TIME: 2:00-2:50pm M W F
AMH 211
INSTRUCTOR: Carole S. Slotterback,
Ph.D. (slotterbacc1@uofs.edu)
OFFICE AND OFFICE HOURS:
AMH 218 11-11:50am Mon Fri; 1-1:50pm Weds
(or by appointment)
PHONE: 941-7895
REQUIRED TEXT: Santrock, J. W. (1998). Child Development (8th edition). Chicago, IL: Brown & Benchmark.
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: Students will:
(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:
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 (e.g., 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 (thus, it cannot hurt you,
only help).
INDIVIDUAL PROJECT: 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. Each project will have some preliminary deadlines associated with it, so read the descriptions carefully. Any and all such deadlines will be announced in class (a good reason to make certain you attend class!). Please note that if you have back or knee problems, you may NOT choose the empathy belly project. This assignment is also worth 50 points and is due on FRIDAY, OCTOBER 25. Please be prepared to discuss your experiences/impressions of your project on this day.
DISCUSSION: Students can earn up to 10 points for discussion. The points will be awarded as follows: at the end of the semester, every class member will rate the entire class’s quality and quantity of discussion on a scale of zero to five. I will average across everyone’s ratings; thus, your rating counts for half of your discussion points. I will also rate the class’s discussion, on the same scale: thus, my evaluation counts for the other half o your discussion points. Discussion is a two-way street: we can’t have any if you won’t talk!! I guarantee that I can fill the time with lecture, so if you want discussion, OPEN YOUR MOUTH AND CONTRIBUTE!! Please be sensitive to others, and respect their opinions (no name-calling or derogatory slang).
ATTENDANCE: You are responsible for finding out about any additions/deletions to the syllabus that are made during the class. If you are absent, you cannot participate in discussion; thus, after three absences, points will be taken from your total discussion points.
EXTRA CREDIT: At various, unannounced times during the semester opportunities will be given for students to earn up to ten points of extra credit.
GRADES: There will be a total of 360 points that can be earned (plus an additional 10 points of extra credit). Grades will be assigned based on the scale below:
Letter Grade
Points Needed
A
335+
A-
324-334
B+
313-323
B
299-312
B-
288-298
C+
277-287
C
263-276
C-
252-262
D+
241-251
D
216-240
ADDENDUM: You [the student] should be able to display a professional attitude and behavior, which includes the following: reliability, respect for and cooperation with colleagues, willingness to work calmly and courteously under difficult conditions, determination to achieve first-class work while meeting deadlines, respect for equipment and systems, and constructive response to criticism. (reference: Kilian (1995). Design your syllabus as a management tool. Teaching for Success, 7(5), 2)
Tentative Schedule
DATES
TOPICS
CHAPTERS
August 26-30
Introduction
1
September 4-6
Science of Child Dev.
2
September 9-13
Biological Beginnings
3
September 16-20
Prenatal Development
4
September 23-27, 30 Physical Development
5,6
OCTOBER 2—EXAM 1 (Ch 1-6)
October 4, 7-11
Piaget’s Theory
7
October 12-15 Fall Break
October 16-18
Information Processing
8
October 21-25
Intelligence
9
October 28-Nov 1 Language
Development
10
NOVEMBER 4—EXAM 2 (Ch 7-10)
November 6-8
Emotional Development
11
November 11-15
Families
15
November 18-22
Peers
16
November 25
Moral Development
14
December 2-4
Gender
13
THIRD REGULAR EXAM COVERS CHAPTERS 11, 13, 14, 15, 16 ONLY
FINALS BEGIN ON SATURDAY, DECEMBER 7, 2002.
PSYC 221 IS A GROUP ADMINISTERED FINAL!
AS SOON AS I KNOW THE DAY OF THE FINAL, I WILL PASS ALONG THE INFORMATION
TO YOU!!!!
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?
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.
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. I WILL ANNOUNCE IN CLASS WHEN THIS LIST IS DUE.
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.
|
|
|
|
|
|
|
| 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?
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.