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Essential Objectives

Web Schedule Fall 2019

Revision Date: 01-Sep-19

PSY-2010-VO01 - Child Development

Synonym: 185304
Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-03-2019 to 12-16-2019
Last day to drop without a grade: 09-23-2019 - Refund Policy
Last day to withdraw (W grade): 11-04-2019 - Refund Policy
Faculty: Valerie Welter | View Faculty Credentials
This course has started, please contact the offering academic center about registration
This section meets the following General Education Requirement(s):
Human Behavior
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Course Description:

In this course, students will explore child development from conception through preadolescence. The course emphasizes physical, emotional, social, cognitive, behavioral, and communication development of the child. Topics include developmental theories, research, applications, and assessment tools.

Essential Objectives:

1. Discuss theories and research on child development from conception to preadolescence.
2. Describe and recognize the physical, emotional, social, cognitive, behavioral, and communication milestones of children from the pre-natal period through preadolescence.
3. Identify and use tools for developmental screening and assessment, including those relevant to temperament, learning style, and all developmental domains.
4. Understand the multiple influences on early development, including biological, genetic, environmental, cultural, familial, and adverse childhood experiences.
5. Describe physically and emotionally safe, healthy, and supportive environments for children from birth through preadolescence.
6. Demonstrate proficiency in understanding the scientific method and in interpreting and evaluating statistical and other quantitative data as it is applied to human behavior.

Additional Instructor Pre-Assignments/Notes/Comments:

Required text: Berger, K. S. (2019). The Developing Person: Through Childhood and Adolescence (11th ed.). ISBN-13: 978-1319058135

Prior to the course opening, please read the Week 1 assigned chapter:

Chapter 1: Introduction

The reading will be utilized in the Week 1 discussion and to complete assignments when the course opens.

Guidelines for the use of email communications with students: Students are expected to use their CCV email account as an official means of communication. Course announcements and others important information are sent to students’ CCV e-mail. It is students’ responsibility to regularly check their CCV e-mail for the purpose of this course, as well as for administrative communication.


This is online class. Presentation of course topical material, discussion, and student participation will take place exclusively through Moodle. Material will be presented using several methods including but not limited to our text, ancillary websites, videos and podcasts. Active participation is key to student's academic success.

The required text for the course, as well as the supplementary assigned resources where appropriate, MUST be cited in assignments. Substantive posts should include citations from the text and/or another appropriate source. Quizzes are not used in the course, students are evaluated on their ability to synthesize course readings/resources into assignments and discussion posts. Assignments/posts should demonstrate an understanding of course content; course concepts and vocabulary should be evident.

Evaluation Criteria:

Learning will be assessed through the completion of the weekly discussion, including assignments and required posts and final paper/exam. Assignments will be evaluated on some or all of the following criteria, depending upon the nature of the assignment.

COMPLETENESS: Did you cover all aspects of the assignment?

ELABORATION: Did you provide examples, detail any generalized statements, and substantiate with concrete explanations?

CONSTRUCTION: Did you use complete sentences, proper grammar, accurate spelling, good paragraph structure, and logical organization in your work?

ANALYSIS: Did you think critically and challenge yourself and the material to the best of your ability?

APPLICATION: Did you connect the subject matter (readings/websites) to the assigned work?

15 weeks@20 points each 300 points

Introduction 5 points

Final Course Presentation Topic 5 points

Final Course Presentation 50 points

Total 360 points

Grading Criteria:

A+ through A-: Exceptional performance – Consistently exceeds expectations. Student demonstrates insight and original thinking. Student can clearly and thoughtfully articulate learning while providing sound evidence to support views. Cites sources using APA style guidelines. Assignments are completed in a timely manner.

B+ through B-: Good to excellent work. Student demonstrates originality, comprehension, critical thinking and attention to detail. Student can clearly articulate his or her learning. Provides evidence to support views. Can cite sources using APA style guidelines. Assignments are completed in a timely manner.

C+ through C-: Average – there is inconsistency in grasping course content. Student is inconsistent in meeting normal expectations for the course. Student demonstrates basic comprehension, some critical thinking, providing adequate evidence to support views. Student can articulate the majority of his or her learning.

D+ through D-: Poor – There is lack of understanding of course content.Student minimally meets the expectations of the assignment. Student demonstrates minimal comprehension, critical thinking, and attention to detail. Student has difficulty articulating his or her learning.

F: Very Poor – There is a lack of attendance or incomplete assignments. Course expectations are not met.Student demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. Student is unable to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.


Fall 2019 textbook data will be available on May 13. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

PSY-2010-VO01 Textbooks.

The last day to use a Financial Aid advance to purchase textbooks is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Contact Faculty:

Email: Valerie Welter
Hiring Coordinator for this course: Jeremy Vaughn

Attendance Policy:

The online class week for the purpose of attendance for financial aid runs from 12 am Tuesday morning to 11:59 pm the following Monday. Attendance is not the same as participation. If a student completes any activity (posts to a forum, submits an assignment, attempts a quiz etc.) inthe class within the time frame outlined above he/she has attended for the purpose of financial aid. A student could “attend” all semester and still fail because he/she was not meeting the requirements for participation.

Participation: Although this course takes place entirely in an online environment, students are expected to spend as much time online participating in discussions, asking questions and responding to both the instructor’s and other students’ postings as they would in the traditional classroom environment. Students will need access to a computer with a stable Internet connection, and be willing to check into the “online classroom” at least three different days per week responding thoughtfully with comments, questions, and observations. If a student misses three weeks of discussions over the semester, it may not be possible to pass the course (dependent upon academic status); missing more than three weeks of discussions will result in an automatic failing grade. Having computer problems will not excuse you from the weekly discussions. You can get into this course from any computer with Internet access.If you anticipate a lengthy medical problem or other emergent personal issues that will result in missing weekly discussions, please contact me proactively.

The instructor will facilitate the online discussion; however, my teaching philosophy revolves around students being active participants in the learning process. Weekly online participation requires that students are prepared for each class and necessitates active and relevant participation in discussions. Preparation includes reading the assigned material, locating additional reference material as needed, completing written assignments in a timely fashion, and participating fully in discussions from a knowledgeable and informed perspective.

Your postings should be written in college level English, and should show evidence of critical thinking. You should support your opinions with references to our readings cited appropriately using APA format. We do not meet as a full group at particular times, as in a traditional class. You are free to participate during the week at times and days of your choosing, as long as you comply with the participation guidelines below.

Participation Guidelines: To earn full participation points for the week students should:

1. Read the assigned material and reference it in your postings. Citations are to follow APA guidelines.

2. Contribute quality topical information to the discussion submitted in college-level writing. The first posting (assignment) should be entered by Thursday midnight (11:59 pm), the second by Saturday midnight (11:59 pm). All required postings for the week must be made by Monday at midnight (11:59 pm). Posts made after Monday midnight will not be considered for grading without prior approval. Some weeks later in the semester will require only one assignment.

3. Participate on three different days throughout the week. Our week will begin on Tuesday and end Monday midnight (11:59 pm).

4. Respond to at minimum of four assignments, questions or posts made by other students and/or myself with a substantive post that includes citations. A substantive post for the purpose of this course is a well-developed post a minimum 150 words that references our readings or other appropriate source to support your ideas. A substantive post is NOT one ortwo sentences of general statements or unsupported opinion. Students are welcome to reply to one another with general statements in addition to the guidelines outlined above; however these posts do not meet the criteria of a substantive post.

In summary, each week students are MINIMALLY responsible for TWO assignments and FOUR substantive response posts for a total of SIX submissions.

You will lose a minimum of 1 point for the week for each late posting. Assignments and posts are graded on both academic quality and quantity; a Grading Rubric is included on the course page in Moodle. If you are not present for a week, you will not earn any discussion points for that week. Accommodations can be arranged privately with the Instructor if students experience family emergencies, illness, or other circumstances that interfere with the ability to participate in the course.


Weekly Assigned Reading & Activities

A detailed Course Syllabus that includes assignments and due dates is available on the Canvas course page.


Week 1: Chapter 1

Week 2: Chapter 2

Week 3: Chapter 3

Week 4: Chapter 4

The First Two Years

Week 5: Chapter 5

Week 6: Chapter 6

Observational Activity: The Part 2 assignment requires students to observe a child from birth to age 2.

Week 7: Chapter 7

Early Childhood

Week 8: Chapter 8

Final Course Presentation topic due

Week 9: Chapter 9

The Part 2 Assignment requires an activity with a child age 2-6. An alternative exercise is available for those students are unable to interact with a child.

Week 10: Chapter 10

Observational Activity: The Part 2 assignment requires students to observe children in early childhood in a public setting.

Middle Childhood

Week 11: Chapter 11

Interview Activity: The Part 2 assignment requires students to interview an adult from an older generation.

Week 12: Chapter 12

Week 13: Chapter 13


Week 14: Review applicable sections of Chapters 14-16 as assigned below:

Chapter 14: p. 445-461

Chapter 16: p. 524-526 (Sex Education section)

Week 15: Final Course Presentation due

The Syllabus can be changed during the semester at the discretion of the Instructor. Any changes will be communicated to students in a timely manner.

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

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