HUMAN GROWTH AND DEVELOPMENT
EDU 102
COURSE SYLLABUS
INSTRUCTOR
DANETTE HURLEY
452.8600 EXT 3658
SEMESTER
FALL 2004
REQUIRED TEXT
DEVELOPMENT ACROSS THE LIFESPAN
By ROBERT S. FELDMAN
SPECIAL NOTES
It is the intent of Volunteer State Community College to fully comply with Executive Order 11246, as amended, the Rehabilitation Act of 1973, as amended, and the Vietnam Era Veterans Readjustment Act of 1974, as amended, and all regulations implementing those laws and orders, for the promotion and ensuring of equal opportunity for all persons without regard to race, color, religion, sex, national origin, age, disability, political affiliation, sexual orientation, or status as a qualified disabled veteran or veteran of the Vietnam era. It is the intent of VSCC to be free of discrimination or harassment on the basis of sex, race, color, religion, national origin, age, disability, political affiliation, sexual orientation, veteran status, or physical appearance. It is the intent of VSCC to fully comply with Titles VI and VII of the Civil Rights Act of 1964, as amended, and the CRA of 1991, Title IX of the Education Amendments of 1972, as amended, the Equal Pay Act of 1963, as amended, the Age discrimination in Employment Act of 1976, the Age Discrimination Act of 1975, and the Pregnancy Discrimination Act and the American with Disabilities Act of 1990, applicable state status and all regulations promulgated pursuant thereto.
It is the student’s responsibility to self identify with the Office of
Disability Services in order to receive accommodations. Only those students
with appropriate documentation will receive services. Disability Services is
located in the Wood Campus Center, Suite C206B.
No person in the United
States shall, on the basis of sex, be excluded from participation in, be
denied the benefits of, or be subjected to discrimination under any
education program or activity receiving Federal financial assistance.
20 U.S.C. § 1681.
Students who are receiving Title IV financial assistance (Pell Grant,
Student Loan or SEOG Grant) must regularly attend class or be subject to
repay PART or ALL of the Federal Financial Aid received for the semester.
DESCRIPTION
Human Growth and Development is an interdisciplinary scientific study of the ways people change over time. It covers both quantitative and qualitative changes from conception to death and stresses the process of life stage changes from physical, cognitive and social-cultural aspects.
Three lecture-discussion hours per week
PRIMARY GOAL
The primary goal of this course is to provide information which enables prospective teachers to identify, analyze, and understand the social, mental, psychological and physical aspects of human culture and development.
A further goal of EDU 102 is to scientifically study the quantitative and qualitative changes in the person over the entire lifespan. It is an in-depth look at ways of describing, predicting, explaining and modifying a person’s behavior in the eight stages of growth from conception to death.
OTHER GOALS
To expose students to the vast research available in human growth and development.
To help the student research assigned
topics and topics of interest using theoretical concepts (behavioral,
cognitive,
etc.).
To help students develop critical skills by
contrasting theories and weighing advantages of one particular theory
over another.
To help student develop college level written and oral communication skills.
To think critically about how individuals are influenced by political, geographic, economic, cultural and family institutions in their own and other diverse cultures and explain how one’s own belief system may differ from others.
To explore the relationship between the individual and society as it affects the personal behavior, social development and quality of life on the individual, the family and the community.
To examine the impact of behavioral and social scientific research on major contemporary issues and their disciplines’ effects on individuals and society.
To take ethical stands based on appropriate research in the social and behavioral sciences.
To use the most appropriate principles, methods, and technologies, perceptively and objectively gather, analyze, and present social and behavioral science research data, draw logical conclusions, and apply those conclusions to one’s life and society.
PRIMARY EDUCATIONAL GOALS
The degree to which outcomes of the primary goals have been achieved will be determined by the assessment of
OTHER GOALS
The degree of accomplishment pertaining to research and the critical skill goals will be determined through
OUTCOME STATEMENTS
Outcome statements will be assessed through class discussion and written examination.
TEST 1: CHAPTERS 1-5 100 PTS.
TEST 2: CHAPTERS 6-9 100 PTS.
TEST 3: CHAPTERS 10-14 100 PTS.
TEST 4: CHAPTERS 14-19 100 PTS.
Seven hours of observation (see handout) 100 PTS.
AUTOBIOGRAPHY(see handout) 50 PTS.
VOLUNTEER AT LEAST 3 HOURS (Red Cross, YMCA, 50 PTS
YWCA, Girl Scouts, Boy Scouts, other youth-related agencies,
Community centers) Documentation must be signed and a
Reflective paragraph completed
Essay addressing diversity/multicultural education 50 PTS.
Teacher Interview (see handout) 50 PTS.
Nursing majors may do their volunteer work in a hospital, nursing home, Red Cross. In lieu of an essay addressing multicultural education, you may focus on any health-related topic(200 word essay). Also, your interview may be done with an individual in the health care profession.
TOTAL PTS. 700 PTS.
GRADING SCALE: FINAL GRADING SCALE:
90-100 = A 630 – 700 = A
80 – 89 = B 560 – 629 = B
70 – 79 = C 490 – 559 = C
60 – 69 = D 420 – 489 = D
BELOW 60 = F BELOW 420 = F
OTHER POSSIBLE GRADES FOR THE COURSE
N = AUDIT:
No grade or credit. The student must have registered as an audit in order to receive this grade.
W = WITHDRAWAL:
A grade of W is given by the Admissions Office after a student has processed a drop/add form through the Admissions Office.
Note: the instructor does have the right to administratively withdraw a student from class resulting in a grade of W; but this is not
automatic. Students wishing to withdraw must do so through the Admissions Office.
I = INCOMPLETE:
An INCOMPLETE is given at the discretion of the instructor and must meet the following conditions:
a) Student attends regularly
b) Student has completed 80% of the coursework and is passing
c) The instructor feels the student can realistically complete the coursework in the following semester.
NOTE: If the coursework is not completed prior to the exam period of the following semester, the grade is automatically converted to an F by the Admissions Office.
CHEATING
Cheating is defined as plagiarism, talking to another student during a test or exam, looking at another student’s work during a test or exam, use of notes or books during a test or exam, or turning in a paper that is not the student’s work. Any student caught engaging in these behaviors will be given an automatic failure for the course regardless of the grade at that point.
ATTENDANCE
Students do not receive a grade for attendance. Students are expected to have regular and prompt attendance because failure to exhibit regular attendance seriously impairs the student’s ability to succeed in the course. Any reason for absence should be indicated to the instructor, preferably in advance. The instructor has the prerogative to accept or reject any excuse for absence. Any absence excused by the Academic Vice-President shall be accepted. Missing over (5) times for classes that meet three times a week; (4) times for classes that meet two times a week; and (2) times for classes that meet once a week; (2 times for summer classes) are excessive.
INCLEMENT WEATHER POLICY
If VSCC is officially open all classes will meet as scheduled, all assignments will be due, and any scheduled tests, quizzes, or exams will be given. Any missed work will be subject to the policies outlined in this syllabus.
CLASSROOM DEPORTMENT
All policies and procedures for classroom misconduct are discussed in the Student Handbook. All cellular phones and beepers are to be turned off!
As a point of emphasis, the instructor will not tolerate any activity which is disruptive to the classroom setting, which adversely affects others, and which is considered by the instructor to be unethical, immoral or illegal. Students will be dismissed from the class and the issue of misconduct brought before the Vice-President of Student Services.
The instructor will not allow the use of tobacco, eating or drinking in the classroom.
Parents are asked not to bring children to class.
CHAPTER OUTLINE AND OBJECTIVES
CHAPTER 1
· Explain what the study of human development is and what it involves
· Describe the ecological approach to development
· Define the concept of continuous and discontinuous change
· Define the concept of critical periods, and give examples of its application to physical and cognitive development
· Discuss the “nature vs. nature” debate
· Describe the psychoanalytic approach to development
· Describe Erickson’s psychosocial theory
· Discuss the behaviorist perspective on development
· Describe the learning perspective on development
· Define Piaget’s perspective on development
· Explain such research concepts as the scientific method, experimental, correlational, longitudinal, and cross-sectional research
CHAPTER 2
· Describe the process of fertilization and explain gender determination
· Identify mechanisms of multiple births
· Discuss the basic mechanism of heredity
· Describe genetic counseling, including its potential and limitations
· Summarize the timing and major events of the three stages of prenatal development
· Describe the impact of each of the following upon prenatal development: maternal diet and age, illness, legal and illegal drugs- marijuana, cocaine, alcohol and nicotine, paternal transmission of defects
CHAPTER 3
· Describe the three stages of labor
· Define neonate and newborn characteristics
· Describe the APGAR SCALE used for neonatal assessment
· Describe various childbirth methods
· Discuss complications of pre-term infants
· Describe consequences of low birth-weight and identify characteristics associated with having a low birth-weight baby
· Discuss characteristics of post-mature infants
· Define infant mortality
· Identify neonatal reflexes and explain the survival function of each
CHAPTER 4
· Describe how the infant’s body and nervous system develop referring to the cephalocaudal and proximodistal principles, the principle of hierarchical integration and the principle of independence of systems
· Describe the infant’s states of awareness
· Identify SIDS and identify factors that may place a child at higher risk
· Identify the stages of motor development as outlined in the chapter
· Describe how the Brazelton Neonatal Behavioral Assessment is used
· Compare and contrast breast and bottle feeding
· Describe sensual development in infants as outlined in the chapter
CHAPTER 5
· Describe Piaget’s theory of cognitive development
· Identify and explain the information processing approaches to learning including classical and operant conditioning
· Identify two major approaches to the study of intellectual development
· Identify the stages of language development outlined in the chapter
CHAPTER 6
· Discuss emotional development in infancy
· Define attachment and explain how attachment is established
· Describe infant personality development using Erikson’s theory of psychosocial development
· Define temperature and describe the three profiles of temperament
· Define how gender identity occurs
· Discuss the effects of daycare on children
CHAPTER 7
· Summarize physical development during early childhood
· Identify the achievements and limitations of Piaget’s preoperational stage
· Explain Vygotsky’s view of cognitive development
· Describe the ways in which a child’s command of language advances during the preschool years
· Describe the role television plays in early child development
· Discuss the pros and cons of early education programs
CHAPTER 8
· Describe the development of the child’s self-concept referencing Erikson’s psychosocial stages in early adulthood
· Describe the preschooler’s social skills as they relate to forming friendships
· Discuss the various types of play and the importance of play
· Distinguish between the authoritarian, permissive, and authoritative style of parenting
· Define child abuse and psychological maltreatment
· Discuss resilience as it applies to children
· Describe Piaget’s theory of moral development
· Identify factors thought to trigger childhood aggressions
CHAPTER 9
· Describe boys’ and girls’ physical development in middle childhood
· Discuss motor development in the middle childhood years
· Describe the educational needs of children with disabilities (including learning disabilities) and efforts to meet these needs
· Describe Piaget’s stage of concrete operations
· Define memory and meta-memory
· Discuss language development in middle childhood
· Define bilingualism
· Define multicultural education
· Define intelligence and describe the Stanford-Binet Intelligence Scale, the Wechsler Intelligence Scale for Children (WISC-R) and the Wechsler Adult Intelligence Scale (WAIS-R)
· Describe Gardner’s Eight Intelligences
· Discuss how schools are meeting the needs of those children who are mentally challenged and intellectually gifted
CHAPTER 10
· Discuss Erikson’s stage: Industry vs. Inferiority
· Discuss sources for the development of self-esteem
· Explain Kohlberg’s theory of moral development
· Compare Kohlberg’s and Gilligan’s theories of moral development
· Outline characteristics of popular and unpopular children
· Describe approaches to help unpopular children become socially competent
· Describe how children during this period react to divorce
· Discuss teacher expectancy effect
CHAPTER 11
· Define puberty
· Discuss the consequences of early and late maturation
· Summarize nutritional needs in adolescence and identify eating disorders which sometimes appear during adolescence
· Describe cognitive development during adolescence mentioning Piaget’s formal operations and the information-processing perspective
· Discuss individual differences in school achievement
· Describe the apparent extent of adolescents’ use of marijuana, alcohol and tobacco
· Discuss the implications of sexually-transmitted diseases for adolescents
CHAPTER 12
· Describe Erikson’s approach to identify formation: identity vs. role diffusion
· Describe the four identify states identified in Marcia’s research
· Discuss adolescent depression and suicide
· Describe intervention procedures for those who may be contemplating suicide
· Describe the extent of adolescents’ conflict with parents and identify issues about which conflict tends to occur
· Discuss the purpose and nature of friendships in adolescence
· Define peer pressure
· Define juvenile delinquency and factors that contribute to it
· Discuss adolescent sexual relationships
· Discuss issues related to teen pregnancy
CHAPTER 13
· Discuss fitness and health in early adulthood
· Define stress and identify its causes, consequences and coping mechanisms
· Define creativity
· Identify reasons students offer for leaving college before completing their degree
· Define the first-year adjustment reaction
CHAPTER 14
· Distinguish between passionate and companionate love
· Discuss Sternberg’s triangular theory: the three faces of love
· List factors to consider when choosing a mate
· Define homogamy and marriage gradient
· Describe factors that lead to marital conflict
· Discuss motivations for having children and reaction to the transition to parenthood
CHAPTER 15
· Describe changes in vision, appearance, motor skills, taste, smell and hearing that are common in middle adulthood
· Discuss the physiological changes of the female climacteric and menopause and most women’s psychological reaction to menopause
· Discuss the events of the male climacteric
· Describe health status in middle adulthood, including common diseases and causes of death
· List various treatments for cancer and discuss psychological factors related to this disease
· Distinguish between crystallized and fluid intelligence
CHAPTER 16
· Discuss Erikson’s crisis of generativity versus stagnation and compare to Levinson’s “seasons of life”
· Describe normative-crisis versus life events as models of adult personality development
· Describe changes experienced in the family including divorce, remarriage, empty nest and boomerang children
· Define the sandwich generation
· Describe the cycle of violence hypothesis
CHAPTER 17
· Define ageism
· Describe the physical signs of aging
· Explain the peripheral slowing hypothesis and the generalized slowing hypothesis
· Discuss the common physical disorders associated with late adulthood
· Describe the symptoms of dementia
· Describe the symptoms of Alzheimer’s disease, possible causes and treatment
· Explain the relationship between aging and illness
· Explain the genetic programming theory of aging and the wear and tear theory
· Describe trends of life expectancy
· Discuss Schaie’s research on intellectual change during old age
· Distinguish short-term memory, episodic memory, semantic memory, implicit memory and autobiographical memory
· Describe factors related to memory changes in old age.
CHAPTER 18
· Summarize Erikson’s view of psychosocial development in old age
· Describe the three developmental tasks of old age proposed by Peck
· Discuss Levinson’s final season: the winter of life
· Distinguish between the disengagement and activity theories of aging
· Describe selective optimization as a model of successful aging
· Identify various living arrangement options that can make it possible for older people to live independently in the community
· Discuss problems related to income and employment that older persons face
· Describe the stages of retirement
· Discuss factors related to marital satisfaction, divorce in the later years, caring for an aging spouse and the death of a spouse
· Describe the significance of social networks in late adulthood
· Discuss the importance of family relationships including grandchildren
· Define elder abuse
CHAPTER 19
· Distinguish functional death and brain death
· Describe attitudes toward death among children, adolescents, young adults, middle-aged adults and elderly individuals
· Explain the stages of death
· Discuss living wills and assisted suicide
· Define bereavement and grief. Distinguish between unhealthy and normal grief
· Describe the tools of death education and the importance of death education for children.
Requirements for Education Majors in EDU 102
An electronic portfolio maintained on CD ROM or flash drive in WORD or HTML format AND three ring binder containing section dividers with labeled clear or colored tabs and cover sheet (see handout) containing:
C. Teacher Interview (see handout)
Early Childhood majors spend ½ time at the kindergarten level, ½ time at the elementary level grades 1-3
Elementary majors observe ½ time at the elementary level, ½ time at the middle school level
Secondary majors spend ½ time at the high school level, ½ time at the middle school level
All observations must be done in more than one classroom with more than one teacher at any level
Student must:
· Contact school in advance to schedule observation
· Dress professionally
· Sign in and out
· Be on time
· Write letter of thank you to principal