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PS 205 Child Psychology
Padilla, Claudia


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PS 205 Child Psychology

Semester

F2B 2012 BL

Faculty

Padilla, Claudia

Title

Adjunct Faculty

Degrees/Certificates

B.A. Social Psychology
M.A. Counseling

Office Hours

7:40 p.m. - 10:10 p.m.

Daytime Phone

915-255-7059

E-Mail

claudia.portillo@park.edu

Semester Dates

October 22, 2012 - December 16, 2012

Class Days

Mon/Wed

Class Time

7:40 p.m. - 10:10 p.m.

Credit Hours

3


Textbook:
Berger, Developing Person Through Childhood, 5th Edition, Worth, 2009. ISBN: 1-4292-1648-4

Textbooks can be purchased through the MBS bookstore

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:
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

Educational Philosophy:

My philosophy is one of interactiveness based on lectures, student interaction, and empowering classroom structure.  I believe that the classroom, course materials and methods utilized by instructors need to actively reflect what is know about the multiple ways in which students learn, and with respect to the discipline of Psychology.   

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:

Journal- will be due in week 3.  It will consist of a self analysis of a stage of development.  Two full pages APA will be placed in the drop box.
 
Mid Term and Final - Both exams will consist of questions referenced to the chapters covered before each exam, lectures and class discussion.

Grading:

 

A (90-100%)

B (80-89%

C (70-79%)

D (60-69%)

F < 60%

 
Core Assessment      30 %
Mid Term                 25 %
Final                         25 %
Journal                      15 %
Class Participation      5 %
 
Total: 100 %

Late Submission of Course Materials:
Late will not be accepted.  Students are responsible to make arrangements with instructor in cases of emergencies.

Classroom Rules of Conduct:

1. Participation-Students need to be ready to participate and contribute. (Students must arrive on time and refrain from leaving class early)
 
2. It is important to respect others and eliminate personal side conversations during lectures.
 
3. The use of cell phones will not be permitted during class time.

Course Topic/Dates/Assignments:

Week 1
Course Introduction/Syllabus, Chapter 1 Introduction, Chapter 2 Theories of Development
 
Week 2
Chapter 3 Heredity and Environment, Chapter 4 Prenatal Development and Birth, Chapter 5 The First Two Years: Biosocial Development
 
Week 3
Journal Due, Chapter 6 The First Two Years: Cognitive Development, Chapter 7 The First Two Years: Psychosocial Development
 
Week 4
Child Development Film, Mid Term Review, Mid Term
 
Week 5
Chapter 8 Early Childhood: Biosocial Development, Chapter 9 Early Childhood: Cognitive Development
 
Week 6
Chapter 10 Early Childhood: Psychosocial Development, Chapter 11 Middle Childhood: Biosocial Development, Core Assessment Due
 
Week 7
Chapter 12 Middle Childhood: Cognitive Development, Chapter 13 Middle Childhood: Psychosocial Development
 
Week 8 
Final Review,  Final
 

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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

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 2011-2012 Undergraduate Catalog Page 98

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:9/17/2012 10:02:31 AM