PSYCHOLOGY 2308
Child Psychology

Western Texas College

  1. Basic Course Information
    1. Class name:  Psychology 2308, Child Psychology
    2. Classroom number and building:   Internet
    3. Days and hours of class meetings:  Internet
    4. Last day to drop:  Students should check with the registrar of the college where they are enrolled.    
    5. Last day to withdraw from institution:  Students should check with the registrar of the college where they are enrolled. 
    6. Prerequisites: Students need to have passed the reading and writing sections of the THEA or approved alternative test. 
    7. Credit hours:  3
    8. Major requirements the course fulfills:  This course can be used as a behavioral science requirement for most majors, including the Associate of Arts degree at most colleges. Check with your college counselor to confirm if this class is needed for your major and your transfer university.
  2. Information on the Readings
    1. equired book: CDEV, 2010-2011 edition. ISBN 10: 0495905534, by Spencer Rathus. Thompson Wadsworth Publishers.

      The text can be ordered through your college bookstore. The Western Texas College bookstore has the text in stock and can send one to you:  www.wtcbookstore.com.
  3. Course Requirements and Grading Standards
    1. Grading: Grades are based on 4 areas:  chapter quizzes/worksheets, interviews, discussions, and exams.   Each area counts 25% of the final grade.
    2. Graded course requirements
      1. How many of what types of assignments:
        1. 16 Chapter quizzes or worksheets---25% of final grade.
        2. Discussion exercises---25%.  These exercises include  short Closer Look videos,  case studies, and your discussion comments. 
        3. 4 interviews---25%.  This assignment consists involves interviewing parents with children at different stages in development. The interviews will be reported in essay form. 
        4. 4 exams---25%.
      2. Number and types of quizzes and examinations: There will be four major exams. These will be multiple-choice and are available on-line. They may be taken anytime within the prescribed testing period and may be taken from the student’s home or school computer.   Missed exams can be made up at the end of the semester.
    3. Electronic communication: Worksheets, interviews, and discussion segments should be uploaded to the Moodle course website on or before the due date listed in the Assignment Due Dates. These dates are found on the Moodle website.
    4. Class participation and discussion assignments:   Students can communicate with classmates through discussions exercises that may be found within the Closer Look exercises. 
    5. Standards by which Instructor will grade quizzes, interviews, and worksheets: Multiple-choice items are graded objectively; interviews, worksheets, and discussion segments are graded on a point system including correct content, fullness of content, spelling and grammar, and original work (i.e. not copied or paraphrased from other sources). Written assignments will be graded on the number of questions answered fully and correctly; spelling and grammar will also be evaluated.
    6. Quizzes cannot be taken late but a worksheet is available for partial credit; the worksheet covers the same topics as the quiz.   Closer Look and Application exercises can be submitted late for partial credit.   All late work must be turned in by the end of the Exam testing period that applies to the assignment.
    7. Percentage of the grade that each component above will count:
      Chapter quizzes/worksheets (25%) 
      4 Interviews  (25%)
      4 Exams (25%)
      Discussion exercises (25%) H. Any extra credit options:   None available 

  4.  Information about Course Coverage and Objectives
    1. Course description: Psychology 2308 is a study of the developmental stages and changes a person experiences from the prenatal stages through middle childhood. There will be an emphasis placed on the relationship of emotional, cognitive, and social factors as they contribute to human growth and development throughout these periods.
    2. Student Learning Outcomes:
      1. Overall, students should be able to evaluate the emotional development of individuals at various stages in life including prenatal life, infancy through preschool, and middle school and adolescence. Students will evaluate this development and show that they can perform such an evaluation through a series of interviews of individuals, or parents of individuals, in each stage. Their ability to evaluate emotional development, or the degree to which the student can be successful in this task, will be measured by the accuracy of their conclusions from interviewing these individuals. For the infancy through preschool period, students will interview parents of children ages 3-5. For the middle school through adolescent period, students will interview an adolescent.

        For example, in each interview students will compare the individual’s progress within Erik Erikson’s psychosocial stages relating to that age group. They will identify behaviors that show whether the person is progressing favorably or unfavorably. The degree to which a student can accurately link behaviors, as outlined by Erikson, to development will determine whether they are achieving success in their evaluations of emotional development at the various life stages.
      2. Students will be able to recognize temperament and attachment types in infants and toddlers. Students will assess these effects through their second interview with parents of infants and/or toddlers. They will determine which temperament and attachment type is present in a child through their questioning of the parent. Students will summarize their findings for the instructor in written form. The degree that the student is successful in their ability to recognize the type of temperament will be determined by their accuracy in identifying behaviors associated with one of the four kinds of temperament outlined by A. Thomas and S. Chess (1977). Students’ success in recognizing attachment type will be measured by the accuracy in which they correctly match behaviors of parents and securely or insecurely attached children. Students will be looking for behaviors in both parents and children that coincide with Mary Ainsworth’s research.
      3. Also, students will be able to evaluate the effects of different types of parenting styles on the emotional/ social development of children. Students will evaluate the effects of parenting styles in their interview of parents of preschool children. Students will ask questions about how the parent disciplines the child and identify which style is being used according to D. Baumrind’s (1975, 1980) research. Students will observe the child for behaviors related to each of these parenting styles. The degree to which they are able to accurately identify the style based on parental responses will determine how successful they are in performing this evaluation. The interview is summarized in written form for the instructor. The students will also note behaviors in the children that result from the different styles. The accuracy by which students can see these behaviors will determine whether they are able to evaluate parenting styles correctly.
      4. Students will be able to differentiate the identity statuses and cognitive development levels of adolescents and young adults. Students will demonstrate they can differentiate the identity statuses through their third interview, which is with an adolescent. There are four identity statuses from which they will be selecting, according to James Marcia’s theory (1966, 1980, and 1993).
        Two cognitive development levels will be differentiated, the third and fourth stages of Jean Piaget theory of cognitive development. Success will be measured by the accuracy of the students’ conclusions from the interviewee’s responses. Students will summarize their findings in written form, explaining their rationale for assigning the individual to the proper cognitive level.

        Disclaimer: Students may vary in their competency levels on these abilities. You can expect to acquire these abilities only if you honor all course policies, complete all assigned work in good faith and on time, and meet all other course expectations of you as a student.
  5. Course Policies
    1. Policies on missed and late exams and assignments: Makeup exams are given the last week of class. Chapter worksheets and interviews may be turned in late but will have points deducted as follows-- minus 20% if turned in after the due date.  Late work must be submitted by end of the exam testing period that relates to that assignment. 
    2. Policies on attendance, tardiness, class participation, and classroom decorum/civility: NA
    3. Policies on academic integrity, including collaborative work: Collaborative work for study sessions and assignments is encouraged. Any collaboration during a quiz is considered cheating, and these will receive a zero score. Interviews and worksheets must be original and of one’s own material. Any copied work whether from the textbook or other sources will not receive credit.
  6. Other Policies
    1. Safety:  A number of safety measures are in place for your continued protection.  Contact your campus security office for information on available procedures and shelters at your college.
    2. Emergency:  NA
    3. Bad Weather Policy:   You are responsible for all communications to the instructor.  If your computer is not working properly, your local campus may offer computer labs for use with courses such as this one.
    4. ADA Statement:  Western Texas College does not discriminate on the basis of disability in the admission or access to, or treatment or employment in, its programs or activities.  The college counselors have been designated to coordinate compliance with the nondiscrimination requirements contained in section 35.107 of the Department of Justice regulations.  Information concerning the provisions of the Americans with Disabilities Act, and the rights provided there under, are available from the college counselors.
    5. Special Assistance:  If, as a result of a disability, a student needs special assistance to participate in a class, contact the counseling office.
    6. Affirmative Action:  Western Texas College is an equal opportunity institution and is in compliance with the Americans with Disabilities Act.
  7. Course Organization and Schedule
    1. Course “flow”/organization and Instructor’s rationale for it - Tentative Schedule (subject to change):
    Week 1 Chapter 1
    Week 2 Chapter 2
    Week 3 Chapter 3, 4
    Week 4 Exam I, Interview 1
    Week 5 Chapter 5
    Week 6 Chapter 6
    Week 7 Chapter 7
    Week 8 Exam II, Interview 2
    Week 9 Chapters 8, 9
    Week 10 Chapter  10
    Week 11 Chapter 11, 12
    Week 12 Chapter 13
    Week 13 Exam 3, Interview III
    Week 14
    Chapter 14, 15
    Week 15 Chapter 16
    Week 16 Exam 4 Interview IV, Make-up exams

     

Disclaimer:  “The above schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances.”

 

Last Modified: August 19, 2015