Syllabus Entrance
Printer Friendly
Email Syllabus

ED 205 Child Psychology
Kerkman, Dennis D.


New Page 1

 

SYLLABUS

 

COURSE SYMBOL AND NUMBER: ED205 / PS205 HO.

COURSE TITLE: Child Psychology.

COURSE DESCRIPTOR: “A discussion 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.” (Park University 2004 – 2005, Undergraduate Catalog, 2004, p. 409).

TERM COURSE BEING TAUGHT:  Spring, 2005.

NAME OF FACULTY MEMBER:  Dennis D. Kerkman, Ph.D.

TITLE OF FACULTY MEMBER: Associate Professor.

FACULTY OFFICE LOCATION: MA 223.

FACULTY OFFICE HOURS: M-F, 1:00 p.m. - 2:00 p.m. or by appointment.

FACULTY OFFICE TELEPHONE NUMBER: 584-6502

FACULTY PARK EMAIL ADDRESS: dkerkman@mail.park.edu

OTHER FACULTY EMAIL ADDRESS: none.

FACULTY WEB PAGE ADDRESS: to be announced.

DATES OF THE TERM:   Jan. 10, 2005 – May 6, 2005.

CLASS SESSIONS DAYS: M, W, F

CLASS SESSION TIME: 9:00 a.m. – 9:50 a.m.

PREREQUISITE(S): none.

CREDIT HOURS:  3.

CLASS MEETS in Watson Learning Center (Academic Underground).

 

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 DESCRIPTION:” A discussion 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.” (Park University 2004 – 2005, Undergraduate Catalog, 2004, p. 409).

 

FACULTY’S EDUCATIONAL PHILOSOPHY: “Philosophy” is the love of knowledge.  “Education” is the process of guiding people out of ignorance into the light of understanding. “The Liberal Arts” are a set of disciplines that enable students to think critically and communicate effectively so they can understand themselves and the world around them, and how they can act for the purpose of serving a global community.  Studying these arts therefore liberates, or frees students from the constraints of ignorance so they can understand and improve the world around them. To understand the Liberal Arts, one must cultivate certain literacies: analytical and critical thinking, community and civic responsibility, scientific inquiry, ethics and values, literary and artistic expression.  In this course, the primary methods used to cultivate the literacies are: (1) learning by inquiry, reflection, and interaction (the Socratic Method of guided questioning in group discussions), (2) learning by experience (readings, lectures, demonstrations, videos, internet and other presentation media), and (3) learning by doing (hands-on interaction with the environment (e.g., collecting of one’s own research observations).  The Socratic Method will be used in the form of discussions to cultivate the development of analytic and critical thinking, community and civic responsibility, and ethics and values by guided questioning in group discussions of perennial themes and controversies (e.g., nature vs. nurture), and current events (e.g., stem cell research, nationwide standardized achievement testing, teenage spree killings and gun control, the war on terror vs. civil rights, etc.).  These discussions frequently focus on issues with direct implications for community and civic responsibility. They also highlight cultural diversity issues and ethical and value judgments.  Scientific Inquiry will be directly addressed through reading assignments, lectures, and hands-on assignments for learning how to collect and summarize the student’s own observations of naturally occurring human behavior.

Please note: Child Psychology is about how people grow up.  This topic is inherently controversial.  We all have very dearly held beliefs and attitudes, especially about children, parenting, and teaching.  No one likes to consider, much less admit, that they might be wrong, especially in the ways that that think and feel and act toward other people, or the ways they were reared or the ways they rear their children.  However, in order for us all to make progress toward being more educated, rational human beings, we must consider points of view other than our own, and we must be willing to dispassionately and objectively consider points of view other than our own, being sufficiently open-minded to acknowledge the fact that we might be wrong. 

A university is first and foremost a place for the free and frank exchange of ideas.  The founding father of Western philosophy, Socrates, the Athenian, devised a method for getting people to examine their beliefs and points of view other than their own, which has come to be known as “The Socratic Method”.  Socrates said that he didn’t know anything for certain, all he had were lots of questions.  He asked his students questions that made them seriously re-consider and even doubt the validity of their most dearly held beliefs about themselves and others.  This can be rather uncomfortable, because no one likes to consider the idea that they might be wrong.  In fact, Socrates’ questions made the citizens of ancient Athens so uncomfortable that they voted to have Socrates stoned to death for allegedly “corrupting the youth of the city” by encouraging the young people of the city to question their parents’ most dearly held beliefs.  Rather than be stoned to death, Socrates committed suicide.  I have no desire to be stoned to death or to commit suicide, but I do want all of us to become more balanced and rational and objective in our knowledge how people do and do not get along with each other.  

So, I am going to tell you in advance that I will intentionally challenge some of your beliefs and you also are free to challenge mine, so long as we all understand that we are doing this for the purpose of helping each other gain a more balanced and rational understanding of ourselves and each other.  No one is perfect, and that from time to time all of us have been wrong.  In this class, we will all have to be open-minded enough to consider the possibility that some of our thoughts and feelings and attitudes toward other people might be wrong, and we have to be forgiving enough to accept the fact that when someone challenges our beliefs, he or she is doing so for the purpose of trying to understand our point of view and helping us to understand points of view other than our own.  This will be much easier said than done, but it is the oldest and still the best way of teaching that I know

Notice: If you do not feel comfortable with the idea of having your beliefs challenged, then you should drop this course immediately.

 

COURSE OBJECTIVES. On completion of this course, student should be able to:

1. identify and explain the “…biological, cognitive, and sociocultural development from the prenatal period through childhood.” (Park University 2003 – 2004 Undergraduate Catalog, 2003, 253) and how these relate to the student’s life.

2.  apply analytical and critical thinking as well as and ethics and values to the … “biological, cognitive, and sociocultural development from the prenatal period through childhood.  ….[as well as] to theory and research, practical examples and policy implications..” (Park University 2003 – 2004 Undergraduate Catalog, 2003, p. 253).

3. understand and apply the principles of scientific inquiry to the “biological, cognitive, and sociocultural development from the prenatal period through childhood”(Park University 2003 – 2004 Undergraduate Catalog, 2003, p. 253).

4. apply the literacies of analytical and critical thinking, scientific inquiry, and ethics and values to issues of mutliculturalism and diversity in order to prepare students for lifelong learning and serving a global community.

 

COURSE TEXTBOOK(S): The Developing person from childhood and adolescence, Berger, (2003) ISBN 0-7167-5257-3.

 

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.  LISTING THE SOURCE IN THE REFERENCES IS NOT SUFFICIENT.  Students who are uncertain about proper documentation of sources should consult their instructors.” EXACT QUOTES MUST BE ENCLOSED IN QUOTATION MARKS WITH THE AUTHOR’S NAME AND PAGE NUMBER IN PARANETHESES IMMEDIATELY FOLLOWING THE QUOTE.

 

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: The instructor will not accept assignments late.  Assignments not submitted on the due date will receive a grade of “zero” or as indicated below. 

 

COURSE ASSESSMENT:

1. To assess the students’ achievement of Course Objective #1 (to identify and explain the “biological, cognitive, and sociocultural development from the prenatal period through childhood.  Attention will be given to theory and research, practical examples and policy implications.”, performance on the exams hat test their knowledge of these contents will be evaluated.

2. To assess the students’ achievement of Course Objective #2 (to apply analytical and critical thinking as well as and ethics and values …”, students’ resolutions to the group discussions on these topics will be evaluated.

3. To assess students’ achievement of Course Objective #3 (to understand and apply the principles of scientific inquiry …, students’ behavioral research reports will be evaluated.  The report should be written according the American Psychological Association’s Publication Manual (5e) and submitted via email as a Microsoft Word document.  (See handout for the exact specifications and form for this assignment.)

4. To assess student’s achievement  of Course Objective #4 (to apply the literacies of analytical and critical thinking, scientific inquiry, and ethics and values to issues of mutliculturalism and diversity in order to prepare students for lifelong learning and serving a global community), students’ performance on specific discussions that directly address these issues will be evaluated. Note: These discussions will not be announced in advance.  They are like pop quizzes.  They cannot be “made-up”.  This is one more reason that you should attend class every day.

 

CLASSROOM RULES OF CONDUCT:

1. 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 drive crash, emails bounce back, and servers go down.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. Please submit all written assignments as MS-Word.doc email attachments.  Make sure your email account saves copies of all sent mail so you’ll have a time-stamped copy of each thing you submit, so you can re-send it in case of email failure.

2. The instructor reserves the right to assign student seating as he deems necessary. 

3. Students who arrive late should sit only in the seats designated by the instructor for ‘late arrivals and early departures.”  Remember: those who arrive after their names have been called will be counted as absent.  No one may start to take an exam after the first person is finished and leaves the room.

4. Students who have a serious reason for needing to leave class early must obtain permission from the instructor and sit in one of the late arrival/early departure seats, so as to minimize disruption of the class’s lectures, discussions, or presentations.

5. Make-ups for exams will be given only to those who have notified the instructor BEFORE the regularly scheduled time for that exam.  There are no make-ups for class discussions.  Your lowest discussion score will be dropped, but only the lowest one (1).

6. A university must be first and foremost, a place for the free and frank exchange of ideas.  The pursuit of academic excellence can only take place in an atmosphere of mutual respect.  We all have the right to use logic and evidence to disagree with each other’s positions, but none of us has the right to make derogatory or harassing statements or actions against any other member of this class.  The only thing I will not tolerate in this class is intolerance or disrespect for others.

 

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

 

COURSE TOPICS/DATES/ASSIGNMENTS: The Instructor reserves the right to amend this schedule and course policies at his discretion based on the progress of the course and the needs of the students.

The general procedure: Class discussion/lectures/videos etc. on each chapter that we will cover in the text.  The exams will cover each of the chapters that have been assigned since the previous exam, plus lectures, discussions, videos, etc.  The exams will contain 50 multiple-choice questions focusing on vocabulary terms, concepts and/or applications (e.g., applying theories and findings to real-life situations). 

TENTATIVE SCHEDULE OF CLASS ASSIGNMENTS AND ACTIVITIES

(NOTE: THE INSTRUCTOR RESERVES THE RIGHT TO MAKE ADJUSTMENTS TO THIS SCHEDULE AS HE DEEMS IT NECESSARY).

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

Jan. 10 – Jan. 14

Chapter 1. Introduction.

2

Jan. 17 – Jan. 21

Monday Jan. 17 is Martin Luther King Jr. Birthday – NO CLASSES.

Chapter 2. Theories of Child Development. Friday: Term paper Assignment: Chose  a topic and a partner (Choose you partner wisely, your grade depends on it.)

3

Jan. 24 – Jan. 28

Chapter 3.  Heredity & Environment.

4

Jan. 31 - Feb. 4

Chapter 4.  Prenatal development & birth.  Term paper proposals are Due Friday, Feb. 4. (20 points max.  Late penalty = -5 points per day).

5

Feb. 7 – Feb. 11

Monday: Finish Chapter 4

Wednesday: Exam 1 (Chapters 1-4, lectures, videos, etc.).

Friday: Chapter 5, 1st 2 yrs: Biological Development.  

6

Feb. 14 – Feb. 18

Monday: Chapter 5, 1st 2 yrs: Biological Development.  

Wednesday & Friday: Chapter 6.  1st 2 yrs. Cognitive development.

7

Feb. 21 – Feb. 25

Monday, Feb. 21 is Presidents’ Day – No Classes.

Wed., Friday - Chapter 7: 1st 2 yrs. Psychosocial development. 

8

Feb. 28 – Mar. 4

Monday, Wednesday: Finish 1st 2 years.

Friday: Exam 2 (Chapters 5, 6, & 7, Lectures, videos, etc.).

9

Mar. 7 – Mar. 11

NO CLASSES! SPRING BREAK.

10

Mar. 14 – Mar. 18

Chapter 8: Play yrs., Biosocial development. 

Chapter 9.  Play yrs., Cognitive development.

11

Mar. 21 – Mar. 25

Chapter 9.  Play yrs., Cognitive development (cont.).

Friday is Good Friday – No Classes.

12

Mar. 28 – Apr. 1

Chapter 10. Play years: Psychosocial development.

Friday, April 1: Exam 3 (Chapters 8, 9, & 10, lectures, videos, etc.) No Foolin’!

13

Apr. 4 – Apr. 8

Chapter 11. School years, Biosocial development,

14

Apr. 11 – Apr. 15

Chapter 12 School years, Cognitive development.

Term papers are Due Friday, Apr. 15. (50 points max., Late penalty = - 10 points per day).

15

Apr. 18 – Apr. 22

Chapter 13, School yrs., Psychosocial development. 

16

Apr. 25 – Apr. 29

In-class presentations of term paper projects. (30 points max.  Late penalty = - 10 points per day).  Questions from the presentations WILL BE ON THE FINAL EXAM.

17

May 2 – May 6

Exam 4 is the FINAL EXAM (The Final Exam in this class is NOT Comprehensive.  It only covers Chapters 11, 12, & 13 Lectures, videos, etc. that have occurred since exam 3).  The Date of the Final Exam will be announced in class.

 

GRADING PLAN:

              Exams: 4 @ 50 points = 200 points.

In-class discussions 5 – your lowest = 4 @ 10 points = 40 points.

Term paper: 1 @ 100 points (proposal = 20 + written paper = 50 + presentation = 30) = 100 points.

Total Points = 340 points.

GRADING SCALE

POINTS                GRADE

340 - 306                 A

305 – 272                B

271 – 238                C

237 - 204 D

203 – 0                    F

Note: Grades will not be rounded. 272 points is a “B”, but 271 points is a “C”.  I have to draw the line somewhere, so I’m doing it now and telling you in advance.  This will not change.  Please don’t ask.

                                                                                         

Behavioral Contract: I, the undersigned, have read the policies and rules stated in this syllabus and agree to abide by them.

 

 

_______________________  __________________________  _____ - __ - ______.  __________________.

Signature                                               Name (Please Print)                       month-day-year           Park U. Student Id #