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PS 205 Child Psychology
Bevars, Bobbie K.


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

F1Z 2010 ML

Faculty

Bevars, Bobbie K.

Title

Adjunct Faculty

Degrees/Certificates

BS – Elementary/Special Education
MS – Education/Counseling
MT State Certified Family Support Specialist for Early Intervention Services

Daytime Phone

406-761-6406

E-Mail

bobbie.bevars@park.edu

Semester Dates

August 16 through 10 October 2010

Class Days

--T-R--Sat (3 classes)

Class Time

5:00 - 7:30 PM

Prerequisites

PS 101 Introduction to Psychology

Credit Hours

3


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

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:
PS 205 Child Psychology (ED 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

Learning Outcomes:
  Core Learning Outcomes

  1. Utilize the vocabulary of child psychology.
  2. Critically examine the principles of biological, cognitive and socio-cultural 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. 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.

 

 

PS205-Core Assessment Rubric

 

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:

Quizzes: 10%                         (10x5= 50 points)

Applications: 10%                          (5x10 = 50 points)

Observation: 20%                            (4x25= 100 points)

Research Paper: 30%                                  300 points)

Presentation: 10%                               50 points) 

Final Exam: 20%                                100

                                                            650 points possible 

Grading:
  90% and above = A    (585-650 points)

80%-89% = B            (520-584 points)

70%-79% = C            (455-583 points)

60%-69% = D            (390-454 points)

59% and below = F            (389 points or less)

Late Submission of Course Materials:
Late assignments will be accepted only with prior approval and may be subjected to point loss.

Classroom Rules of Conduct:
Class decorum will be guided by the reasonable person rule.  No academic topic is exempt from discussion and any personal bias may be entertained so long as it is related to the course and is presented with respect for all.  Discussions and discourse are encouraged when topic related; disruptions of the learning environment, however, will not be allowed.

Course Topic/Dates/Assignments:
  Aug 17:           Introductions

Contact information

Expectations of classroom

Syllabus review

Explanation of observation/interview requirements (Core Assessment)

Explanation of Saturday classes

Review of parkonline drop box requirement (Chapter/Study Guide assignments)

Questions

Chapter 1 Lecture/Discussion– Please read prior to class!

Assignment: Read Chapters 3 & 4; Application 1

Aug 19:           The Beginnings

                        Chapters 3-4 Lecture/Discussion

                        Application Assignment 1 due/discussion

                        Assignment: Read Chapters 5,6 and 7 for next week; Application 2

Week 1 quiz

Aug 21:           Tour Benefis East Campus Neonatal Intensive Care Unit*

                        Observation Interview Birth to 36 months

Assignment: NICU/ Birth to 36 months Summary due no later than 1159 (midnight) 27 August

Aug 24: The First Two Years

                        Chapters 5 & 6 Lecture/Discussion

                        Application Assignment 2 due/discussion

                        Assignment: Application 3

Aug 26: The First Two Years cont

                        Chapters 6 (cont. if necessary) & 7 Lecture/Discussion

                        Application Assignment 3 due/discussion

                        Assignment: Read Chapters 8, 9, & 10 for next week, Application 4

                        Week 2 quiz

Aug 28:           Observation/Interview for the Play Years*

(i.e.: Early Head Start/QLC/YPEP/Day Care/Fam. Connection)

Assignment: The Play Years Summary due no later than 1159 (midnight) 3 Sept

Aug 31: Early Childhood (The Play Years) 

                        Chapters 8 & 9 Lecture/Discussion

                        Application Assignment 4 due/discussion

                        Assignment: Application 5

Sept 2: Early Childhood cont

                        Chapters 9 (cont. if necessary) & 10 Lecture/Discussion

                        Application Assignment 5 due/discussion

                        Assignment: Read Chapters 11, 12 & 13 for next week, Application 6

                        Week 3 quiz

Sept 7: Middle Childhood (The School Years)

                        Chapters 11 & 12 Lecture/Discussion

                        Application Assignment 6 due/discussion

                        Assignment: Application 7

Sept 9: Middle Childhood cont

                        Chapters 12 (cont. if necessary) & 13 Lecture/Discussion

                        Application Assignment 7 due/discussion

                        Assignment: Read Chapters 14, 15 & 16 for next week, Application 8

                        Week 4 quiz

Sept 11: Observation/Interviews for the School and Adolescent Years*

(i.e.: Grades 1-6; Middle and High Schools, Boys and Girls Club; Youth Center) 

Assignment: The School and AdolescentYears Summaries due no later than 1159 (midnight) 17 September

Sept 14: Adolescence

                        Chapters 14 & 15 Lecture/Discussion

                        Application Assignment 8 due/discussion

                        Assignment: Application 9

Sept 16: Adolescence & Emerging Adulthood cont

                        Chapters 15 (cont. if necessary) & 16 Lecture/Discussion

                        Application Assignment 9 due/discussion

                        Assignment: Application 10; Research Papers DUE 21 Sept

                        Week 5 quiz

Sept 21: Research presentations

                        No Assignment

Sept 23: Research presentations and/or Review

                        No Assignment

Sept 28: Final

Sept 30: No Class*

Oct 2: No Class*

Oct 5: No Class*

*Due to the fact I will be leaving for Hawaii September 29 (tickets purchased last year) we will not be having class Sept 30, Oct 2 and 5th. Instead, I have scheduled 3 Saturday classes to ensure Park requirements are met.

 

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

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 .

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Last Updated:7/15/2010 5:25:39 PM