Psychology
Department
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Prerequisites:
PSYC 111, PSYC 240 Ling-Yi Zhou, Ph.D. |
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Instructor:
Ling-Yi Zhou,
Ph.D.
Professor of Psychology Office:
S435, Tower Hall
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Course Description Course Requirements Grading Tentative Schedule Assignments
Vasta, R., Miller, S. A., & Ellis, S. (2004). Child psychology (4th ed.). Hoboken, NJ: John Wiley & Sons.
This
developmental course covers the period from conception to early
adolescence. Development in the physical, cognitive, moral, emotional,
and social aspects will be discussed. Emphasis will be laid on how
and why developmental changes take place and the ways psychologists
attempt to investigate and explain changes in human behavior and
metal processes. Biological, behavioral, cognitive, sociocultural,
ethological, humanistic, and psychoanalytical theories and perspectives
will be introduced and evaluated. The applied values of the research
findings in developmental psychology (such as in parenting, school
education, and social policies) will be discussed. |
Course Outcomes
By the end of this course the student will be able to:
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demonstrate a basic understanding of the general research methods as well as major developmental designs used by developmental psychologists;
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demonstrate an understanding of and practice the ethical principles in doing research with children;
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analyze videotaped data and discuss the observations in theoretical perspectives;
Conduct small experiments with children, record observations, and discuss the observations in theoretical perspectives; -
demonstrate a basic understanding of the major concepts and theories in the areas of prenatal development, physical development, cognitive development (including language development), emotional development, moral development, personality development, and social development in the period from conception to early adolescence;
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compare and evaluate theories;
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demonstrate knowledge of the research findings of the important studies in child development;
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appreciate various factors influencing the developmental courses and individual differences;
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apply developmental research findings to parenting and educational issues;
Comprehend research papers of primary sources and apply the APA style (citations and references) in their reaction papers; -
use the Internet tools and online databases to locate valid information; and
- locate relevant information of a topic of interest, integrate the information and present it to class in a coherent and interactive way.
Methods of Instruction
Lectures assisted with PowerPoint slides and active learning
Students will be expected to:
- read the textbook chapters and other required sources in a timely manner;
- attend all classes and actively participate in all in-class learning activities;
- take three tests and the final exam; and
- complete all the assignments independently and submit each electronically before or on its due date.
Attendance Policy
Fifty points are assigned to in-class learning activities. Attendance will be formally taken at each class meeting. If you miss the class, you miss the points assigned to the activities in that class.
Methods of Evaluation
Student learning outcomes will be assessed based upon class attendance, participation, assignments, and tests.
Homework
All of the assignments must be submitted electronically. If all of your assignments are turned in on time, you will receive five extra points to reward your commitment, good time management, and respect for the others' needs. One week extension is allowed for each assignment; after one week, I will not accept late submission due to my feedback to the assignment has to be released to the rest of the class.
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Internet and research |
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Mini-experiment
analyses and essay questions
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3
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Mini-experiments with real children and data recording/analysing |
45
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Oral presentation |
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Literature research and reaction paper to journal articles |
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Course reflections |
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Quizzes
Make-up tests are possible if you have valid reasons AND contact the instructor prior to the test date. If the student fails to obtain my permission for test date rearrangement, the student's test score will be less ten percent (the reason of this penalty being that he or she is having more time for test preparation than those who stick to the time table).
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| Tests |
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| Assignments |
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| Participation |
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Academic Integrity
All students are expected to strictly follow the guidelines of academic integrity, which are outlined in the current University Catalog. All assignments turned in by an individual are assumed to be the original work of that individual and proper citations and references must be included where necessary. Student study groups are encouraged, but each individual must digest the information and do his or her own work. Any violation of academic integrity will not be tolerated and it will be dealt with according to the procedures outlined in the current University Catalog. Examples of ethics violations include but are not limited to: fabrication, plagiarism, cheating, and bribing or threatening in order to obtain an intellectual product. See the current USF Catalog for further clarification and information regarding to academic integrity and grievance procedures.
Students with Disabilities
The University strives to be in compliance with the Americans with Disabilities Act (ADA) regulations. Students with disabilities who require reasonable accommodations to fully participate in course activities or meet course requirements are encouraged to register with the Office of Disability Services to discuss access issues. Reasonable accommodations, as arranged through the disabilities coordinator, Pat Vivio, will be provided for students with documented disabilities. Contact Pat Vivio at (815) 740-3204 or pvivio@stfrancis.edu to coordinate accommodations.
Academic Resource Center
Tutoring and other academic assistance can be found in the Academic Resource Center (ARC) in the Library (L214). Please contact Ms. Christine Zielinski, Director of the Academic Resource Center (L214) at (815) 740-5067 or czielinski@stfrancis.edu. (815) 740-5067 or czielinski@stfrancis.edu.
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Week
1
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Chapter
1
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Background and Theories |
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Week
2
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Chapter
1
Chapter 2 |
Background
and Theories Research Methods |
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Week
3
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Chapter
2
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Research Methods |
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Week
4
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Chapter
3
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The Biological Context of Development |
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Week
5
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Chapter
4
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Prenatal Development |
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Week
6
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Chapters
5
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Physical Development: Birth, Motor Skills, and Growth |
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Week
7
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Chapter
6
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Sensory and Perceptual Development |
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Week
8
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Chapter
7
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Cognitive Development: The Piagetian Approach |
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Week
9
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FALL
BREAK
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Week
10
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Chapter
8
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Cognitive Development: The Information-Processing Approach |
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Week
11
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Chapter
9
Chapter 10 |
Cognitive
Development: The Sociocultural Approach Intelligence and Schooling |
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Week
12
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Chapter
11
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Language Development |
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Week
13
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Chapter
12
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Early Social and Emotional Development |
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Weeks
14
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Chapter 13 |
Development of the Self |
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Weeks
15
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Chapter
14
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Moral Development |
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Weeks
16
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Chapter
15
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Gender-Role Development and Sex Differences |
The
instructor reserves the right to adjust the syllabus
and
class schedule as circumstances may warrant during
the semester.
Students
are expected to follow all policies in the current
USF Catalog & Student Handbook.
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion, and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
(Last updated May, 2006)