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EDE 205 Child Psychology
Kerkman, Dennis D.


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
The 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

PS 205 / ED 205 Child Psychology

Semester

FA 2010 HO

Faculty

Kerkman, Dennis D.

Title

Professor, Department of Psychology & Sociology/Parkville Campus

Degrees/Certificates

B.A. Psychology, University of Kansas, Lawrence, KS
M.S. Psychology, University of Georgia at Athens, GA
Ph.D. Developmental & Child Psychology, University of Kansas, Lawrence, KS

Office Location

MA223

Office Hours

M, W, F: 10:00 a.m. - 11:00 a.m.; 3:45 - 5:00 p.m. or via email dkerkman@park.edu

Daytime Phone

816-584-6502

E-Mail

dkerkman@park.edu

Web Page

http://college.cengage.com/psychology/martin/child_dev/2e/student_home.html

Semester Dates

Aug. 16 - Dec. 10, 2010

Class Days

--M, W, F--

Class Time

9:00 - 9:50 a.m.

Prerequisites

PS 101

Credit Hours

3


Textbook:

Martin, C.L & Fabes, R. (2009). Discovering Child development (2nd Ed.). Wadsworth Centage Learning.Belmont, CA.
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

APA Style internet video step-by-step instructions and a lot more info on Psychology:
http://www.psychbytes.com/
 
APA Style Guide:

http://www.uwsp.edu/psych/apa4b.htm

 
Publisher's Student companion website:
http://college.cengage.com/psychology/martin/child_dev/2e/student_home.html
You will need to create an account using the login passkey that comes with the textbook.

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/.

http://college.cengage.com/psychology/martin/child_dev/2e/student_home.html

Course Description:

Child Psychology

Prerequisite: PS 101.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. 3:0:3  PS 205 (ED 205).

Educational Philosophy:

FACULTY'S EDUCATIONAL PHILOSOPHY: I believe in the educational philosophy of John Dewey, the father of educational psychology: "Learning by doing".

Learning Outcomes:
  Core Learning Outcomes

  1. Utilize the vocabulary of child psychology.
  2. Critically examine the principles of biological, cognitive and sociocultural development.
  3. Explain the theoretical principles of child psychology.
  4. Demonstrate an understanding of research method used to study children.
  5. Gather, evaluate, and communicate information effectively.
  6. Demonstrate high quality written and oral communication skills through interaction with other students and the instructor in a structured, flexible environment.
  7. Identify the effect public policy has on children.


Core Assessment:

·        Research Paper (Core Assessment).  Each student will write one research paper. Each student will conduct four 3 hour observations with children in various stages of their development. There will be three additional topic areas that each student will need to address. First the student will need to address prenatal development and birth. Secondly each student will need to address how public policy affects each period of development and finally they will need to examine different cultural influences during each developmental period. 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

3 Hours

The Play Years

Observation

3 Hours

The School Years

Observation

3 Hours

Adolescence

Observation

3 Hours

Public Policy –Child Development

Literature Review

NA

Views of Child Development in different cultures.

Literature Review

NA

The observation can occur in any setting where children can be found. Each student needs to make an arguable claim (thesis statement) that will be the central theme of this research paper. They will then use the observations, class discussions, and literature as evidence to support their arguable claim. Each student will have to focus on the five different developmental periods, public policy, and cultural influences on development as they apply to their arguable claim. The 3 hours used for the observations need to be recorded in a student developed observation sheet. Each paper will need to have the completed observation sheets attached as an appendix. The paper will need to be double spaced. The paper will need to use APA style when citing references and will need an APA style references list. The 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. 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="true"="true"="true"="true". The research questions and design section needs to be a small part of the paper and does not need to be the central theme 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.  To see what is required and how the points will be distributed, see the rubric below and the Core Assessment Rubric at the end. See the graphic below for a list of paper requirements.

 

 

Research Paper Requirements

 

Differences and similarities between the 7 topic areas are outlined in comparison with the literature.

7 or more references are used from the literature. These references provide evidence from the literature on the topic being examined. Three of the references are empirical reports from a scientific journal.

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

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

 

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

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.

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).

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

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

 

  

Competency

Exceeds Expectation                    (2)

Meets Expectation                   (1)

Does Not Meet Expectation (0)

Critical Thinking

 

 

 

Analysis & Evaluation          Outcomes - 1, 2, 5

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

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

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

Content

 

 

 

Application          Outcomes - 1, 2, 3, 4, 5

Research paper identified public policy issues and culture variations in views of adult development in the first 4 topic areas.

Research paper identified public policy issues and culture variations in views of adult development in 2-3 of the first 4 topic areas.

Research paper identified public policy issues and culture variations in views of adult development in one of the first 4 topic areas.

Technical Skills

 

 

 

Whole Artifact          Outcome - 5

The research paper meets expectations while including a student developed graphic or table.

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

 

The research paper contains the following sections: Cover page, Abstract –summary of Project, Introduction, Analysis, Conclusion, APA formatted references page.

 

 

Class Assessment:

13 multiple-choice quizzes (one for each of the first 13 chapters in the textbook), Research paper (core assessment), PowerPoint presentation summarizing your research paper results, class participation.

Grading:


Mutliple-choice Quizzes: 13 @ 10 points each.......................................................130
Research paper: 1 @ 300 points............................................................................300
PowerPoint presentation summarizing your research paper results: 1 @ 50 points......50
Class participation: 20 points....................................................................................20
TOTAL.................................................................................................................500
 

GRADING SCALE
POINTS      GRADE 
500-450        A 
449-400        B
399-350        C 
349 -300       D 
299-000        F
Note: Grades will not be rounded. 400 points is a “B”, but 399 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   :-)

Late Submission of Course Materials:
 

Quizzes are due by midnight Sunday of the week that they are assigned. Late quizzes cannot be made up (i.e., if you miss the quiz deadline, you will get 0 out of 10 points for that quiz), unless you contact the instructor via email before the deadline and get written approval via email from the isntructor to make up the quiz. You must present a valid reason and may be required to provide documentation (e.g., doctor's note). Late reseach reports will be penalized 15% for each day that the assignment is late. NOTE: 15% of 300 is 45 points per day late. Beware!

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, sent email folder, and print out paper copies for backup purposes.  
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. 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.
7. Student misconduct during classes will not be tolerated.  Students who, in the judgment of the Instructor, behave in a way that is disruptive or disrespectful to the instructor or other students will have their semester grade reduced by an amount to be determined by the instructor.  They may also face disciplinary action as provided under the terms specified in the Park University Catalog.
8. Please do not use cell phones, iPods, laptop computers or any other lectronic devices during class unless your instructor instructs you to do so, or you have written permission from the Office of Student Services due to documented disability.

Course Topic/Dates/Assignments:

WEEK DATES (Note: The Park University academic week runs from 12:01 a.m. on the Monday of that week to Midnight (US Central time zone) of the following Sunday. ASSIGNMENTS Due
1 Aug. 16 - 22. Chapter 1: Introduction to Child Development. Quiz 1.
2 Aug. 23 - 29 Chapter 2: Understanding and Studying Child Development. Quiz 2.
3 Aug. 30 – Sep. 5  Chapter 3: Biological Foundations of Development. Quiz 3.
4 Sep. 6 - 12 Note: No Classes on Monday (Labor Day). Wednesday: Chapter 4: Prenatal Development & Birth. Quiz 4.
5 Sep. 13 - 19 Chapter 5: Physical Development in Infancy & Toddlerhood. Quiz 5.
6

Sep. 20 - 26

Chapter 6: Cognitive & Language Developmentin Infancy & Toddlerhood. Quiz 6.
7 Sep. 27 – Oct 3 Chapter 7: Social & Emotional Developmentin Infancy & Toddlerhood. Quiz 7.
8 Oct 4 - 10 Chapter 8: Physical Development and Health in Early Childhood Quiz 8.
Mid-Semester Break Oct. 11 - 17 Mid-Semester Break NO CLASSES
9 Oct. 18 - 24 Chapter 9: Cognitive & Language Development in Early Childhood. Quiz 9.
10 Oct. 25 - 31 Chapter 10: Social & Emotional Development in Early Childhood. Quiz 10.
11 Nov. 1 - 7 Chapter 11: Physical Development and Health in Late Childhood. Quiz 11.
12 Nov. 8 - 14 Chapter 12: Cognitive & Language Development in Late Childhood. Quiz 12.
13 Nov. 15 - 21 Chpater 13: Social and Emotional Development in Late Childhood.

Quiz 13.

Written research papers are due in the eCompanion Dropbox by Midnight, Sunday. Late penalty is 45 points per day late!

14 Nov. 22 - 28 10-minute PowerPoint presentations summarizing your research projects. Four students per day, alphabetical order. Failure to present on the day you are assigned to present will result in a score of 0 (zero) out of 50 points.  If you can't make it on the day you are supposed to present, then (1) contact another student and switch days with them, then (2) contact the instructor with this information.  Both students must agree to the switch and send email to this effect tot he instructor before the start of that  class meeting. Attendance at all student presentations is required.  Being absent for another student's presentation will have a serious adverse effect on the participation portion of your semester grade.
15

Nov. 29 – Dec. 5

10-minute PowerPoint presentations summarizing your research projects. 4 students per day, alphabetical order.
16 Dec. 6 - 10 Final Exams Week: No class meetings this week. There will be no final exam in this class. Your PowerPoint presentations serve as a substitute for the final exam. In the event that we run out of time (the 10-minute presentation time limit will be strictly enforced) we may need to use the time alloted for the final exam in this course to finish up the last of the presentations. See http://www.park.edu/calendar/Spring2010.pdf for a complete schedule of final exams for the Spring 2010 semester.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Listing a reference in the References Section of your paper is NOT sufficient. You must also cite it in the body of the text. If you use more than 5 consecutive words that someone else wrote, you must put in quotes and list the author's name, year published, and page number, or else it is plagiarism (APA Style rule).

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 "F".
  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 2010-2011 Undergraduate Catalog Page 95-96

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 .

Copyright:

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

Last Updated:8/15/2010 8:48:48 AM