TIME: 5:00-7:50 pm Thursday
INSTRUCTOR: Michael E. Oakes, Ph.D.
OFFICE HOURS: 10:00-11:00 am T & Th: and 4:00-4:50 pm Th: AMH 218
(or by
appointment)
PHONE: 941-7895
WEB ADDRESS: http://academic.scranton.edu/faculty/oakesm2/
E-MAIL: oakesm2@uofs.edu
TEXT: Santrock, J. W. (2000). Children (6th edition). Boston: McGraw Hill.
DESCRIPTION: This course will provide a survey of psychological research dealing with the development and behavior of children from infancy to adolescence. The course will consider the physical, cognitive, and social aspects of development, from infancy to adolescence.
OBJECTIVES:
(1) Define terms and distinguish between/among methods and trends within
this area.
(2) Contrast fundamental theories of child development, and be able
to critique them.
(3) Evaluate how professionals in this field go about gathering data
and altering theories.
(4) Assess the adequacy of current and past theories in explaining
children’s development from different cultural perspectives.
(5) Compare the development of males and females.
COURSE REQUIREMENTS:
QUIZZES: Eight quizzes will be given, each worth 10 points. These
may include multiple choice, true/false, fill in the blank, and essay questions.
The lowest quiz score will be discarded. Thus, there are 70 points
possible for all quizzes combined.. THERE WILL BE NO MAKE UP QUIZZES.
Also, I will deduct quiz points if you show up late for a quiz.
EXAMS: A total of three regular exams will be given (plus an optional, cumulative final). Each will be worth 100 points. These exams may include several components: multiple choice, true/false, as well as matching questions. The chapters that each exam covers, as well as tentative exam dates, are on the attached schedule. Please note that the third regular exam is NOT comprehensive. THERE WILL BE NO MAKE UP EXAMS. If a student is absent, he/she will receive a score of zero for that exam, unless a sufficiently compelling reason for the absence is presented (i.e., a doctor’s note or a copy of a police report for an accident). In such a case, the student may then take an optional, cumulative final that covers the entire course. The grade on this test will replace the missing grade. Other students (who have not missed any exams) may also take this optional final. If their grade on the optional exam is higher than a previous test grade, the higher score will be counted toward their course grade. If, however, they do worse on the optional exam, the score for the optional exam will NOT be counted.
WRITTEN ASSIGNMENT: Attached to the syllabus are the four projects you may choose from to complete this requirement (choose only one): either estimating the cost of raising a child, studying language development, examining moral messages in children’s literature, or the empathy belly. These are designed to give you “hands-on” experience with various aspects of the information covered in class. Your project may have some preliminary deadlines associated with it, so read the descriptions carefully. Please note that if you have back or knee problems, you may NOT choose the empathy belly project. The written assignment is worth 50 points and is due on November 15, 2001. Please be prepared to discuss your experiences/impressions of your project on this day.
PARTICIPATION: In order to inspire class participation, points will be awarded in the following manner. At the end of the semester, each student will rate the entire class for participation. You may award the class zero to five points for participation. I will then average across all of your ratings. I will also rate the class, on the same scale. Thus, my evaluation of the amount of participation counts for half of your total participation points. You may receive up to 10 points (total) for participation. If you are absent, you can't participate, thus, I will have to take into account frequent absences and tardiness and dock your participation points (either the entire class or individuals). Also, if you NEVER contribute during class, you will receive fewer participation points. NOTE: The students are responsible for asking questions and making comments during class. I will ask for questions or comments occasionally but I will not force students to participate.
ATTENDANCE: Attendance will be taken periodically throughout the semester. Those who miss class should contact other students in the class and request to copy their notes. After two recorded absences, your course grade will be lowered by one letter grade (e.g., from a B to a B-). ALSO, STUDENTS ARE RESPONSIBLE FOR FINDING OUT ADDITIONS/DELETIONS TO THE SYLLABUS THAT ARE MADE DURING CLASS.
SUMMARY OF COURSE REQUIREMENTS
1. three exams (3x100)
300 pts.
2. seven quizzes
70 pts.
3. written assignment
50 pts.
4. participation
10 pts.
--------
430 pts. total
EXTRA CREDIT:
A few additional test questions will be included on the 2nd and 3rd
exams. A student may earn up to 10 extra-credit points in the course
by answering these questions. Other options to earn these (10) points
may become available, if so I will let you know.
GRADES: There will be a total of 430 points that can be earned (plus an additional 10 points of extra credit). Grades will be assigned based on the scale below:
A = 396 + pts B+ = 370 - 386
C+ = 327 - 343 D+ = 284 - 300
A- = 387 - 395 B =
353 - 369 C = 310 - 326
D = 258 - 283
B- = 344 - 352 C- = 301 - 309
TENTATIVE SCHEDULE:
Day Date
Readings
1 August
30 Santrock
(Chpt. 1 &2)
2 September
6 Quiz 1: Santrock (Chpt. 3)
3 September
13 Quiz 2: Santrock (Chpt. 4)
4 September
20 Quiz 3: Santrock (Chpt. 5)
5 September
27 Exam 1: Santrock (Chpt. 6)
6 October
4 Santrock
(Chpt. 7 & 8)
7 October
11 Quiz 4: Santrock (Chpt.
9)
8 October
18 Quiz 5: Santrock (Chpt.
10 & 11)
9 October
25 Exam 2: Santrock
(Chpt. 12)
10 November 1
Santrock (Chpt 13)
11 November 8
Quiz 6: Santrock (Chpt 14)
12 November 15
Quiz 7: Projects Due: Santrock (Chpt 15)
13 November 29
Quiz 8: Santrock (Chpt 16& 17)
14 December 6
TBA
Finals December 8-13 Exam 3 (not optional)
& the optional final will be taken during the scheduled final exam
session.
INDIVIDUAL PROJECT #1—THE COST OF CHILDREN
When people think of having children, rarely is the cost associated
with having a child the first thing that is considered. The objective
of this project is to raise awareness of the financial issues entailed
in raising a child today.
For this project, you must interview a parent to determine what types
of things are necessary for raising a child from birth to one year (e.g.,
a crib, diaper pail, diapers, baby food, etc.). You may also wish
to visit a “baby store” and interview a salesperson to make certain you
arrive at a comprehensive listing of items. Remember, finding the
cost of one jar of baby food isn't enough: you must also estimate
how many jars of food, total, will be needed (the same is true for diapers).
First, estimate the cost of prenatal care and birth. How much
does insurance cover? You will also need to include the cost of clothing
for the mother, vitamins, doctor’s visits, etc.
Next, compile a list of all items needed for the baby, estimating how
many you would go through in a day (e.g., diapers (cloth or disposable),
changes of clothing, jars of baby food). Next, you will want to visit
several stores and get prices for each of these items. Compare top-of-the-line
items (i.e., the most expensive) to the least expensive. What is
the difference?
Make certain you also include in your estimate health care costs for
the baby: how many visits to the pediatrician, shots/vaccines, average
number of colds/typical sicknesses, medicines, etc. How many visits
will insurance plans pay for? What if you have no health insurance?
What resources are available to you then?
How much would day care cost for the first year? Or, if you decide
not to work for this year, how much income would you lose?
What to turn in:
(1) The name(s) of the parent(s) you interviewed, their ages, income,
number of children, ages of children, sex of children
(2) The list of items, with a high and a low cost for each (provide
brand names).
(3) A final total for both the high and low cost items (remember, you
need to account for more than 1 jar of baby food and more than 1 pack of
diapers)
(4) A few paragraphs summarizing your experience. Did doing this
project make you feel any differently toward having children? What
do you think about all the costs involved? Are there ways to reduce
costs? Do you think you covered all aspects of year one? What
would you recommend to people contemplating having children?
INDIVIDUAL PROJECT #2: LANGUAGE DEVELOPMENT
Even at a young age, children can talk and their language has
meaning. As they grow older, they exhibit increasing grammatical
complexity. Developmental psychologists are interested in the way
the brain acquires, stores, and retrieves information.
For this activity, you’ll need three willing subjects of different
ages, ranging from young children to teenagers to adults. For example,
your younger brother, age 8; your cousin, age 14; your friend, age 23 (you’ll
need to obtain written parental consent for anyone under the age of 18).
OBJECTIVE: Explore the relationship between age and language by employing research methods of interviewing, transcription, and statistical analysis.
PROCEDURE:
(1) Choose a photograph or work of art that contains a simple, recognizable
scene. It should have some details, but not be too complex or abstract.
A farmer in a field or a ship docked in a bay would be good examples.
(2) Explain to your subject that you want him/her to look at the image
and then describe it verbally for one minute. Explain that you will
tape record the description. Before you begin, try to make your subject
comfortable. Answer any questions he/she has about the study before
you begin and explain that there is no “right answer” expected (all you
have to say about the study is that you are researching the way people
describe things).
(3) Your subject should say as much as he/she feels like saying in
a minute. Don’t force or pressure your subject into saying more than
what comes naturally.
WHAT TO TURN IN:
Transcribe your interviews by listening to the tape and writing
down everything that is said. Be sure to include the name and age
of the subject at the top of the page. Then analyze their comments.
(1) Count the total number of words.
(2) Circle the nouns and underline the verbs.
(3) Count the total number of nouns and verbs
(4) Calculate the average number of words per sentence.
(5) Calculate the average number of letters per word.
(6) Graph one or all of the following data as a function of age:
a. words per minute
b. words per sentence
c. letters per word
d. any other relationships you feel might be important
Make a line or bar graph
and put age on the X or horizontal axis (this is the independent
variable). Data about
language, the dependent
variable, goes on the Y or vertical axis.
(7) What can you conclude about language from your study? What
do your graphs show about the development of language? Can you form
any hypotheses about how people learn?
See your instructor to obtain parental consent forms which must be turned in with your report.
INDIVIDUAL PROJECT #3—MORAL MESSAGES IN CHILDREN’S LITERATURE
This project is a preliminary examination of the values that are
being emphasized in children’s literature (i.e., children aged 9-14).
Your mission, if you choose to accept it: go to the library and ask
the librarian for assistance in locating children’s literature that has
been excellently reviewed (e.g., has received awards or good critical reviews),
and also deals with situations requiring a moral decision. Choose
three to five books. YOU MUST SUBMIT A LIST OF YOUR CHOICES (INCLUDING
NUMBER OF PAGES IN EACH BOOK) TO ME FOR APPROVAL BY OCTOBER 18. Write
a short summary of each book (e.g., the plot, the main characters, etc.).
Then write a summary of your impressions, including whether the books emphasize,
minimize, or even ignore the following issues: achievement, nurturance,
cooperation, competition, endurance, taking chances, doing one’s best,
kindness, honesty, caring. Include examples from the books to support
your impressions. Also consider whether the books emphasize doing
right in order to: have a good life, be liked or appreciated, avoid
punishment, do the right thing, follow the law.
Construct a table to summarize your findings across all the books.
Use the table below as an example.
Book 1 Book 2 Book 3 Book 4 Book 5
Values that are emphasized
Reasoning for acting moral
Consequences for acting bad
Other:
What to turn in:
(1) A bibliography of books read.
(2) Your summaries and impressions for each book.
(3) The table.
(4) Your answers to the following questions:
(a) What values were most evident in the books you read? What
values were largely missing?
(b) What reasons are given in the book for acting moral? Which
of Kohlberg’s stages are emphasized? Is a caring orientation or a
justice orientation provided more often?
(c) What consequences are given to those who choose to act improperly?
(d) Did you like the way the books dealt with morality? Why or
why not? Are there any books you would NOT recommend, and if so,
why?
INDIVIDUAL PROJECT #4: THE EMPATHY BELLY
The Empathy Belly is a weighted garment that will enable male
and female wearers to temporarily “experience” more than 20 of the typical
symptoms and effects of pregnancy. Through this hands-on, experiential-type
of learning, wearers find out what it feels like to be pregnant, and gain
a realistic understanding of the changes and demands imposed by the pregnant
condition.
If you decide to do this project, you must first view a short
videotape demonstrating the appropriate way to wear the belly, and complete
an informed consent form. Note: if you have back or knee problems,
you MUST choose a different project.
Be prepared to stay within AMH for 1½ hours (bring a book
or have some computer work). First, you will try various movements,
positions, and activities:
(1) Walk around.
(2) Observe your profile.
(3) Bend down and tie your shoes.
(4) Sit at a desk and table.
(5) Pick up items thrown on the floor.
(6) Lie down on belly, back, and on side.
(7) Position five pillows for comfort during sleep.
(8) Roll over, and reposition pillows.
(9) Imagine partner wants to make love.
(10) Get up from the floor correctly.
Then you will spend the remainder of your time here either reading/studying
or working on the computer. You must write a summary of your experiences,
so perhaps you could take this time to work on your summary.
Finally, you will also have to interview a couple about their pregnancy
experience. What kinds of symptoms did the mother experience?
How did the father cope with the pregnancy? What was the birth like?
What to turn in:
A 5-10 page paper incorporating the following elements:
(1) a description of what the mother experiences in the last trimester
of pregnancy (use at least three different sources of information); a short
description of fetal development at this time (use three additional sources);
(3) your experiences while wearing the empathy belly; (4) how
wearing the belly made you feel about pregnancy, pregnant women, and any
stereotypes regarding pregnancy; and (5) your interview with a couple who
have had children. After your experiences, what do you recommend
with regard to use of the belly (i.e., what other kinds of applications
should it be used for? What suggestions do you have to improve the
experience?). Be sure to include a list of references at the end.