HUMAN GROWTH AND DEVELOPMENT
EDU 102
COURSE SYLLABUS
INSTRUCTOR: PHYLLIS A. FOLEY
SEMESTER: SUMMER, 2003
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."
EDUCATION 102
HUMAN GROWTH AND DEVELOPMENT SYLLABUS
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 con-
caption
to death and stresses the process of life stage
changes
from physical, cognitive and social-cultural
aspects.
Three
lecture-discussion hours per week.
INSTRUCTOR: PHYLLIS A. FOLEY
OFFICE: N-205C PHONE:
(615) 452-8600 EXT. 3708
OFFICE HRS. OFFICE HOURS WILL BE POSTED BY
INSTRUCTOR
ON OFFICE DOOR
TEXTBOOK: DEVELOPMENT ACROSS THE LIFESPAN by
ROBERT S. FELDMAN
PRIMARY The primary goal of this course is to
provide information
GOAL 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 To expose students to the vast
research available in human
GOALS
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
METHODS OF ASSESSMENT
PRIMARY The degree to which outcomes
of the primary goals
EDUCATIONAL goals have been achieved will be
determined by the
GOALS assessment of the specific course outcomes. The
course also, will be assessed by students through
faculty evaluation.
OTHER The degree of
accomplishment pertaining to research
GOALS and the critical skill
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
STATEMENTS discussion and written examination.
EDU 102
TEST 1: CHAPTERS 1-5
100PTS.
TEST 2: CHAPTERS 6-9
100PTS.
TEST 3: CHAPTERS 10-14 100PTS.
TEST 4: CHAPTERS 14-19 100PTS.
TOTAL
400PTS.
ONE ARTICLE CRITIQUE ON ANY
TOPIC IN HUMAN GROWTH AND DEVELOPMENT IS REQUIRED. THE CRITIQUE IS TO INCLUDE A SUMMARY OF
RESEARCH FINDINGS ACCOMPANIED BY YOUR OPINION OF THE FINDINGS. THIS ARTICLE MUST BE SCHOLARLY IN NATURE (not
a newspaper article or a magazine article).
A COPY OF THE ARTICLE MUST BE ATTACHED TO THE
ONE TO TWO PAGE DOUBLE-SPACED TYPED SUMMARY. (THE
ARTICLE MUST BE AT LEAST THREE PAGES IN LENGTH)
50PTS.
TOTAL FOR THE COURSE: 450 PTS.
GRADING SCALE FINAL GRADE SCALE
90-100 = A
405-450 = A
80-90 = B
360-404 = B
70-79 = C
315-359 = C
60-69 = D
270-314 = D
BELOW 60 = F
BELOW 270 = 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 schedules 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. nurture” 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 preterm infants
·
Describe
consequences of low birthweight and identify
characteristics associated with having a low birthweight
baby
·
Discuss
characteristics of postmature 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
·
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
in 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
·
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.