Syllabus
Human Growth and Development

Human Growth and Development

PSYC-2314

Fall 2010
08/23/2010 - 12/12/2010

Course Information

Section 024
Lecture
MW 9:10AM - 10:30AM
RVSA 2267
Sherry Dickey

Office Hours

No office hours have been entered for this term.

Course Requirements

The purpose of the course Human Growth and Development is to introduce the student to the different periods in the life span of a human being from birth to death.  The course will provide a perspective on the changes that take place throughout the life span.  The course will examine possible causes or sources of developmental change and reasons for disturbances in the developmental process.  Different theoretical perspectives will be be explored to understand how these perspectives affect or determine the research and applications that arise from them. 

One paper is required for the course in which a person older than 70 will be interviewed with various developmental questions answered in the paper by the student.  Seven (7) in-class hour exams will be given.  The paper and the 7 exams will be counted equally with the grade derived by adding up all scores and dividing by 8 to get the final grade.  Check the Course Schedule for the dates of exams.  Make-up exams are for students who fail to take a scheduled in-class exam.  There is a strict deadline for taking any Make-up Test.  They must be taken befoe the next scheduled in-class exam.  There is no make-up for the last exam.

Readings

The required textbook for this class is The Developing Person through the Life Span, written by Kathleen S. Berger, 7th Edition, Worth Publishers, 2008.

Course Subjects

This is a tentative course schedule: please check the syllabus handed out in class for further information.

Mon.,August 23                         Classes begin.  Introduction and Chapter.

Wed., August 25                       Chapter 1 "Introduction"

Mon., August 30                        Chapter 2 "Theories of Development"

Wed., September 1                  Chapter 3 "Heredity and Environment

Mon., September 6                   LABOR DAY - no classes

Wed., September  8                  Chapter 4 "Prenatal Development and Birth"

Mon., September 13                  First Exam, Chapters 1, 2, 3, & 4.

Wed., September 15                 Chapter 5 "The First Two Years: Biosocial Development

Mon., September 22                  Chapter 6 "The First Two Years:  Cognitive Development"

Wed., September 24                 Chapter 7 "The First Two Years:  Psychosocial Development

Mon., September 29                 Second Exam, Chapters 5, 6, 7.

Wed., October 1                         Chapter 8, "The Play Years:  Biosocial Development

Mon., October4                          Chapter 9, "The Play Years:  Cognitive Development

Wed.,  October 6                       Chapter 10, "The Play Years: Psychosocial Development

Mon., October 11                       Third Exam, Chapters 8, 9, 10

Wed., October 13                      Chapter 11, "The School Years:  Biosocial Development

Mon., October 18                      Chapter 12, "The School Years:  Cognitive Development"

Wed., October 20                      Chapter 13, "The School Years:  Psychosocial Development"

Mon., October 25                       Fourth Exam, Chapters 11, 12, 13.

Wed., October 27                      Chapter 14, "Adolescence:  Biosocial Development

Mon., November 1                     Chapter 15, "Adolescence:  Cognitive Development

Wed., November 3                    Chapter 16, "Adolescence:  Psychosocial Development

Mon., November 8                    Fifth Exam, Chapters 14, 15, 16

Wed., November 10                 Lecture : Emerging Adulthood (You do not have to read Chapters 17, 18, or 19)

Mon., November 15                  Chapter 20, "Adulthood: Biosocial Development; Chapter 21 Cognitive Development

Wed., November 17                 Chapter 22, "Adulthood:  Psychosocial Development - PAPER DUE

Mon., November 22                  Sixth Exam, Lecture, Chapters 20, 21, 22.

Wed., November 24                  Chapter 23, "Late Adulthood:  Biosocial Development

Mon., November 29                  Chapter 24, "Late Adulthood: Cognitive Development

Wed., December 1                   Chapter 25, "Late Adulthood: Psychosocial Development

Mon., December 6                    Epilogue-"Death and Dying"

Wed., December 8                   Seventh and Final Exam, Chapters 23, 24, 25, Epilogue

Student Learning Outcomes/Learning Objectives

Chapter 1 - Introduction

LEARNING OBJECTIVES

After exploring chapter 1, students should:

1.  Understand 5 characteristics of development    

2. Understand and define development according to dynamic-systems theory

3. Understand the ecological-systems approach to the study of human development

4.  Understand importance of mirror neuron research

5. Understand the scientific method of research

6.  Understand the different types of scientific experiments and other ways to gather information other than experiments.

Chapter 2 - Theories of Development

LEARNING OBJECTIVES

After exploring chapter 2, students should:

1.  Understand developmental theory

2.  Understand the major focus of psychoanalytic theories and the conflicts that occur during Freud's psychosexual stages

3.  Understand Erikson's theory of psychosocial development and the crises of each stage

4.  Understand the major focus fo behaviorism and explain the basic principles of classicial and operant condition

5.  Understand the importance of Harlow's research with infant monkeys.

6.  Understand social learning theory.

7.  Understand Piaget's stages of cognitive development.

8.  Understand Vygotsky's sociocultural theory of development

Chapter 3 - Heredity and Development

LEARNING OBJECTIVES

After exploring chapter 3, students should:

1.  Understand the mechanisms of heredity.

2.  Understand the process fo conception and the first hours of development of the gygote.

3.  Understand the different between genotype and phenotype.

4.  Understand the Human Genome Project's importance.

5. Understand the difference between monozygotic and dizygotic twins.

6.  Understand the interaction between genes and the environment (nature vs. nurture).

Chapter 4 - Prenatal Development and Birth

LEARNING OBJECTIVES

After exploring chapter 4, students should:

1. Understand significant developments of the germinal, embryonic and fetal periods.

2.  Understand teratology and teratogens and how to prevent damaging effects of teratogens.

3. Understand the birth process and test used to assess the baby's condition at birth.

4. Understand the causes and effects of birthweight.

5. Understand the importance of social support, a strong parental alliance and parent/infant bonding.

Chapter 5 - The First Two Years: Biosocial Development

LEARNING OBJECTIVES

After exploring chapter 5, students should:

1.  Understand how rapidly infant's change during the first 2 years.

2.  Understand infant's sleep patterns.

3.  Discuss the attitudes of different cultures about infant's development.

4.  Understand infant's sensory and perceptual abilities in terms of hearing, vision, taste, smell, and touch.

5.  Understand infant brain development.

6.  Understand newborn's basic reflexes as well as basic pattern of motor-skill development.

7. Understand worldwide decline in childhood mortality over past century.

Chapter 6 - The First Two Years:  Cognitive Development

LEARNING OBJECTIVES

After exploring chapter 6, students should:

1.  Understand Piaget's stages of development.

2. Understand the information-processing model of cognition.

3.  Understand the idea of affordances.

4.  Understand research findings on infant memory.

5.  Understand language development during infancy and major hallmarks.

6.  Understand current views on language learning.

Chapter 7 - The First Two Years:  Psychosocial Development

LEARNING OBJECTIVES

After exploring chapter 7, students should:

1.  Understand basic emotions expressed by infancts during first months.

2.  Understand the main developments in the emotional life of the child between 6 months and 2 years.

3.  Understand the different perspectives regarding the importance of caregiver behavior in the first 2 years of life.

4. Understand attachment theory and its importance.

5. Understand social referencing.

Chapter 8 - The Play Years:  Biosocial Development

LEARNING OBJECTIVES

After exploring chapter 8, students should:

1. Understnad normal growth and evelopment during these years.

2.  Understand myelination and lateralization.

3.  Understand the development of the prefrontal cortex during the play years.

4.  Understand the development of the limbic system and its role.

5.  Understand motor skill development.

6.  Understand the importance of artistic expression during the play years.

7. Understand risk of accidental injury and child maltreatment.

Chapter 9 - The Play Years:  Cognitive Development

LEARNING OBJECTIVES

After reading chapter 9, students should:

1.  Understand Piaget's stages of cognitive theory that relate to this age.

2.  Understand Vygotsky's view on cognitive development.

3.  Understand theory-theory.

4.  Understand the development of vocabulary and grammar during this time.

5.  Understand the preschool child's theory of mind.

6.  Understanad variations in early-childhood education programs.

Chapter 10 - The Play Years:  Psychosocial Development

LEARNING OBJECTIVES

After reading chapter 10, the student should:

1.  Understand Erikson's stage of development for this age.

2.  Understand emotional regulation.

3.  Understand children's development or empathy or antipathy.

4.  Understand the three classic patterns of  parenting and their effect on children.

5.  Discuss pros and cons of punishment.

6.  Understand how exposure to media contributes to development of violence in children.

7.  Understand the 5 theories of gender-role development during the play years.

Chapter 11 - The School Years: Biosocial Development

LEARNING OBJECTIVES

After reading chapter 11, the student should:

1.  Understand normal physical growth and development during middle childhood.

2.  Understand possible causes of obesity in children.

3.  Understand benefits and hazards of play activity and physical exercise for ages 7-11.

4.  Understand impact of chronic illnesses during middle childhood.

5. Understand advances in brain function for this age group.

6.  Understand the developmental psychopathology perspective.

7.  Understand characteristics of learning disabilities.

Chapter 12 - The School Years:  Cognitive Development

LEARNING OBJECTIVES

After reading chapter 12, student should:

1.  Understand Piaget's stages of cognitive development for this age group.

2.  Understand Vygotsky's views regarding the influence of the sociocultural context on learning.

3.  Understand information-processing system.

4. Understand advances in processing speed and advances in control processes.

5. Understand development of language at this age.

6. Understand cultural and national variations in academic skills.

7.  Understand several approaches to teaching reading and math.

Chapter 13 - The School Years:  Psychosocial Development

LEARNING OBJECTIVES

After reading chapter 13, the student should:

1. Understand Kohlberg's stage theory of moral development.

2. Understand the plight of 2 types of rejected children.

3.  Understand the importance of peer groups and friendships during the school years.

4.  Understand bullies and victims.

5. Understand 11 family structures.

6.  Understand the development of self-concept.

7.  Understand the concept of resilience.

Chapter 14 - Adolescence:  Biosocial Development

LEARNING OBJECTIVES

After reading chapter 14, the student should:

1.  Understand the biological events of puberty.

2.  Understand the emotional impact of pubertal hormones.

3.  Understand the growth spurt in both male and female teens.

4.  Understand the development of the brain during adolescence.

5.  Understand adolescent risk taking.

6.  Understand prevalence of sexual abuse.

Chapter 15 - Adolescence: Cognitive Development

LEARNING OBJECTIVES

After reading chapter 15, the student should:

1.  Understand adolescent egocentrism.

2.  Understand development of formal operational thinking and deductive and inductive reasoning.

3.  Understand options for improving adolescent engagement in school and for preventing violence.

4.  Understand possible reasons for the slump in academic performance and other problems that often appear during the transition from elementary school to middle school.

Chapter 16 - Adolescence:  Psychosocial Development

LEARNING OBJECTIVES

After reading chapter 16, the student should:

1.  Understand the development of identity during adolescence.

2.  Understand problems encountered in various identities.

3.  Understand parental influence o identity formation.

4.  Understand constructive functions of peer relationships.

5.  Understand the development of male-female relationships during adolescence.

6.  Understand teen suicide noting contributing factors.

Chapter 17 - Emerging Adulthood:  Biosocial Development

LEARNING OBJECTIVES

After reading chapter 17, the student should:

1.  Understand changes in growth, strength and overall health during early adulthood.

2.  Understand differing attitudes about the purpose of sex.

3.  Understand eating disorders and possible explanations for these disorders.

4.  Understand costs and benefits of risk taking and the attraction of "livng on the edge."

Chapter 18 - Emerging Adulthood:  Cognitive Development

LEARNING OBJECTIVES

After reading chapter 18, the student should:

1. Understand three approaches to study of adult cognition. 

2.  Understand the main characteristics of postformal throught.

3.  Understand dialectical thought and give examples.

4.  Understand stereotype threat.

5. Understand the 6 stages of faith outline by James Fowler.

Chapter 19 - Emerging Adulthood:  Psychosocial Development

LEARNING OBJECTIVES

After reading chapter 19, the student should:

1.  Understand how developmentalists have changed their views on identity formation

2.  Understand the development of ethnic and vocational identity.

3.  Understand Sternberg's three components of love.

4.  Understand the role of family in the development of the emerging adulty.

5.  Understand how the individual's well-being is affected by the independence of emerging adulthood.

Chapter 20 - Adulthood: Biosocial Development

LEARNING OBJECTIVES

After reading chapter 20, the student should:

1.  Understand physical changes of middle adulthood.

2,  Understand the relationshipd between health and certain lifestyle factors.

3.  Understand how resilience relates to the body's response to challenging life events.

4.  Understnad 4 measures of health.

Chapter 21 - Adulthood:  Cognitive Development

LEARNING OBJECTIVES

After reading chapter 21, the student should:

1.  Understand difference between fluid and crystallized intelligence.

2.  Understand 3 theories of intelligence.

3.  Understand the concept of selective optimization with compensation.

4.  Understand how the cognitive processes of experts differ from those of novices.

Chapter 22 - Adulthood:  Psychocial Development

LEARNING OBJECTIVES

After reading chapter 22, the student should:

1. Understand goals of adulthood ad describe by Erikson.

2.  Understand the influence of the social clock.

3.  Understand the Big Five cluster of personalty traits.

4.  Understand genger role convergence in adultyhoodl.

5.  Understand the importance of the social convoy in protecting adults against the effect of stress.

6.  Understand how and why marital relationships tend to change during adulthood.

Chapter 23 - Late Adulthood:  Biosocial Development

LEARNING OBJECTIVES

After reading chapter 23, the studnet should:

1. Understand ageism and contributions that gerontology has made to changing views about old age.

2.  Understand three categories of the aged.

3.  Understand primary and secondary aging in rrelation to diseases in old age.

4.  Understand age-related problems in vision and hearing.

5.  Understand the concept of compression of morbidity.

6.  Understand 3 theories of aging.

Chapter 24 - Late Adulthood - Cognitive Development

LEARNING OBJECTIVES

After reading chapter 24, the student should:

1. Understand research findings regarding changes in sensory and working memory during late adulthood.

2.  Understand how the distinction between explicit and implicit memory explains older adults' problems with certain kinds of memory.

3.  Understand dementia in older adults.

4.  Understand the possibility of positive cognitive development during late adulthood.

Chapter 25 - Late Adulthood - Psychosocial Development

LEARNING OBJECTIVES

After reading chapter 25, the student should:

1.  Understand self theories of psychosocial development during late adulthood.

2.  Understand Eriksons' stage of integrity versus despair.

3.  Understand selective optimization and positivity.

4. Understand dynamic theories of late adulthood.

5. Understand increasing importance of social convoy during this time period.

6.  Understand relationships between older adults and their adult children.

7.  Understand factors that may protect the elderly from fraility.

Epilogue - Death and Dying

LEARNING OBJECTIVES

After exploring the epilogue, the student should:

1.  Understand the various meanings of death ovelr the life span.

2.  Understand different research findings on stages of dying.

3.  Understand how a swift, pain-free and dignified death can be facilitated.

4.  Understand normal and pathological mourning.