FALL 1998  -  MW  1:30 - 2:45 pm


PROFESSOR:          Rebecca A. Marcon, Ph.D.
OFFICE:             Bldg. 39, Room 4072 (620-2807)
OFFICE HOURS:       MW: 3 - 4:15 pm
                    Tuesday mornings by advance appointment only
EMAIL:              rmarcon@unf.edu

PREREQUISITE:       Three courses in behavioral science including DEP 3004
                    (Human Development) or DEP 3054 (Life Span Dev Psych)
                    or child psychology

REQUIRED TEXTS:         Cole, M., & Cole, S. R. (1998). The development of
                    children (3rd edition). New York: Freeman.

                        Gauvain, M., & Cole, M. (Eds.). (1997). Readings on
                    the development of children (2nd edition). New York:
                    Freeman.

GOALS:               The purpose of this course is to:

EVALUATION:

Four multiple choice TESTS will cover assigned readings from the Cole & Cole text. Each test will include approximately 20 questions per chapter, with each question worth 1.5 points. Test 1 will cover the Introductory material and Developmental Beginnings (Chapters 1-3). It is worth 90 points. Test 2 will cover Infancy (Chapters 4-7) and is worth 120 points. Test 3 will cover Early Childhood (Chapters 8-11) and is worth 120 points. Test 4 will cover Middle Childhood (Chapters 12-14) and is worth 90 points. No make-up tests will be given. A total of 420 points can be earned from tests.

Responses to QUESTIONS from the Gauvain & Cole book of readings will be graded by classmates. Questions followed by your responses are to be typed. There is a three page maximum per article. Each of the three questions for the 24 assigned readings will be worth 3 points. Responses are due at the beginning of class on dates listed in syllabus. Late responses will receive feedback but no credit. A total of 216 points can be earned from written responses.

An INDIVIDUAL RESEARCH PAPER OR GROUP PROJECT will be worth 290 points. Topics are due 8/31. Outlines for papers or list of sources for project are due 10/7. The final paper or product is due 11/2.

         If you select to do an INDIVIDUAL RESEARCH PAPER you will be conducting a thorough review and critique of the research literature on a preapproved topic of your choice. The topic should focus on "normal" child development dealing with physical, cognitive, language, social, or emotional development. Topics are due 8/31. An article on writing literature reviews and further instructions will be provided for students selecting this option. The review should be based upon primary sources (i.e., scholarly journal articles), with no more than 10% of the references coming from books or the internet. Electronic abstracts are insufficient sources for this review. You will need to request the full article from inter-library loan if UNF does not carry the journal issue you need. Plan ahead because it takes 2 to 3 weeks to receive articles requested from inter-library loan. A thorough literature review should include approximately 50 references. Only sources actually cited in the text of your research paper may be included as references. A detailed typed outline of the proposed paper (including citation of references) is due 10/7. This outline will be graded and is worth up to 50 points. The final version of this typed APA style paper is due at the beginning of class on 11/2. The paper is worth up to 240 points (200 points content, 20 points APA style, 20 points clarity of expression).

         If you select to do a GROUP PROJECT you will be working with other classmates on a thorough exploration of some aspect of "normal" child development dealing with physical, cognitive, language, social, or emotional development. This project differs from the individual research paper option in that your topic may be more applied and your sources, as well as final product, need not be exclusively written. You will direct your own learning about the topic so that you will become "experts" in the current state of knowledge and/or practice for that topic. Topics are due 8/31. Depending on your group's topic, you will be using a variety of methods to identify and/or generate information needed for your project. Both qualitative and quantitative data may be used. For example, you may use (but are not limited to) any of the following sources for this project: interviews, archival or statistical records, observations, site visits, internet, case studies, surveys, focus groups, and of course any scholarly writing on the topic. Your focus may be local, regional, national, or international. It may be cross-cultural or focused on a single culture or subculture. Your instructor will serve as a resource and guide, providing individualized instructions for each project selected. A detailed listing of sources is due 10/7. Your final product will be visual and/or auditory in nature. To assure that all group members are involved with the project, a grade for individual contribution (worth up to 70 points) will be assigned by each group member and averaged for the individual's grade. The final product of this group project is due at the beginning of class on 11/2. It will be worth up to 220 points (200 points content, 20 points clarity of expression).

Class PARTICIPATION is vital for the success of this class and is, therefore, expected of all students. Your participation will contribute up to 74 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 on Monday, 11/30.

         PREPARATION for class (i.e., completing assigned reading prior to class, studying for tests 3 or more days ahead of schedule). Students will be responsible for documenting preparation to participate, and a portion of the participation grade (up to 30 points) will be assigned accordingly.

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

         The remaining 34 points assess your INVOLVEMENT and can be earned by thoughtful contribution to class discussion (whole class or small group) or volunteering for class demonstrations. 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, reading supplemental material, viewing suggested videos, applying new learning to real-life situations) to demonstrate your commitment and personal involvement in this class. Each student is expected to be an active learner who takes initiative in directing his/her learning experience in this course. However, you should be sensitive to the class size. 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 888

                     82% = B = 887 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. Missing more than a week of classes (2 days) is below average attendance.

     "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. Finally, any unethical or even insensitive interactions with children/staff during assigned observations could be penalized by failing the course.