HUMAN GROWTH AND DEVELOPMENT
EDU 102
COURSE
SYLLABUS
INSTRUCTOR: Patsy Lawson
Associate Professor of
Psychology and Education
SEMESTER: Spring
2003
REQUIRED TEXT: Development Across The Life Span
By Robert S. Feldman
3rd Edition
Development Across The Life
Span: STUDY GUIDE
By Robert S. Feldman
3rd Edition
In compliance with the
Americans with Disabilities Act, students are encouraged to register with the
Office of Student Disability Services for assistance with accommodations. 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
HUMAN
GROWTH AND DEVELOPMENT
EDU 102
COURSE
SYLLABUS
Spring
2003
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 stages changes from physical, cognitive and social-cultural aspects.
INSTRUCTOR: Patsy
Lawson
Associate Professor of Psychology and Education
Office Phone:
(615) 452-8600, ext. 3238
Home Phone:
(615) 824-2861 (Leave Message)
EMAIL:
patsy.lawson@volstate.edu
OFFICE: N 112B
OFFICE HOURS: Hours
posted on office door
TEXTBOOK/OTHER REQUIRED MATERIAL:
by Robert S. Feldman
3rd Edition
Development
Across The Life Span: STUDY GUIDE
by
Robert S. Feldman
3rd
Edition
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 life span. 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 students develop college level written
and oral communication
skills
EDU 102
PRIMARY The degree to which outcomes of the primary goals have been achieved EDUCATIONAL will be determined by the assessment of
the specific course outcomes. The GOALS course also will be
assessed by students through faculty evaluation.
OTHER The
degree of accomplishment pertaining to research and the critical skill GOALS goals will be determined
through assessment of the student’s achievement
of specific course outcomes and evaluation of
research projects.
OUTCOME Outcome
statements will be assessed through class discussion and written STATEMENTS examination.
1.
Describe the
process of fertilization and explain gender determination.
2.
Identify
mechanisms of multiple births.
3.
Discuss the
basic mechanism of heredity
4.
Describe
genetic counseling, including its potential and limitations.
5.
Summarize the
timing and major events of the three stages of prenatal development.
6.
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.
7.
Describe the
three stages of labor.
8.
Define neonate
9.
Describe the
APGAR SCALE used for neonatal assessment.
10. Describe various childbirth methods.
11. Discuss complications of pre-term infants.
12. Describe consequences of low birth weight, and
identify characteristics associated with having a low birth weight baby.
13. Discuss characteristics of post mature infants.
14. Define infant mortality.
15. Identify neonatal reflexes and explain the survival
function of each.
16. 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.
17. Describe the infant’s states of awareness.
18. Identify SIDS and identify factors that may cause
SIDS.
19. Identify the stages of motor development as outlined
in the chapter.
20. Describe how the Brazelton Neonatal Behavioral
Assessment is used.
21. Compare and contrast breast and bottle-feeding.
22. Describe sensual development in infants as outlined
in the chapter.
23. Describe Piaget’s theory of cognitive development.
24. Identify and explain the information processing
approaches to learning including classical and operant conditioning.
25. Identify two major approaches to the study of
intellectual development.
26. Identify the stages of language development outlined
in the chapter.
27. Discuss emotional development in infancy.
28. Define attachment and explain how attachment is
established.
29. Describe infant personality development using
Erikson’s theory of psychosocial development.
30. Define temperament and describe the three profiles
of temperament.
31. Define how gender identity occurs.
32. Discuss family life in the 90’s.
33. Describe the effects of daycare on infants.
34. Summarize physical development during early
childhood.
35. Identify the achievements and limitations of
Piaget’s preoperational stage.
36. Explain Vygotsky’s view of cognitive development.
37. Describe the ways in which a child’s command of
language advances during the preschool years.
38. Describe the role television plays in early child
development.
39. Discuss the pros and cons of early education
programs.
40. Describe the development of the child’s self-concept
referencing Erikson’s psycholosocial stages in early childhood.
41. Discuss the development of gender identity in the
preschool years.
42. Describe the preschooler’s social skills as they
relate to forming friendships.
43. Discuss the various types of play and the importance
of play.
44. Distinguish between the authoritarian, permissive,
and authoritative style of parenting.
45. Define child abuse and psychological maltreatment.
46. Discuss resilience as it applies to children.
47. Describe Piaget’s theory of moral development.
48. Identify factors thought to trigger childhood
aggressions.
49. Describe boys’ and girls’ physical development in middle
childhood.
50. Discuss motor development in the middle childhood
years.
51. Describe the educational needs of children with
disabilities (including learning disabilities) and efforts to meet these needs.
52. Describe Piaget’s stage of concrete operations.
53. Define memory and meta-memory.
54. Discuss language development in middle childhoods.
55. Define bilingualism.
56. Define multicultural education.
57. Distinguish between the cultural assimilation model
and the pluralistic society model.
58. Define bicultural identity.
59. Define intelligence and describe the Stanford-Binet
Intelligence Scale, the Wechsler Intelligence Scale for Children – Revised
(WIS-R) and the Wechsler Adult Intelligence Scale – Revised (WAIS-R).
60. Describe
61. Discuss how schools are meeting the needs of those
children who are mentally retarded and intellectually gifted.
62. Discuss Erikson’s stage: Industry versus
Inferiority.
63. Discuss sources for the development of self-esteem.
64. Explain Kohlberg’s theory of moral development.
65. Compare Kohlberg’s and Gilligan’s theories of moral
development.
66. Outline characteristics of popular and unpopular
children.
67. Describe approaches to help unpopular children
become socially competent.
68. Describe the sex segregation of middle childhood.
69. Describe how children during this period react to
divorce.
70. Discuss the impact of parents’ work on children.
71. Define attributions.
72. Explain how others’ expectations influence
children’s behavior.
73. Define puberty and its distinguishing features.
74. Discuss the consequences of early and late
maturation.
75. Summarize nutritional needs in adolescence and
identify eating disorders, which sometimes appear during adolescence.
76. Describe cognitive development during adolescence
mentioning Piaget’s formal operation and the information – processing
perspective.
77. Discuss individual differences in school achievement
(socioeconomic status and ethnic and racial difference).
78. Describe the apparent extent of adolescents’ use of
marijuana, alcohol and tobacco.
79. Discuss the implications of sexually transmitted
diseases from adolescents.
80. Describe Erikson’s approach to identity formation:
identity vs. role diffusion.
81. Describe the four identity states identified in
Marcia’s research.
82. Discuss adolescent depression and suicide.
83. Describe intervention procedures for those who may
be contemplating suicide.
84. Describe the extent of adolescents’ conflict with
parents and identify issues about which conflict tends to occur.
85. Discuss the purpose and nature of friendships in
adolescence.
86. Define peer pressure.
87. Define juvenile delinquency and factors that
contribute to it.
88. Discuss dating in the 1990’s.
89. Discuss adolescent sexual relationships:
permissiveness with affection and masturbation.
90. Define sexual orientation: heterosexuality and
homosexuality.
91. Discuss consequences of teenage pregnancy, reasons
that sexually active teenagers fail to use contraceptives effectively, and the
needs of unmarried teenage parents.
92. Discuss motor functioning, fitness and health in
early adulthood.
93. Discuss nutrition and obesity as concerns in early
adulthood.
94. Define weight set point.
95. Define stress and identify its causes, consequences
and coping mechanisms.
96. Describe Giesela Labouvie-Vief’s approach to
cognitive development in early adulthood.
97. Describe Schaie’s fine proposed stages of cognitive
development in adulthood.
98. Define triarchic theory of intelligence and
practical intelligence.
99. Define creativity.
100. Discuss the demographics of adults in higher
education.
101. Compare men and women and their college performance.
102. Identify reasons that students offer for leaving
college without completing their degrees.
103. Define the first=year adjustment reaction.
104. Distinguish between passionate and companionate
love.
105. Discuss Sternberg’s triangular theory: The Three
Faces of Love.
106. List factors to consider when choosing a partner.
107. Define homogamy and marriage gradient.
108. Compare homosexual and heterosexual relationships.
109. Explain why some adults prefer cohabitation over
marriage.
110. Describe factors that lead to marital conflict.
111. Discuss motivations for having children and reaction
to the transition to parenthood.
112. Describe the feelings about jobs and job performance
in early adulthood.
113. Describe changes in vision; appearance, motor
skills, taste, smell and hearing that are common in middle adulthood.
114. Discuss the physiological changes of the female
climacteric and menopause and most women’s psychological reaction to menopause.
115. Discuss the events of the male climacteric.
116. Describe health status in middle adulthood, including
common diseases and disorders and causes of death.
117. Discuss causes of coronary heart disease.
118. List various treatments for cancer and explain how
psychological factors are related to cancer.
119. Distinguished between crystallized and fluid
intelligence.
120. Discuss the three types of memory.
121. Discuss Erikson’s crisis of generativity versus
stagnation and compare to Levinson’s “seasons of life”.
122. Describe normative-crisis versus life event as
models of adult personality development.
123. Describe changes experienced in the family including
divorce, remarriage, empty nest and boomerang children.
124. Define the sandwich generation.
125. Describe the cycle of violence hypothesis.
126. Discuss challenges at work during middle adulthood
such as job dissatisfaction, unemployment and career changes.
127. Define ageism.
128. Describe the physical sign of aging.
129. Explain the peripheral slowing hypothesis and the
generalized slowing hypothesis.
130. Discuss the common physical disorders associated
with late adulthood.
131. Describe the symptoms of dementia.
132. Describe the symptoms of Alzheimer’s disease,
possible causes and treatment.
133. Explain the relationship between aging and illness.
134. Describe how aging impacts sexuality.
135. Explain the genetic programming theory of aging and
the war-and-tear theory.
136. Describe trends in life expectancy.
137. Discuss Schaie’s research on intellectual change
during old age.
138. Distinguish short-term memory, episodic memory,
semantic memory, implicit memory and autobiographical memory.
139. Describe factors related to memory changes in old
age.
140. Summarize Erikson’s view of psychosocial development
in old age.
141. Describe the three developmental tasks of old age
proposed by Peck.
142. Discuss Levinson’s final season: the winter of life.
143. Distinguish between the disengagement of activity
theories of aging.
144. Describe selective optimization as a model of
successful aging.
145. Identify various living arrangement options that can
make it possible for older people to live independently in the community.
146. Discuss problems related to income and employment
that older persons face.
147. Describe the stages of retirement.
148. Discuss factors related to marital satisfaction,
divorce in the later years, caring for an aging spouse and the death of a
spouse.
149. Describe the significance of social networks in late
adulthood.
150. Discuss the importance of family relationships
including grandchildren.
151. Define elder abuse.
152. Distinguished functional death and brain death.
153. Describe attitudes toward death among children,
adolescents, young adults, middle-aged adults, and elderly people.
154. Explain the stages of death.
155. Discuss living wills and assisted suicide.
156. Define bereavement and grief. Distinguish between
unhealthy and normal grief.
157. Describe the tolls of death education and the
importance of death education for children.
EDU 102
A. POLICIES AND PROCEDURES:
GRADING:
There are a total of 525 points possible for
this course. These are accumulated as
follows:
Feb.
3-4 TEST
1 Chapters 2 – 5 = 85 points
Feb.
24-25 TEST 2 Chapters 6 – 9 =
85 points
March
27-28 TEST
3 Chapters 10 – 14 = 85 points
April
24-25 TEST 4 Chapters
15 – 19 = 85 points
Total Test
Points = 255 points
Outside
Projects Grade = 100 points
Chapter
Quizzes (14) = 70 points
FINAL
EXAM (comprehensive) = 100 points
525
points
NOTE: Your
final grade is determined by adding together all accumulated points after the
final exam. Note that only one
lowest test grade drops. You may not
drop your outside report grade or your final exam grade.
The final grade scale and chapter test grade scale
are below:
525
– 479 = A 85 – 78 = A
478
– 438 = B 77 – 71 = B
437
– 398 = C 70 – 65 = C
397
– 357 = D 64 – 58 = D
below
357 = F below
58 = F
Other possible grades
given 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 Student Services Office
and 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 course work and is
passing.
c) The instructor feels the student can realistically
complete the course work in the following semester.
NOTE: if
the course work is not completed prior to the exam period of the following
semester, the Admissions Office automatically converts the grade to an “F”.
A
grade of “F” is given when any one of the following situations occur:
a) Failure to accumulate 357 total points.
b) Failure to take the final exam.
c) Disruptive behavior, which continues after the
instructor, has notified the student of the problem.
B. ATTENDANCE:
Students do not receive a grade for attendance;
however, students are penalized for absences that exceed the
allowances stated below. Any consecutive
absences should be discussed with the instructor, preferably in advance. The instructor
has the prerogative to accept or reject any excuse for absence. Any absence excused by the Academic Dean of
the College shall be accepted. Missing
over five (5) times for classes that meet three times a week; three (3) times
for classes that meet two times a week; and two (2) times for classes that meet
once a week, for excused or unexcused reasons will result in a lowering of the
final grade point total. Twenty points
will be deducted from the final total for EACH absence over the above allowances.
Students who are
receiving Title IV financial assistance (Pell Grant, Student Loans, or SEOG
Grant) must regularly attend class or be subject to repay PART or ALL of the
Federal Financial Aid that they have received for the semester.
C. MAKEUP WORK / EXAMS:
No make-ups are given for missed exams or outside reports. If the student must be absent when a test is given, the missed test becomes the dropped grade. If the student misses two tests, the first one becomes the drop grade and the second one remains as the grade of zero. If a student misses a quiz, the quiz is not made up. It is counted as one of the four dropped quizzes.
D. 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 own work. Any student caught engaging in these behaviors will be given an automatic failure for the course regardless of the grade at that point.
E. INCLEMENT WEATHER
POLICY:
If Volunteer State Community College 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.
F. CLASSROOM DEPORTMENT:
All
policies and procedures for classroom misconduct are discussed in the Student
Handbook, pages 17-24
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 the
unethical, immoral, or illegal. Students
will be dismissed from the class, receive the grade of “F”, and the issue of
misconduct brought before the Dean of Students.
The instructor will not allow smoking, drinking or
eating in the classroom. Parents are
asked not to bring children to class.
EDU 102
Outside
Report – Option 1
Interest
Inventories and Self-Study
Due Feb. 17
This course focuses on how humans change, grow and
develop over the life span. Since career
choices greatly shape human development starting at adolescence and ending in
retirement, the following project is designed for those who wish to do some
career and self exploration. The project
will allow the student to gain knowledge about his/her abilities and interests,
personality traits, and career options.
The student must take three career assessment inventories, receive
interpretation on those assessments, and write a paper, which outlines the
results of this activity. The following
procedures must be followed to get the maximum grade.
Make an appointment with the Office of Counseling
and Testing to take the Strong Interest Inventory and the Myers Briggs. This must be done by Jan. 25. Be sure to identify yourself as a student
in Patsy Lawson’s EDU 102 class when you make your appointment.
Pay a fee of $35.00 to the Office of Counseling and
Testing when you take your tests.
Meet with a counselor individually if you have
difficulty interpreting your results.
Paper is due on or before Feb. 17. Ten points will be deducted from the total
paper grade for each day the paper is late.
Write a paper that discusses the items listed
below. The paper should be typed, double
spaced, include a title paper and be 8 or more pages in length.
1.
Using each
inventory separately, discuss the interpretations you received from each. This discussion should be thorough and up
about one fourth of your paper.
2.
What careers
have your family chosen, include parents, grandparents, siblings? What similarities do you see with their
choices and the test results? To what
degree do they expect you to follow a certain career path?
3.
What did you
learn about the type of work environments you enjoy and those that have little
appeal to you? Work environments include
outdoors, indoors, with people, work alone, status level, intellectual cultural
climate. Did your results show what you
predicted?
4.
From the jobs
you have had or currently have, how well do the skills used in them match with
the skills that were identified in your tests?
5.
Since most of
us will become parents during or before our career choices are made, how well
does your career “fit” with your intended role as a parent? NOTE: males and females doing the project
must answer this question.
The following scale will determine your grade:
Coverage of all three test results 30 points
Adequate discussion of all five
questions 30 points
Grammar 20 points
On time (10 points lost for every
day late) 20 points
EDU 102
Outside
Report – Option 2
Interviews
Project
Due -
April 17
Below are listed six age
groups that are covered in this course.
You are to choose THREE of these groups and interview (spend some
time) with a person from each of the three groups you have chosen.
Early childhood (Age 4 - 6)
Middle childhood (Age 7 – 12)
Adolescence (Age 13 – 19)
Early Adulthood (Age 20 – 39)
Middle Adulthood (Age
40 – 60)
Late Adulthood (Age 60 and up)
The persons you choose for
your three groups may be family members, friends, and acquaintances. They should be people who trust you and who
are willing to do this project with you.
When you write your report you will not use their real names in
order to protect their privacy. You many
want to tell them this before they give consent.
You will want to discuss
the following things in the interview and the written report:
a) What factors place them in this particular group and
are they similar to ideas discussed in our textbook for their age group. BE SURE TO TELL how they compare to TEXTBOOK,
VIDEOS, and CLASS NOTES. Give very
specific examples.
b) What historical events have shaped his/her life?
c) What non-normative events have shaped his/her
life? You may have to define this for
them. These are NOT historical
events. Check your textbook definition.
d) How similar or different are your three age groups?
e) What is their view of the future and the past?
f) How similar are they to the theories of Erickson,
Marcia, etc. and other people ideas covered in the class. How similar are they to people shown in our
videos?
POINTS WILL BE DUDCTED FROM YOUR REPORT IF ANY OF THE ABOVE DISCUSSIONS ARE OMITTED FROM THE WRITTEN REPORT.
Your written reports should
have:
1. Cover sheet-name, course, the three age groups you
used
2. At least 8-10 typewritten, double-spaced pages
3. Introduction, which includes:
a. Who interviewed – no real names
b. Their ages
c. How you selected them
d. How much time you spent with them
e. How and where they were interviewed
4. Discussion of your interviews – This is where you
cover a-f.
5. Your conclusion – What did you learn? What were you surprised by? How has it helped you better understand
yourself or the other person?
6. Copy of the questions you used in each interview.
Question ideas for each age
group. You need to devise your own
questions and this may help. Please DO
NOT LIMIT YOURSELF TO THESE.
Early Childhood: Temperament,
similar to siblings, how cared for (daycare, sitter, mom/dad), watch T.V., how
healthy, large or small for age, early educational experiences, early speech
and any difficulties, family crisis that occurred, family changes, eating
habits, unique skills and abilities, playing with others.
Middle Childhood: I.Q.
testing done, illnesses, transitions to school, learning difficulties, special
abilities or interests, exposure to other races and cultures, eating habits,
obesity, surgeries or accidents, bullies, aggression, friends, family crisis or
changes, good or bad experiences with teachers.
Adolescence: Popularity,
social skills, early/late maturer, drug experimentation, sexual
experimentation, pregnancy, obesity or anorexia, eating habits, movies or T.V.
viewing, peer group, identity issue, family crisis, nicknames, who are heroes,
hang outs, menarche, ejaculation.
Early Adulthood: Body
changes, drug usage, stress, first job, quit school, college adjustments,
moving out, accidents, friendships, family crisis, marriage, divorce, children,
military service, voting, fraternities, sororities, financial issues, mentors,
career crisis.
Middle Adulthood: Physical
changes, diseases and health, fitness, obesity, stressors, career changes,
crises, drug issues, deaths, grandparenting, care of parents, regrets.
Late Adulthood: Loss
of spouse or child, retirement, health concerns, moving, assisted living,
crisis, physical changes, recreation, and religion.
The following scale will determine your grade:
Introduction 20
Discuss
of question and interview 30
Conclusion 20
Grammar 10
On
Time 20
(10 points loss for every day late)
EDU 102
Outside Report – Option
3
The Rage of Hercules
Study
DUE
This project is part of a National Storytellers
initiative in using stories to impact the lives of youth and adolescents. You will be listening to a recorded story
that will be available to you and then writing a paper to be turned in and
graded by me. In choosing this project you will be participating in a national
study and will be giving consent for me to share some of you comments with
storytellers across the U.S. The due
date corresponds with your textbook readings on youth and adolescents that is
the material you will reference for your paper.
The procedures for the project are as follows:
a. Listen to the story in the library. You may not take it home.
b. Read and review textbook chapters 9-14.
c. Answer ALL the questions on the guidelines
sheet I will give you within the text of your paper. Remember to use good grammar.
d. Apply the ideas in the story to our textbook
material.
e. Turn your paper in by the due date. Ten
points will be deducted for each day late.
The following scale will
determine your grade:
Introduction 10
points
Discussion of all questions 20 points
Effective use of textbook ideas in the report 30 points
Grammar 20
points
On time 20
points