. 8 N & P

 

Ch. 4 L & V

Case Study 4

10-10-07

 

 

Quiz 8

10-12-07

 

 

Midterm

10-13-07 Through

10-21-07

Fall Break

Fall Break

Fall Break

10-22-07

Personality and the Self

Ch. 9 N & P

Maurin, Lovell

10-24-07

 

 

Quiz 9, Miller

10-26-07

 

 

Journal Discussion 5, Lewis

10-29-07

Social and Emotional Development

Ch. 10 N & P

Otto

10-31-07

 

 

Quiz 10, Lappin

11-2-07

Nicole & Brooke

Ch. 5 L & V

Case Study 5, Rennack

11-5-07

Development of Antisocial Behaviors

Ch. 11 N & P

Hollowell

11-7-07

 

 

Quiz 11, Roth

11-9-07

 

 

Journal Discussion 6, Hilton

11-12-07

Veterans Day

Veterans Day

Veterans Day

11-14-07

The Family System

Ch. 12 N & P

Quiz 12, Siedlik

11-16-07

Edward

Ch. 7 L & V

Case Study 6, Hentzen

11-19-07

Schools

Ch. 13 N & P

Smelley-Almond, Fousek

11-21-07

 

 

Quiz 13, Tebbe

11-23-07

Thanksgiving

Thanksgiving

Thanksgiving

11-26-07

Adolescence

Ch. 14 N & P

Fonda, Theno

11-28-07

 

 

Quiz 14, Floyd

11-30-07

 

 

Walk, Ehrnhardt

12-3-07

Behavior Disorders of Childhood

Ch. 15 N & P

Welsh

12-5-07

 

 

Quiz 15, Crocker

12-7-07

 

 

Harper, Cooper

12-12-07

Final from 10:15-12:15

Final

Final from 10:15-12:15, Rich, Chrostowski, Stark

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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:8/3/2007 11:18:58 AM