DEP 2100 - Foundations of Child Psychology

FALL 2001  -  MW  12:00 - 1:15 pm

PROFESSOR:             Rebecca A. Marcon, Ph.D.
OFFICE:                     Bldg. 39, Room 4072 (620-2807)
OFFICE HOURS:       MW: 10:45 - 11:15 am     AND     2:45 - 3:15 pm
EMAIL:                       rmarcon@unf.edu

REQUIRED TEXTS:            Feldman, R. S. (2001). Child development (2nd ed.). Upper Saddle
                                     River, NJ: Prentice Hall.

SUPPLEMENTAL:              Joshi, A. (2001). Study guide for child development (2nd ed.).
                                     Upper Saddle River, NJ: Prentice Hall.

                                             Prentice Hall Companion Website for Feldman

GOALS:                       The purpose of this course is to:

                                     a)  provide a broad overview of the field of child development
                                          (theories, research, and application) that will enable students to
                                          understand human development from conception to adolescence;

                                     b)  develop critical thinking and familiarity with psychological
                                           methods used to study child development, and

                                     c)   increase understanding and acceptance of individual differences in
                                           development.

EVALUATION:

Four scheduled multiple choice TESTS will cover assigned readings from the Feldman text and lectures. Each test will include approximately 25 questions per chapter, with each question worth 2.5 points. Test 1 will cover the Introductory material and Beginnings of life (Chapters 1-3). Test 2 will cover Physical Development (Chapters 4, 7, 10). Test 3 will cover Cognitive Development (Chapters 5, 8, 11). Test 4 will cover Social Development (Chapters 6, 9, 12). Each test is worth 187. 5 points. No make-up tests will be given. A total of 750 points can be earned from tests.

Two OBSERVATIONS of children will be conducted by students during the semester with a total of 100 points to be earned (50 points each observation). Use forms in this syllabus. All observations are due at the beginning of class (noon) on days listed in syllabus. Late papers will receive feedback but NO credit.

       Observation #1 (physical development) must be completed at the UNF Child Development Research Center using the forms attached to this syllabus.   DUE: Monday, September 24

       Observation #2 (social-emotional development) may be completed at the Center or elsewhere depending upon the project option selected.   DUE: Monday, November 19

A CRITIQUE OF A RESEARCH ARTICLE in Young Children (NAEYC journal in UNF library) will be worth up to 50 points. Students should select an article from among those listed in this syllabus, and use the attached form to review and critique the article which is due at the beginning of class (noon) on Monday, October 29. Late papers will receive feedback but NO credit.

A GROUP PROJECT and brief class presentation related to a "From Research to Practice" or "Developmental Diversity" topic (see Feldman text) will earn from 0 to 60 points. Students will sign up for one of the groups listed below:

Working in groups of approximately 5-6 students, you will examine the topic in more depth by: (a) finding and reviewing any studies referred to in the text's coverage of the topic, (b) searching the internet for any additional current information relevant to the topic, and (c) interviewing local practitioners or experts to gain further insight into the issue.

The goal of this project is to PRODUCE A BROCHURE that addresses your group's topic. Based upon your research you will write a brochure which gives useful information to parents on this topic. The brochure should involve ONE sheet of typing paper, but you can fold it any way you would like. You can turn the page sideways and fold it once for a booklet style or fold it three times for a trifold brochure. You can be creative in terms of the way you present the materials (such as with the use of graphics). Be sure to put your names at the very end of the brochure. Make photocopies of your group's brochure for your classmates (there are 70 students in this class).

Your project will be presented orally in a 10 minute presentation to the class on the scheduled date listed above. Due to time limitations, select a maximum of two presenters (although all contributing group members should be introduced to class). Your brochure and presentations will be graded by class members (up to 40 points), and the average score will be assigned as the group's grade. Additionally, your individual contribution to the group's project (up to 20 points) will be assigned as an average of your own and each member's assessment of your contribution.

Assign one group member to be responsible for giving your professor the following items BEFORE your presentation begins: (1) a reference page listing the sources of your information, (2) a copy of your brochure, and (3) each group member's grading of his/her own and other group members' contribution to the project. Assign another group member to be responsible for distributing, collecting, and tabulating class grading sheets.

Class PARTICIPATION is expected of all students and will contribute up to 40 points in the final course grade. Each student is responsible for documenting his/her participation and submitting a suggested participation grade at the end of the semester. This grade is to be assigned in three parts. Participation grades are due at the beginning of class (noon) on Monday, December 3.

        PREPARATION for class involves completing assigned reading prior to class, studying for tests 3 or more days ahead of schedule, completing observations/critique in a timely manner, and meeting task deadlines assigned by your group. Students will be responsible for documenting preparation to participate, and a portion of the participation grade (up to 15 points) will be assigned accordingly.

        ATTENDANCE is another important part of class participation. If you are not here, you cannot participate. Therefore, students will be responsible for documenting attendance, and a portion of the participation grade (up to 10 points) will be assigned accordingly.

        INVOLVEMENT in the class will contribute up to 15 points and can be earned by thoughtful contribution to class discussion (whole or small group), volunteering for class demonstrations, asking questions about group presentations, etc. If it is difficult for you to volunteer or talk in class, you may also document out-of-class participation for which you did NOT receive extra credit points (i.e., attending announced events/lectures that did not earn extra credit, reading supplemental material that was not used for your group project, viewing suggested videos that did not earn extra credit, applying new learning to real-life situations) to demonstrate your commitment and involvement in this class. Each student is expected to be an active learner who takes initiative in directing his or her learning experience in this course. However, you should also be sensitive to the class size (70 students) and the fact that DEP 2100 is a lecture course. There will not always be time for class discussion, so QUALITY of contribution is preferred over quantity. If you find yourself talking a great deal more than others, please be sensitive to the possibility that you may be preventing others from actively participating.

GRADING:              A total of 1000 points is possible.

                                92% = A = 1000 to 920

                                90% = A - = 919 to 900

                                88% = B+ = 899 to 880

                                82% = B = 879 to 820

                                80% = B - = 819 to 800

                                78% = C+ = 799 to 780

                                70% = C = 779 to 700

                                60% = D = 699 to 600

                      below 60% = F = below 600

ATTENDANCE:         Regular class attendance is the student's obligation. You are responsible for all material covered during your absence. Attendance has a direct bearing on your participation and must also be considered when assigning that grade. On any assignment where your absence or other behavior impacts your classmates (i. e., delaying group's effort to gather information and prepare for in-class presentation) HEAVY PENALTIES will be imposed.

BEEPERS/CELL PHONES:         Beepers, cell phones, and similar devices MUST be turned off or put on vibrate during class. If a beeper, cell phone, or similar device goes off in class, the person responsible will be asked to leave for the remainder of the class period.

SPECIAL NEEDS:         Students requesting special accomodations should be registered with the University's Office of Disabled Services and ask that written notification of approved accomodations be sent directly to the instructor.

     "On my honor I pledge that I have neither given nor received help
      on this work nor am I aware of any violation on the part of others."

                                                                    -------------------------------                                                                     Signature

For each assignment, make sure you understand the extent to which you may work with others. Ask if you are unsure. Any unethical or even insensitive interactions with children/staff during assigned observations could be penalized by failing the course. In addition, plagiarism is a violation of the UNF Academic Integrity Code and Section 6.22 of the APA Ethical Code of Conduct. It will result in a course grade of 'F' and possible referral to the university disciplinary committee for further action.

May 1995, 50(4), pp. 61-69: Gender segregation among children: Understanding the "Cootie Phenomenon"

September 1995, 50(6), pp. 18-22: Growing up with the contradictions of race and class

May 1996, 51(4), pp. 74-80: Early childhood programs that work for children from economically disadvantaged families

November 1996, 52(1), pp. 22-27: "I can read my own story" - Becoming literate in the primary grades

January 1997, 52(2), pp. 4-12: Teachers' interactions with children: Why are they so important?

March 1997, 52(3), pp. 5-14: The education of Hispanics in early childhood: Of roots and wings

July 1997, 52(5), pp. 4-13: What have we learned about developmentally appropriate practice?

November 1997, 52(7), pp. 62-67: Guiding young children's understanding and management of anger

January 1998, 53(1), pp. 20-26: Categories in young children's thinking

May 1998, 53(3), pp. 75-80: Supporting autonomy in young children

July 1998, 53(4), pp. 67-71: I think I can, I think I can: Understanding and encouraging mastery motivation in young children

September 1998, 53(5), pp. 60-67: Reweaving parents into the fabric of early childhood programs

March 1999, 54(2), pp. 74-80: Integrated services: Expanding partnerships tomeet the needs of today's children and families

May 1999, 54(3), pp. 62-68: Family-centered practices

July 1999, 54(4), pp. 62-68: Achieving best practices in infant and toddler care and education

September 1999, 54(5), pp. 52-57: Do young children understand what others feel, want, and know?

November 1999, 54(6), pp. 62-71: Child care and school age children

March 2000, 55(2), pp. 32-37: Recognizing and supporting the development of self-regulation in young children

November 2000, 55(6), pp. 87-92: Art education and early childhood education: The young child as creator and meaning maker

Author:

Date:

Title:

Journal Reference:

Overview of Article Content:

Research Cited ( list by author's name and date the five most important studies included in review and give brief summary of findings for the study cited-- if fewer than five studies were referenced in the journal article, indicate that for each missing reference number below, otherwise you will not receive full credit: ):

1.

2.

3.

4.

5.

Most interesting thing you learned from article:
(To receive full credit, be specific.)

Unanswered Questions:
(either discussed in article or your own questions related to findings in this article - must have two for full credit)

1.

2.

Implications/Applications for your future career:
(To receive full credit, be specific.)

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