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Essential Objectives

Course Syllabus

Revision Date: 22-Dec-23

Spring 2024 | PSY-2010-VO01 - Child Development

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 01-23-2024 to 05-06-2024
Last day to drop without a grade: 02-11-2024 - Refund Policy
Last day to withdraw (W grade): 03-24-2024 - Refund Policy
This course has started, please contact the offering academic center about registration


Glen Hueckel
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

General Education Requirements

This section meets the following CCV General Education Requirement(s) for the current catalog year:
VSCS Social Sciences
  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 catalog year 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, how they have evolved over time, and how they influence our understanding of children and their development.
2. Describe the physical, emotional, social, cognitive, behavioral, and communication milestones of children from the pre-natal period through preadolescence.
3. Discuss how culture, race, socioeconomic status, generational trauma, and other factors can influence when and how children demonstrate developmental milestones.
4. Identify and effectively use tools for developmental screening and assessment, including those relevant to temperament, learning style, and all developmental domains.
5. Evaluate assessment tools for bias and discuss the ways in which assessing children without adequate context of their circumstances can create or reinforce social inequalities.
6. Understand the multiple influences on early development, including biological, genetic, environmental, cultural, familial, and adverse childhood experiences and recognize the lasting impacts these influences can have on a child, the family unit, and the larger community.
7. Describe the elements of safe, healthy, supportive, culturally sensitive, and trauma-informed environments for children from birth through preadolescence.
8. Demonstrate proficiency in understanding the scientific method and in interpreting and evaluating statistical and other quantitative data as it is applied to human behavior in an ethical manner.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations.

Spring 2024 textbook details will be available on 2023-11-06. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

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


Teaching methods:

Discussions (in Canvas): Weekly discussion forums addressing subject matter relevant to the week's topic are the center piece of our work. Students will be required to submit three scholarly posts per week. Submissions are expected to be written in a fluent, college-level style, with ideas well supported through citations and good reasoning.

Reading and online reading quizzes, or Reading Reviews (RR’s): Each week, you will be assigned reading in one or two chapters of the text, and one or two RR's (RR’s are open book, online quizzes) that address the information found in those chapters.

Critical Thinking and Application Questions: Throughout the semester, critical thinking and application questions will be assigned. These are one or two paragraph responses, written in an essay style, that focus on a particular topic. Students will need to address the topic at hand and submit their response in Canvas.

Midterm and Final Exams: The exams will be given via Canvas during Weeks 8 and 15.

Meeting with me: If you choose to, you can set up an additional Zoom meeting with me to clarify materials, class procedures, assignments, and any questions, concerns, or comments that arise.

Evaluation Criteria

Evaluation Criteria: Grades:

Grades will be based on total points accumulated from Reading Reviews (online quizzes), a final project (to be determined), Application/Critical Thinking Questions (completed through online written submissions), Discussions through Canvas, and Midterm and Final Projects submitted through Canvas.

Evaluation Weightings:

Online quizzes, or Reading Reviews (RR’s): 20%

Critical thinking and application questions: 10%

Discussions: Three posts per week: 50%

Midterm and Final Exams: 20%

Grading Scale:

Final grades will be an average of all points earned during the semester. You percentage average will earn the following letter grades:

A table with numbers and symbols

Description automatically generated P = passing grade NP = no passing grade

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
NPLess than 600

Weekly Schedule

Week/ModuleTopic  Readings  Assignments


Week 1: Introductions, Perspectives and Domains of Development

Reading Review (online open book quiz) Chapter 1
Discussions: “Angela's Story: A Case Study in 3 Domains of Development”


Reading, Ch. 1- History, Theory, and Research Strategies

"Angela's Story," from the APA press


Reading Review (online open book quiz) Chapter 1
Discussions: “Angela's Story: A Case Study in 3 Domains of Development”



Week 2: Genetic and Environmental Foundations


Genetic and Environmental Influences on development


Reading: Ch. 2- Genetic and Environmental Foundations

"The Tutsi Genocide and Epigenetic Transmission of Stress"


Reading Review (RR) Chapter 2

Discussions: "Epigenetics: The Gene/Environment Interface"

Critical Thinking Question (CTQ): "The Tutsi Genocide and Epigenetic Transmission of Stress"



Week 3: Prenatal Development

Developmental Stages

Sensation in The Womb


Reading: Ch. 3- Prenatal Development

Prenatal Development “In The Womb” (video segment)


Reading Review (RR) Chapter 3

Discussions: “Prenatal Sensation, Perception, and Learning”



Week 4: Birth and the Newborn Baby

Early Caregiver-Infant Interactions

Relational and Environmental Depravation

Stimulation and Growth


Reading: Ch. 4- Birth and the Newborn Baby


Reading Review (RR) Chapter 4

Discussions: "The Importance of Caregiver Interactions"



Week 5: Physical Development in Infancy and Toddlerhood

Patterns of Growth

Motor Development

Sensory Development


Reading: Ch 5- Physical Development in Infancy and Toddlerhood


Reading Review (RR) Chapter 5

Discussions: "Physical Growth: Johnny and Jimmy"



Week 6: Cognitive Development in Infancy and Toddlerhood

Piaget's Sensorimotor Stage

Sensorimotor Substages

Object Permanence


Reading: Ch. 6- Cognitive Development in Infancy and Toddlerhood

"The Video Deficit Effect" (article)


Reading Review (RR) Chapter 6

Discussions: "Assimilation and Accommodation: An Application"

Reaction/Short Writing Assignment: Effects of TV and Video on Infant Learning



Week 7: Emotional and Social Development in Infancy and Toddlerhood


Personality Development

Attachment Styles


Reading: Ch. 7- Emotional and Social Development in Infancy and Toddlerhood


Reading Review (RR) Chapter 7

Discussions: "Attachment Styles and Developmental Outcomes"



Week 8: Midterm Exam


Review all chapters and assigned readings to this point in the semester.


This exam will consist of multiple choice, T/F, and/or short essay questions.



Week 9: Physical Development in Early Childhood

Gross Motor Development

Kinesthetic Awareness



Reading: Ch. 8- Physical Development in Early Childhood


Reading Review (RR) Chapter 8

Discussions: "The Child-Centered Preschool"



Week 10: Cognitive Development in Early Childhood

Preoperational Thought


Theory of Mind


Reading: Ch. 9- Cognitive Development in Early Childhood

"Scaffolding Make-Believe Play" (article)


Reading Review (RR) Chapter 9

Discussions: "Intelligence, Interventions, and School Readiness"

CTQ: "Scaffolding Make-Believe Play"



Week 11: Emotional and Social Development in Early Childhood

Sympathy and Empathy

Friendship Development

Emotional Regulation



Reading: Ch. 10- Emotional and Social Development in Early Childhood


Reading Review (RR) Chapter 10

Discussions: "Emotional Understanding, Social Problem-Solving, and Developing Friendships"



Week 12: Physical Development in Middle Childhood

Physical Growth Patterns

Games with Rules

School Recess


Reading, Ch. 11- Physical Development in Middle Childhood

"Raising Happy, Achieving Children in the New Millennium" (article)


Reading Review (RR) Chapter 11

Discussions: "School Recess- ATime to Play, A Time to Learn"

Reaction Paper- Short Writing Assignment: "Raising Happy, Achieving Children in the New Millennium"



Week 13: Cognitive Development in Middle Childhood

Theories of Cognitive Development

Piaget's Concrete Operational Stage


Cognitive Issues and the Schools


Reading: Ch 12- Cognitive Development


Reading Review (RR) Chapter 12

Discussions: "Language, Socioeconomic Status, and the Development of Oracy Skills"



Week 14: Emotional and Social Development in Middle Childhood

Friends and Schools

Prosocial and Altruistic Behavior

Moral Development


Reading: Ch 13- Emotional and Social Development in Middle Childhood


Reading Review (RR) Chapter 13

Discussions: "Peers, Friendship, and Psychosocial Well-Being"

CTQ- Video Response: " Discovering Our Moral Roots"



Week 15: Final Exam


Please review all chapter readings and supplementary articles assigned this semester.


Final Exam: This exam may consist of multiple choice, T/F, and/or short essay questions.


Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Since much of our work is interactive through Discussions, some posts cannot be made up once we are past the assigned posting period. If no posts are submitted during any given week, it will constitute an absence from class for that week. Missing more than three (3) classes will result in a non-satisfactory grade. More than one late arrival or early departure will constitute an absence at my discretion.


All course work is due on time. Make-up work is allowed in the case of family emergencies, illness and/or injury, and must be completed on a timeline agreed to with me. In this "age of COVID 19" personal or family illness may become an issue. If you have any difficulties regarding attendance or work completion due to the circumstances stated above, please contact me as soon as possible; this will give you the opportunity to stay “on track” with the class. It is my primary goal in teaching this course to help students to succeed!

Missing & Late Work Policy

· Make-up work: If you know that you will be absent from class, please contact me before any absences, whether excused or unexcused, to make plans for completing make-up work.

· Absences: A student who misses in excess of three weeks of classes prior to the eleventh week of the semester (for any reason whatsoever) is expected to withdraw from the course.

o Excused absences: Absences are excused only for times of illness, family emergency, schedule conflicts, or other difficult or extraordinary circumstances. Absences are excused only with a verified note from a person such as a doctor, coach, professor, dean, etc. Make-up work under these conditions must be completed within one week for full credit.

o Unexcused absences: Late work can be submitted for partial credit; however, it will be scored, then graded down 10% per day, beginning the day of the absence.

o Reading reviews (online open book quizzes) cannot be made up, since the answers to the questions are posted immediately after the RR is due. When students are absent from class, text reading and reading reviews can still be completed via Canvas and submitted on time, unless difficult/unusual circumstances persist.

· Make-up Exams: If you miss an exam for any reason, you will need to make arrangements and to take the make-up exam within one week. Please note: There will not be a make-up period for the final exam.

Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

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.