Child Development
Online Course
TENTATIVE SYLLABUS
Look Under Each Week's Assignments for that Weeks activities.Instructor: Vicki Gier, Ph.D.
Email: [email protected] COURSE DESCRIPTION:
This course focuses on the study of the physical, cognitive, social, and emotional
development including adolescence. Therefore we will only be covering Chapters 1 – 14 in this online class. The role of the environment and special issues will also be included. If this is your first online class, please make sure to stay current with your reading assignments and assignments. The only way I have to assess your knowledge of the subject is by your essay assignments, online discussions, and exams. I look forward in getting to know each of you over the next 16 weeks.
REQUIRED TEXT:
Berk, L. E. (2005). Infants, Children, and Adolescents (5th Ed.). Boston: Allyn/Bacon, Pearson.
OBJECTIVES:
Personal and Social ILOs:
1. Students will demonstrate self-motivation, intellectual curiosity and openness to differing perspectives.
2. The students will demonstrate sensitivity to socio-cultural diversity.
3. The students will participate in on-line group interaction to achieve identified goal. Communication ILOs:
1. Students will read the assigned readings in the textbook and other outside resources provided by the instructor, and then respond to specific questions on the discussion board. 2. Students will write a clear, well-organized paper, using APA format and documentation.
Higher Thinking ILOs:
1. The students will employ skeptical, evaluative and logical approaches in processing information and drawing conclusions.
2. The students will generate new images, concepts, possibilities and interpretations and connect apparently disparate ideas.
3. The students will analyze their own thinking processes, including how one’s experiences, feelings, ideas, and intuition affect their thinking.
Knowledge ILOs:
The students will study theories which describe or explain individual and group behavior. See Instructional Sessions for specific subject learning outcomes.
COURSE REQUIREMENTS:
I. TWO online exams will be posted. The Midterm will be 400 points and the Final is worth 400 points
II. Chapter Quiz’s 20 points each (Quiz after every two chapters) III. Developmental Analysis 75 points
IV. E-Discussions 20 points (each chapter) V. E-Responses 20 points (each chapter) GRADING: SCALE: A = 95 – 100% A- = 90 - 94 %
B+ = 86 – 89% B = 83 – 85% B - = 80 – 82% C+ = 76 – 79% C = 73 = 75% C - = 70 -72% D+ = 66 – 69%
D = 63 – 65% D - = 60 -62% F = Below 60
EXPLANATION OF COURSE REQUIREMENTS:
I. EXAMS: Two exams and you will have 2 hours to complete the exams.
II. Chapter Quiz’s – The quizzes will be timed (50 minutes each) and they are worth 20pts each (Each quiz covers two chapters). You have 50 minutes to take the quizzes. You are allowed two attempts and the highest attempt will be recorded. The answers have been randomized for each student. It is considered cheating if you share answers to the quizzes or exams with other classmates.
III. DEVELOPMENTAL ANALYSIS:
Students will analyze a character from a children’s book or cartoon character. The analysis will focus on the various developmental characteristics presented in the text. Worth 75 points Paper is due on November 12, 2007 at 5:00pm.
DEVELOPMENTAL ANALYSIS PROJECT Report Format
1. Begin the paper with a description of the character that you are analyzing. 2. Identify and discuss the “context” of development for the character. Give specific
examples to explain how this “context” influenced the character’s development. Include in one’s discussion the following areas: family, culture, social structures, and historical era or generation.
3. Identify the stage of development the character has reached for the following areas. Give specific examples to explain one’s analysis. Include in the discussion evidence of how earlier stages were met or not met.
a. Cognitive development – Piaget b. Psychosocial development – Erikson c. Moral development – Kohlberg
4. Identify and discuss developmental anxieties the character experienced. How were these anxieties handled? Include a discussion of any defense mechanism used by the character. Give specific examples.
5. Identify two conflicts the character experienced. Discuss the effect these conflicts had on the character personally and developmentally. Also discuss how these conflicts were
resolved and how this affected the character personally and developmentally.
6. Identify and discuss two examples of how reciprocal interactions (bi-directionality) influenced this character’s development.
7. Briefly predict and discuss how this character will meet future developmental tasks, especially those related to psychosocial development.
DEVELOPMENTAL ANALYSIS PROJECT EVALUATION FORM
4 = Excellent 3 = Good 2 = Adequate 1 = Poor 0 = Unacceptable Description of Character ___
Description of Context ___ Cognitive Development ___ Psychosocial Development ___ Moral Development ___ Developmental Anxieties ___ Defense Mechanisms ___ Analysis of Conflicts ___ Resolution of Conflicts ___ Analysis of Reciprocal Interactions ___ Predictions ___ Organization and Length ___ Overall Clarity, etc. ___ Grade:
IV. E-DISCUSSIONS:
Specific questions for discussion will be presented with each chapter. Students are required to participate in these on-line discussions. Each student must post their response to the question (min. of 120 words) and respond to AT LEAST two of your classmates posts. You will find that the E-Discussions are very interesting and you will develop friendships with people you do not even know! Take advantage of this opportunity to learn and share with your peers (and me!).
V. E-RESPONSES
For each chapter, students will be required to respond to short answer questions. Typically, these responses will require the student to make a list of information to answer the
question, no narrative is required. Specific directions will be given with each
E-RESPONSE question for each Instructional Meeting. These assignments should be put in the dropbox. This assignment is worth 20 points per chapter question.
DUE DATES FOR ASSIGNMENTS:
Each class will follow the same schedule for submitting assignments. E-RESPONSES are due no later than Wednesday of each week. E-DISCUSSIONS are due no later than 5:00pm Monday's of each week. I HAVE THE RIGHT TO CHANGE DEADLINES. YOU MUST CHECK EACH WEEK TO SEE IF ANY DEADLINES HAVE CHANGED. IF YOU ARE NOT WAITING UNTIL THE LAST MOMENT TO GET ASSIGNMENTS IN, THEN THERE WILL NEVER BE A PROBLEM. ALSO, ONLY WORD. DOC CAN BE ACCEPTED..WORKS AND WORD PERFECT CANNOT BE OPENED ON MY COMPUTER. THE UNIVERSITY HAS WORD SO THERE SHOULD NEVER BE AN EXCUSE FOR NOT BEING ABLE TO SUBMIT THE PAPER.
( NOTE ABOUT THE WORKLOAD:
This course consists of sixteen instructional meetings online. This class requires the student to become an effective self-regulated learner. Each student is expected to participate
actively in all aspects of this course. Do not procrastinate doing your weekly assignments! Late work will not be accepted for points, but will still be required to fulfill the class assignments.
CLASS POLICIES:
ALL assignments must be completed before a final grade will be given.
