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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.

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

EDE 205 Child Psychology

Semester

SP 2011 HO

Faculty

Cowley, Brian J.

Title

Professor of Psychology/Department Chair of Psychology and Sociology

Degrees/Certificates

B.S. - Psychology - Utah State University - 1987
M.S. - Behavior Analysis and Therapy - Southern Illinois University at Carbondale - 1989
Ph.D. - Developmental and Child Psychology - University of Kansas - 1998

Office Location

MA225B

Office Hours

MWF 8:00-9:00 AM and 11:00 AM-12:00 PM

Daytime Phone

816-584-6501

Other Phone

None

E-Mail

brian.cowley@park.edu

None

None

Semester Dates

January 10, 2011 through May 6, 2011

Class Days

-M-W-F-

Class Time

9:00 - 9:50 AM

Prerequisites

None

Credit Hours

3


Textbook:

Berger, K. S. (2009). The developing person: Through childhood and adolescence (8th Edition). 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:
EDE205 Child Psychology: 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:
My 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 about the history of psychology.

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:
 

·        Quizzes.  There will be quizzes offered after each class that will be due by midnight on e-companion. Each quiz will made up of multiple choice, vocabulary word definitions, and essay questions about the reading assignment for a given unit. Each quiz will be worth up to 5 points.

·        Final.  A Final will be administered covering the readings from the entire semester (comprehensive). The final will be made up of multiple choice, vocabulary wordsS, and essay questions. The final will be worth up to 200 points.

·        Volunteer 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) during the semester. They will be required to keep a journal about their volunteer service each unit. 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 journal entry will need to be a synthesis between the textbook information 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

Weekly Entry

Entry (Journal Entry tied to Textbook Materials) 30, 1st Response 10, 2nd Response 10.

50 Points

Total

400 Points

·         Group Projects/Case Studies. A discussion thread will be provided for each group. It is not necessary for the Instructor to enter this discussion. All students will be combined 3-4 sized groups. Each group will be required to develop a case study based on the theories and information found in the textbook that is being studied. Each group will be assigned a time-period during the human lifespan (The First Two Years, Early Childhood, Middle Childhood, and Adolescence) by there instructor. Each group will create a fictional person who will be the subject of their case. Each group will create a case study of this person that accounts for physiological, social, cultural, and psychological issues facing their case. They will use evidence from their textbook and the literature to describe and analyze their case.   The case study will be divided into three sections. Each sections 1-3 will be worked on by each group separately and the rubric below will be used to evaluate the groups progress each time.    There will be 1 case study with 3 divisions and each division will be worth up to 100 points. 

Rubric

All activities will be included in the Discussion Thread

Written Case Study Elements (The elements listed below are supporting evidence to the case study)

Frequency Count of Discussion Thread

Quality of Thread Entries

Section 1

·         Introduction/Background (which includes a bulleted list of teaching objectives)

·         Classroom Management (How the case will be presented to the class)

Section 2

  • Blocks of Analysis

Section 3

  • Answer Key for the case that provides reasonable answers to questions posed in the case
  • References
  • 10
  • 9
  • 8
  • 7
  • 6
  • 5
  • 4
  • 3
  • 2
  • 1
  • Each entry thread needs to add original information to the thread.
  • Good job, interesting, and other non-information words or statement will not count.
  • Content must be congruent with discussion under way.

35 Points Available

40 Points Available

25 Points Available

Total = 100 Points Available per Section

Classroom Presentation

There will be a final discussion thread where the class will have access to each group’s final case study (finalized sections 1-3) and the two types of media presentations. Each group will need to put their final case study and media presentations into the provided discussion thread in week 8 or they will lose their points earned earlier for each section of the case study. Each student will critically analyze two case studies from two separate groups to theirs and will include their analysis in the discussion thread. Each group will present their case study to the rest of the class. Each discussion thread reply will be graded according to the rubric below:

Discussion Thread Reply

Criterion

Points

Reply to First Group’s Case Study

Critical Analysis, Comparison to Textbook Material, Comparison to Literature Outside of Textbook

25 Points

Reply to Second Group’s Case Study

Critical Analysis, Comparison to Textbook Material, Comparison to Literature Outside of Textbook

25 Points

Classroom Presentation

Presentation Organization

2 Types of Media (PowerPoint, video, handout, etc.)

25 Points

Total

75 Points

Classroom Participation. Each student will receive points for two different types of classroom participation. One type of participation would be attendance in class. The second type will be as follows. Each student will be expected to have read and analyzed the readings for that day. Each student will be expected to offer their observations of the reading to the rest of the class or to apply the readings to the research article that was presented. At the beginning of each classroom period, each student will be given a 3 x 5 card with their name on it. When the student offers an observation from the days readings that have not been offered by another student, the instructor will collect their card. In the first case, the student will get 5 points for attendance. In the second case the instructor will collect the rest of the cards at the end of class. Those who have cards taken during class will get 5 points. Those who are not in class or turn their cards in at the end of class will get 0 points.

 

·        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 and will need to be submitted to the assigned dropbox in ecompanion.  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.

 Here is the grading rubric used to grade the Core Assessment in this class:

Key Elements

Points Possible

Points Scored

Arguable Claim

15

 

APA formatted references page with references (3 references are empirical and refereed research articles)

30

 

Introduction (should contain the arguable claim)

15

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

30

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

30

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.

30

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).

30

The research paper will show how cultural variables impact child development in relation to the first four topic areas.

30

The research paper will show how public policy issues impacts the first five topic areas.

30

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

30

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

30

Total

300

Grading:
 

Assessment

Points Possible

% for Grade

Grade

Quizzes

120

90-100 %

A

Final

200

80-89%

B

Volunteer Journal Discussions

400

70-79%

C

Group Projects/Case Studies

375

60-69%

D

Research Paper

300

1-59%

F

Total

1395

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 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 CD, a hard drive, or flash drive and print out paper copies for backup purposes.
  • The student is expected to have a copy of all written assignments on computer disk, flash drive, or in a hard copy form. You will also be expected to retain all graded and returned assignments and examinations.

E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by:

PS/EDE205

Purpose of the e-mail

Full Name

Course Topic/Dates/Assignments:
 

Date

Topic

Reading Assignment

Assignments

Unit 1

1-10-11

Through

1-23-11

1-17-11 – Martin Luther King Holiday

Introduction

Theories of Development

More About Research Methods

Chapter 1

Chapter 2

Appendix B

Journal Discussion, Quiz 1

Unit 2

1-24-11

Through

2-6-11

Heredity and Environment

Prenatal Development and Birth

Chapter 3

Chapter 4

Journal Discussion, Quiz 2, Case Study (Section 1)

Unit 3

2-7-11

Through

2-20-11

The First Two Years:

Biosocial Development

Cognitive Development

Chapter 5

Chapter 6

Journal Discussion, Quiz 3,

Unit 4

2-21-11

Through

3-6-11

2-21-11 President’s Day Holiday

The First Two Years:

Psychosocial Development

Early Childhood:

Biosocial Development

Chapter 7

Chapter 8

Journal Discussion, Quiz 4, Case Study (Section 2)

Unit 5

3-7-11

Through

3-20-11

3-5-11 Through 3-13-11 Spring Break

Early Childhood:

Cognitive Development

Psychosocial Development

Chapter 9

Chapter 10

Journal Discussions, Quiz 5

Unit 6

3-21-11

Through

4-3-11

Middle Childhood:

Biosocial Development

Cognitive Development

Chapter 11

Chapter 12

Journal Discussions, Quiz 6, Case Study (Section 3)

Unit 7

4-4-11

Through

4-17-11

Middle Childhood:

Psychosocial Development

Adolescence:

Biosocial Development

Chapter 13

Chapter 14

Journal Discussions, Quiz 7

Unit 8

4-18-11

Through

5-1-11

Adolescence:

Cognitive Development

Psychosocial Development

Chapter 15

Chapter 16

Journal Discussions, Quiz 8, Case Study (Presentation)

Comprehensive

Final

May 3, 2011 – 8:00-10:00 AM

May 3, 2011 – 8:00-10:00 AM

May 3, 2011 – 8:00-10:00 AM

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
I take academic honesty seriously.  I will actively monitor student work to assure that it is indeed the student's work.  If I discover any academic dishonesty, at the very least the assignment in question will be given no credit.  If it appears that the academic dishonesty in question is part of a larger pattern of dishonesty, I will pursue more severe measures that include the possibility of expulsion from class and from the university.  I welcome any discussion or question about academic dishonesty.

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
When a student comes to me with questions about plagiarism before an assignment is turned in it will not be dishonest.  If I discover plagiarism and then the student asks questions about it, the student will still have engaged in plagiarism which is one form of academic dishonesty.  If this occurs, I will proceed as I would in any case of academic dishonesty.

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:

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Last Updated:1/11/2011 9:20:16 PM