Instructor:  Dr. David Baskind (Dr. Dave)
Office: S-217;  Office hours: TU 2-4, WE 10-12, & TH 1-2, or by appt.
Office Phone Number: 686-9374;  Email: debaskin@delta.edu
Website:  www.delta.edu/debaskin
Meeting days & times:  223-03: TU 11 AM-2 PM; 223-05 TH 2-5 PM
Text:  Berk, L. E.  (2003). Child Development , (6th Ed.). Allyn & Bacon.

IMPORTANT:  To be in this class, you MUST have already passed General Psychology 211 or Child Development 114

Grades: Grades will be decided by 4 sources: tests, homeworks, & a pamphlet and presentation.
TESTS
  Each test is worth 150 points. Each test will consist of both multiple choice and short essay questions. The tests will cover both lecture material and the assigned readings from your text. There will be a total of three tests, each covering about 3-4 chapters. If you miss any ONE test for whatever reason, you will have an opportunity to take a make-up exam in the final weeks of class.  The make-up exam will cover the same material as the test you missed, however, it will be an all-essay exam. {P.S. Try the practice tests online. See the next page for site address.}
HOMEWORKS (HW)
 For HW, there will be five typed assignments.  Each HW is worth 50 points.  You MUST do at least four of these*.  HWs will be due in class 2-3 weeks after they are distributed.  It is YOUR responsibility to see to it that I receive the HWs on the day they are due.  If it is received late, you will lose at least half of the points for the HW.  HW's will NOT be accepted more than one week late.  If you do all five, the fifth will be graded in the same manner as the others and will count as extra credit.
PAMPHLET AND PRESENTATION
 There will also be one large written project and in-class presentation that MUST be done by all students*.  In the first week of class, students will be given a list of topics regarding child development.  Each student (or group of 2-3 students) will be responsible for a written 'pamphlet' and presentation.  Grades for this will be determined in 4 ways: The written pamphlet and the presentation are each worth 125 points.  Students will design an outline & reference list which must be turned in about six weeks into the semester; this outline/reference list is worth 50 points.  (Note that all students within a given group will receive the same score for their pamphlet, their presentation, and their outline/reference list.)  I will also ask all students to rate their group members (based on each individual's contribution to the project), as well as the other groups' presentations on a 0-50 scale.  Pamphlets will be due and the presentations will occur during the final weeks of class.

Grades for the class will be determined by:
 

Three test scores (150 points each)	Total of 450 points
Four homework assignments (50 points each)	Total of 200 points
Pamphlet	Total of 125 points
Presentation	Total of 125 points
Outline/Reference list	Total of   50 points
Score from classmates	Total of   50 points
Bonus homework assignment	(Max. of  50 points)
	Total of 1000 points

 
 

	930-1000 pts.: A	900-929 pts.: A-
870-899 pts.: B+	830-  869 pts.: B	800-829 pts.: B-
770-799 pts.: C+	710-  769 pts.: C***
670-709 pts.: D+	600-  669 pts.: D
	0-  599 pts.: E

* = Or else you will lose an additional 100 points.

**Borderline calls (i.e., grades within 5 points of the next highest grade) may be bumped up to the highest grade based on (1) whether you did the extra credit, (2) in-class participation, and (3) attendance.

***NOTE: I have lowered the minimal score needed for a C, so that there is no C- grade.  Thus, D+ grades will NOT be raised to a C, even on borderline calls.

WARNING: I may deduct points from your final grade if you do not attend classes regularly, especially during the presentation weeks.  Be here or beware!!!  Missing at least 1/3 of classes by mid-semester may cause you to be dropped from the class.

NOTE: To students with a disability, it is your responsibility to notify me at least one week prior to the needed service so that reasonable accommodations can be made.

To ace this class:
1.  Show up every day, show up on time, and stay for the whole class.
2.  Read the chapters we will be talking about that day BEFORE class.
3.  Pay attention to the important words in bold.
4.  Review your learning with the brief reviews.
5.  Participate in the class discussions and ask questions.
6.  Get permission slips to view the movies you miss.
7.  Read the summary at the chapter's end to review.
8.  Do the extra credit assignment.
9.  See me if there are any problems or questions (the sooner, the better).
10.  Try the practice tests at www.ablongman.com/berkcd5e
11.  Work, work, work.

 COURSE PHILOSOPHIES: The purpose of this class is to provide you with a broad understanding of what child psychology is and what developmental psychologists do and study.  The other goals for this course are to make the psychology of childhood interesting, to help you see how it relates to your life, and to help you learn something about people in general, as well as yourself and the people (esp. children) around you.  Thus, the class time, the HWs, and the pamphlet will provide opportunities for you to apply the concepts from the class to your own life, as well as the lives of children around you.  If there are any particular issues within child psychology that you would like us to spend some time on, get in touch with me and I will attempt to spend some extra class time discussing that area or I can attempt to help you find resources that will explain that issue in greater detail.
 It is expected that you will spend at least as much time outside of the class as inside the class trying to understand the material.  Thus, you should anticipate spending a minimum of 2-3 hours/week studying, reading, doing the homework, and working on the project/ pamphlet for this class.  As it is impossible to cover all the material in the book during class time, you will be responsible for reading and understanding all of the assigned material covered in the book.  We will cover approximately one chapter per week.
 Besides attempting to make the material in this course interesting and applicable to your life, I sincerely hope that I will be fair and sensitive to you, the students.  If you are having difficulty with the book or class material, please feel free to discuss this with me at any time (the sooner, the better).  If you do not understand some material or would like the material explained in a different manner, please ask at that time.  If you have a question about it, then there is probably at least one other person in class who doesn't understand it, too.  If you have comments or suggestions regarding the assignments or the tests, please let me know this ASAP.
 I would like to encourage students to share their ideas, questions, concerns and experiences with the class as they pertain to the material being discussed.  The more you talk, the more you can understand and the more fun and interesting the class will be.
 Throughout the semester, we will be discussing many sensitive issues.  Please let me know if their is a topic area that you know will make you feel uncomfortable.  Also, if you believe that you or someone you know is dealing with one of the issues we discuss and you feel that you (or they) are in need of help, do not hesitate to discuss this with me.  Although I am not a therapist, I will attempt to help you locate affordable and nearby services.
 Also, three of my pet peeves are people arriving late for class on a regular basis, people not showing up for class, and people who are disruptive/talkative throughout the class period. If you can't attend class on time, if you don't want to be in this class or if you wish to talk with your friends throughout class, please do us both a favor and withdraw from the class. Talking and arriving late interfere with other students ability to learn.

 I hope we have a fun and psychologically satisfying semester together!!

**IMPORTANT NOTE: For all research or interviews involving children, be sure to get the parent and child's permission beforehand!!**

The Delta College faculty, in conjunction with area employers and numerous others, believe general education outcomes are important for community college graduates, whether they are going immediately into the workplace or continuing their education. Delta College students will have opportunities to practice these outcomes:

Ability Outcomes
Communicate effectively in Reading and Writing
Communicate effectively in Speaking and Listening
Think Critically
Access, Analyze and Use Information
Value and Practice Citizenship
Interact Productively with Others
Value Diversity

Knowledge Outcomes
Natural Science
Social Science
Mathematical Reasoning
Communication
Wellness
Aesthetics
Technology
International/Intercultural

Academic Honesty
(See Policy 4.060 in the Student Handbook for a more complete discussion of this)

 In short, students are expected to demonstrate ethical behavior.

 Some of the things students should NOT do include:
copying others' work
looking at other's tests
using materials (e.g., cheat sheets) not authorized for usage by the instructor
claiming other's works as their own
asking others about tests or quizzes that they have already taken, but that the student
 has not yet (or receiving tests or homeworks from previous students)

 Some of the things students SHOULD do include:
properly referencing other works
asking if there are questions about any of this

 Students found plagiarizing or cheating in class will be punished
in a manner deemed appropriate by the instructor.

Course Description:
Prerequisite:  PSY 211 or CD 114.  Provides an in-depth understanding of the emotional, intellectual, social, and physical development in children from conception through adolescence.  Considers the effect of heredity, environment, culture, and values on children's behavior, as well as, the effect children have on adults' behavior.  A student must earn a grade of C (2.0) or better in this course to obtain a certificate or an Associate Degree of Applied Science-in Child Development.  Credit may be earned in PSY 223 or CD 115 but not in both. (45-0)

Outcome 1:

The student who successfully completes this course will be able to understand and evaluate major issues concerning child development.

 Objectives:  The student who successfully completes this course will be able to:

1. Explain, using examples, how there can be both "change" and continuity" in human development
2. Explain what is meant by the "nature/nurture controversy".

Outcome 2:

The student who successfully completes this course will be able to examine issues of development using the major theories and principles of child development.

Objectives:  The student who successfully completes this course will be able discuss the basic assumptions of:

1. The biological approach.
2. The behavioral approach.
3. The psychoanalytic approach.
4. The social learning approach.
5. The ecological approach
6. The cognitive-developmental approach.
 

Outcome 3:

The student who successfully completes this course will be able to describe and evaluate the advantages and limitations of the cross-sectional and longitudinal research methods used in the study of child development.

 Outcome 4:

The student who successfully completes this course will be able to describe prenatal development and the birth process.

Objectives:  The student who successfully completes this course will be able to:

1. Trace the events of conception.
2. Describe the stages of prenatal development.
3. Describe and give examples of teratogens.
4. Describe the stages of birth.

Outcome 5:

The student who successfully completes this course will be able to examine how physical development influences the child by setting limits and making new behaviors possible, by determining experience, by affecting others' responses, and by affecting self-concept.

Objectives:  The student who successfully completes this course will be able to:

1. Compare and contrast cephalocaudal and proximodistal development.
2. Discuss synaptic development, pruning and myelinization.
3. Describe the development of major bodily systems.

Outcome 6:

The student who successfully completes this course will be able to examine the structures and processes of cognitive development.

Objectives:  The student who successfully completes this course will be able to:

1. Describe both the Piagetian and information processing approach to understanding cognitive development.
2. Describe the different types of intelligences and the means use to measure them as well as examine how these measures may be used.
3. Describe the process of language development.

Outcome 7:

The student who successfully completes this course will be able to examine the issues and principles of social/emotional development.

Objectives:  The student who successfully completes this course will be able to:

1. Describe the key dimensions of temperament.
2. Describe what is meant by "self-concept" and how it changes throughout development.
3. Examine the process of development of gender concept.
4. Examine attachment relationships and their significance to development.
5. Explain the importance of family and peer relationships.
6. Discuss the impact on development of a variety of cultural influences, such as the media, school, and technology.
 
 

How Homework Is Graded
What the comments mean
   (Check)    = Perfect in that part; I agree with you 100%; Good point; I understand what you are stating
  OK  = Good enough; On the right track with perhaps a little confusion
  NO  = Way off-track; Serious misunderstanding of the concept
  LATE X 1/2  = Handed in homework after the due date (but within one week)
  SEE ME  =  Major problems here, please talk with me about this ASAP, you may have a chance to re-do

What the scores mean
50       Handed in assignment on time
           Gave enough info to provide understanding
           Gave a good effort throughout paper
           Followed all instructions accurately
           Answered all questions
           Demonstrated a good understanding of (almost) all terms

45      Handed in assignment on time, but did ONE of the following:
           Did not always give enough info to provide understanding
           Gave an OK effort throughout paper
           Failed to follow one of the directions
           Failed to answer one question
           Demonstrated an understanding of most terms, but showed difficulty with two or three

40      Handed in assignment on time
           Did not always give enough info to provide understanding
           Gave an OK effort throughout paper
           Demonstrated an understanding of most terms, but showed difficulty with two or three
           Failed to follow two of the directions OR failed to answer two questions

35      Handed in assignment on time
           Did not give enough info to provide understanding
           Gave an OK effort throughout paper
           Demonstrated a decent understanding of most terms, but showed difficulty with a few
           Failed to follow multiple directions OR failed to answer multiple questions

30 or lower
           Handed in assignment on time
           Did not give enough info to provide understanding
           Gave a so-so effort throughout paper
           Showed difficulty with most terms
           Repeatedly failed to follow directions
           Failed to answer several questions

Tasks:  You will design an informative pamphlet that could be used by parents, educators, and caregivers regarding one specific issue within developmental psychology.  Also, you will do an oral presentation regarding that issue.

Goals:  To give you an opportunity to focus on one topic within child development that interests you.  To provide an opportunity to learn about working with others.  To give you experience with public speaking.  To allow you a chance to be creative and to demonstrate what you have learned.

The set-up:  Students will be given a chance to choose which ONE topic area (listed on the following pages) interests her/him most.  You MUST pick a topic from those listed on the following page(s).  The topic you choose will be researched for both the pamphlet and the presentation.  Students have the opportunity to work by themselves or to collaborate with one or two other students.  No more than three students per group.  NOTE:  If you work with other students, I will expect more!!!  All students in a group will then work together throughout the semester designing the pamphlet and presentation. NOTE: All students working in a group, will receive the same grade*.

The specifics:  After selecting a topic and deciding who you wish to work with (if anyone), your first task should involve researching the topic area and locating reference materials.  (NOTE: If working with others, you may want to: exchange phone #'s, set up a weekly meeting time, divide responsibilities, etc. ) Once materials have been gathered, a reference list should be generated.  Then, you (or your group) should start to design an outline for the pamphlet.  Then, students should start integrating the material to write your pamphlet.  (For groups, only one pamphlet needs to be turned in for your group.)  While (or after) the pamphlet has been designed, you should begin developing the oral presentation.  The work done on the pamphlet MUST BE your own.  You may copy articles, graphs and/or pictures (when used, be sure to reference them), however YOU are responsible for writing and creating the bulk of the material.

Expectations:  Each group should divide the responsibilities equally among group members.  The material you read/watch for the presentation & pamphlet should be from both scientific resources (Ex.: Books - not just our textbook -, journal articles) AND popular press sources (Ex.: Magazine & newspaper articles, videos, pamphlets, online).  Also, you may wish to interview experts and/or people with experience regarding your topic (Ex.: day care employees, kids whose parents are divorced, etc.).  All facts in the pamphlet must be referenced properly and plagiarism will not be tolerated (ask for more details).  A bibliography/reference list and an outline must both be turned in about halfway through the semester (see syllabus).  It is expected that at least 8 sources will be used.  You should include interviews, online material, and artciles or books read.  The pamphlet should be easily readable, even for people who know minimal about your subject matter.  It should not 'read' like a stuffy essay paper, rather it should be more informal & readable, but still factual.  The pamphlet MUST BE typed/word-processed.  There is no set length for the pamphlet, although the pamphlet (including materials and references) could be somewhere between 10 and 15 pages (depending on page size and amount of info. contained).  Remember, these numbers are guidelines, not requirements.  Again, let me remind you that my expectations for quality, not necessarily quantity, are greater for those with partners.  The presentation should also be interesting & somewhat informal.  Creativity & visual aids are encouraged.  All group members should participate in the presentation.  There will be a brief question-and-answer session after each presentation.  The presentation (not including the Q & A ) should be limited to about 7 minutes per group member.

Grading:
NOTE #1:  All group members will receive the same score for (A), (B), & (C).
NOTE #2:  It is the student's responsibility to see that I receive all materials on time.  Also, it is the student's responsibility to be in class on the day of their presentation.  LATE MATERIALS WILL HAVE THEIR SCORES REDUCED BY AT LEAST 50%.
(A): A TYPED pamphlet outline and a reference list will be due during class about halfway through the semester (see syllabus), and will be worth 50 points.  Grades will be determined by: (1) the clarity, organization, and detail of the outline; (2) the variety and number of resources; and, (3) the completeness of the outline.  You are welcome to include different references and to change the order of your pamphlet for your final product.
(B): The pamphlet will be due during class in the last 2-3 weeks (see syllabus), and will be worth 125 points. Grades will be determined by: (1) thoroughness & readability of the pamphlet; & (2) clear, proper writing, & correct referencing of the resources. Be sure to include a complete reference list with the pamphlet. {Be sure to look at the section on APA style in this packet.}
 (C): The oral class presentations will be during the last 2-3 weeks (see syllabus) and they will be worth 125 points.  The presentations will be graded based on the following criteria: (1) ability to hold students' interest; (2) presenting information in a clear and interesting (creative?) manner; and (3) being able to answer questions tactfully and truthfully (NOTE: You aren't expected to know the answers to all questions posed, but you should be able to at least tell people where to go to get answers.)
(D): Each student will grade each of the other groups' presentations on a
0-50 scale.  The scores for each student will then be averaged.  *Each group member will privately grade all other members of their group on a 0-50 scale, based on (1) their ability to work well within the group and (2) their contributions to the group pamphlet and presentations.

1.  SLEEP:  The pamphlet should address some of the issues concerning sleep.  What are the typical sleep habits of infants and children?  What does it mean to 'Ferberize' your baby?  Does it work? Should you let your baby cry it out in the night? How can parents help their children sleep through the night?  What are some common sleep concerns?  What is co-sleeping, why do people use it, and how common is it? Where should parents set up the bassinet or crib and what should go in it?

2.  DISCIPLINE TECHNIQUES THAT WORK:  The pamphlet should inform parents how to effectively discipline their preschool children.  The pamphlet might discuss some of the different parenting styles (Ex.: authoritarian, authoritative) and how they affect children.  Some specific disciplinary techniques to be discussed might include induction, time out, withdrawal of privileges, setting up effective discipline routines, and grounding.  The pros and cons and uses of physical punishment, such as spanking, should be discussed, too.  The pamphlet should be geared toward preschool children, although later ages may be discussed.

3.  CHILD ABUSE:  The pamphlet should discuss background information regarding the types (physical, sexual, emotional, psychological) and frequencies of child abuse.  It could also offer suggestions for prevention and reporting of child abuse.  You may wish to discuss legal issues regarding abuse as well as the short- and long-term consequences of abuse.  You may wish to discuss the characteristics of abusers and victims.  Repressed memories and familial abuse patterns may also be addressed.

4.  CHILDREN OF DIVORCE:  The pamphlet should discuss the effects of parental divorce on children.  Effect differences based on the child's age and gender should be addressed.  You may wish to discuss how divorce impacts the child emotionally, academically and socially, as well as how it impacts the child's relationship with the parents and how it influences views on their own loving relationships.  Relationships with stepparents and stepfamilies may be addressed, too.

5.  DRUG & ALCOHOL USE  The pamphlet should address the numbers of children and teens that use alcohol and other drugs.  You may wish to discuss the effects and the dangers of using various drugs.  You might talk with teens and ask them how often they (and their friends) use various drugs.  You might want to learn more about what sorts of children are more likely to use drugs, as well as which children/teens are less likely to use them.  You might wish to discuss how parents can talk with their teens about drug usage and its effects.  Further, you might wish to discussing contracts and prevention measures.

6.  INFANT NUTRITION & FEEDING:  The pamphlet could discuss breast- versus bottle-feeding, weaning, introducing solid foods into the infant's diet, and how often and when you should feed an infant.  Tips on how to get infants to eat new and/or a variety of foods, dealing with fussy eaters, and how to get children to feed themselves are other possible topics.

 7.  PRESCHOOLER GROWTH & HEALTH GUIDE:  The pamphlet could discuss preschool growth, development, illness, disease & prevention.  You may wish to discuss general physical growth patterns and trends, noting gender, cultural and racial differences as well as 'normal' ages.  The pamphlet should discuss gross and fine motor development and perceptual development.  Common childhood diseases and illnesses (Ex.: mumps, measles, chicken pox, lice, infections, etc.), their symptoms, time frames, warning signs, treatment and preventive measures may also be discussed.

8.  HOW TO TALK TO YOUR CHILD ABOUT SEX:  The pamphlet should discuss ideas regarding how and when and what parents should discuss with their children regarding sex, sexuality, sexual development, sexual activity and sexual orientation.  The pamphlet might include basic info on the male and female anatomy, pregnancy, sexually transmitted diseases, and contraception.  Also, a list of places, books, and other media sources with information for teens regarding sexuality should be included.  You might also want to a mention some statistics regarding teen sexual activity.

9.  YOUR CHILD AND THE MEDIA:  The pamphlet should discuss the role that the media (i.e., music, TV, movies, videos, etc.) plays in child-rearing.  You should discuss the effects of watching more hours of television, as well as both the negative and positive influences that TV can have.  You could discuss the impact of celebrity role models, as well as the messages contained in popular music, movie, and TV shows for children.  You may wish to discuss how parents can and should monitor what is being seen and heard by the child.

10.  CHOOSING A DAY CARE CENTER:  The pamphlet could discuss the different types of day care centers and the different things to look for in a quality center.  You may also wish to discuss some of the pros and cons of utilizing day care centers, as well as the characteristics of parents who send their children to day care centers.  A price guide and a listing of nearby centers may also be helpful.  The pamphlet might also discuss the facilities themselves and profile the employees of day care centers.

11.  SIBLINGS:  This pamphlet should discuss what relationships between brothers and sisters are like.  Sibling rivalry and ways of reducing it could be addressed.  You might might want to address gender and/or birth order differences, as well as how the spacing of children affects sibling relationships and parenting.  You might wish to mention whether it is possible for parents to treat all siblings similarly.  Issues regarding hand-me-downs and sharing of a bedroom and/or bathroom could also be discussed.  You can also discuss special issues regarding step- and half-siblings.

12.  PREMATURE BABIES:  The pamphlet should address what qualifies as 'premature' and the numbers of children born premature. What kinds of medical attention do premature babies need?  What are the short- and long-term consequences of being born premature? What kinds of special treatment should parents use if they have a premature baby?  What types of growth and psychological patterns are typical with premature children?

13.  LANGUAGE:  The pamphlet should address typical language development.  Discuss the stages of language development, including babbling, cooing, and patterned speech.  Which (types of) words are typically first learned?  When do the abilities to read and write occur?  How can parents encourage language development?  You may wish to consider second language learning, bilingual homes, and communication for the deaf.  You may wish to discuss dyslexia, stuttering, and the role of culture, too.
 

 There are two main steps in referencing: referencing the source immediately after it is used and at the end of the paper.  We'll start with the immediate referencing.  When information comes from a source other than you, the author(s) must be given credit right there in your pamphlet.  This is true whether the information is a direct quote or a rephrasing.  There are two main ways to do this.

 First, you can state the information and then give credit at the end of the line.  You create an open parentheses, then you state the name of the author(s), you then place a comma and a space, then you list the year the material was published or stated, then you place a closed parentheses.  For example:
  Elton John's first number one hit was "Crocodile Rock" in 1973 (Whitburn, 1996).
 June Feder has been a leader in studying union affiliation (Volz, 1999).

 The second option is to give the author(s) credit in the sentence and then to place the year in parentheses after the name of the author(s).  For example:
 Berk (1996) stated that as many as fifty percent of all first-time mothers experience postpartum blues.
 Dr. Seuss (1960) believed that, "From there to here, from here to there, funny things are everywhere."

  The reference list at the end of the pamphlet is relatively simple if you follow a few simple rules.  First, be sure to arrange the list by alphabetizing it according to the very first letter.  The format for a book reference (in general) is as follows:
 Author's last name, comma, space, author's first initial, period, space, open parentheses, date, closed parentheses, period, space, underlined titled, period, space, city (and state if the city is not well known) of publication, colon, space, publisher(s) and period.  For example:
 Whitburn, J. (1996). The Billboard Book of Top 40 Hits (6th Edition). New York: Billboard Publications.
 If there are two (or more) authors, the format looks like this:
 Warren, A., & Tate, C.

  If the source is from a newspaper or magazine article, the format is (briefly): name, date (year first, then month and day), title of article, underlined title of newspaper or magazine, and page number(s).  For example:
 Jackson, L., Tryner, M., & Hellot, J.  (1967, March 1). Shannon saves the day.  Time, 17-21.
 Thompson, F. (1998, October 12). Strange medicine.  The Chicago Tribune, 3A-5A.

 If your source is from an interview, you: state the person's name, why s/he was interviewed, the date of the interview, and then state personal discussion.  For example:
 Margolis, J., owner of Kinder Care day care center in Topeka, KS.  (1999, February 28).  Personal discussion.
 Martens, D., six-year-old child of divorce.  (2000, January 19).  Personal discussion.

 If your source is found online, you should: state the publishing author or organization's name, the date, (the title, if applicable) and the website address.  For example:
 National Association of Pediatric Medicine.  (2000, March 18).  www.pedmec.org.
 Pounder, C.  (1998, July 13).  Studying can be dangerous.  www.reuters.com.