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Essential Objectives

Course Syllabus


Revision Date: 16-Mar-24
 

Fall 2024 | PSY-2010-VO02 - 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: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
Open Seats: 1 (as of 07-21-24 4:05 PM)
To check live space availability, Search for Courses.

Faculty

Robert Mandatta
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
    Note
  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 is a low cost ($50 or less) textbook or resource class. ***

PSY-2010-VO02 Link to Textbooks/Resources Information for this course in eCampus.

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.


Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Integrated: This course's generative AI policy acknowledges the use of AI is an essential skill in today's world. By using genAI for specific purposes, students become equipped with relevant skills and tools necessary to thrive in a technology-driven society. Emphasizing the mastery of generative AI should empower you to harness its potential, enhancing your problem-solving abilities and preparing you for future challenges and opportunities. Be aware, however, that any time generative AI is used at any point in the assignment without attribution it may be considered a violation of CCV's Academic Integrity Policy.


Methods

No prior experience with online learning is required for this course, just a willingness to learn and the self-discipline to stay focused for this rich, multimedia immersion into the fascinating world of children's development.

It also doesn't matter where you begin the course in terms of academic skill -- advanced or new to college level learning, all are welcome!

This course does not use Zoom or require you to be online at a specific time. Nor is it a conventional course with a textbook, quizzes, and papers that are privately submitted to the course instructor. It differs from such traditional college courses, both in person and online, in several key ways, including the following:

-- The learning is interactive and peer-based, which means that all of your work will be posted at our class Discussion forums where you must interact with your colleagues in weekly Q&A sessions.

-- Instead of reading a textbook you'll be using a variety of free online sources in different types of media (scholarly text articles, videos, podcasts, etc.).

-- You'll focus on case studies, both real and fictional, including your own experience and our course case study novel, Homecoming by Cynthia Vogt.

-- You'll learn how to find your own valid online sources and mixed media to use in your posts.

-- You'll identify a current leader for Vermont children and create a mixed media presentation about their leadership style and vision.

-- You'll assess your learning at the end of this course after exploring professional options.


Evaluation Criteria

The grading system is simple: You can earn up to 5 points for each of the 12 regular Discussion weeks, 10 points for the midterm exam, and 30 points for both parts of the final exam. This is a total points system of 100 points (with no weighted assignments). For detailed information, see the Syllabus area at the course site.

When evaluating your work weekly, midterm, and endterm:

1. I assess how well you identify and explain behaviors, thoughts, opinions, beliefs, and feelings, especially when analyzing your own experience and our weekly case studies. What evidence or expert opinion do you rely upon?

(See, e.g., "Distinguishing Fact, Opinion, Belief and Prejudice" @https://writing.colostate.edu/guides/teaching/co300man/pop12d.cfm)

2. I encourage clarity of thought and cleverness of expression, as well as sound academic writing, citing, and posting with mixed media at Canvas. While I welcome brief tangents, I expect you to have addressed the point of each assignment.

3. Naturally, I prefer posts that are interesting, thoughtful, and thought-provoking, the kind that invite serious discussion with your course colleagues about the week's overall topic and related issues.

4. I gauge your interest and note how well you participate in the Discussion Q&A -- are you engaged and helping to build an online learning community with your course colleagues?

5. I ultimately evaluate the extent to which you have demonstrated growth of academic and professional skills in our field of study, as well as their application to your personal life and career goals.


Grading Criteria

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

 HighLow
A+10098
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 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Why Study Child Development?

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

2

Moral Development: What's Normal?

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

3

Self and Others

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

4

Screening, Assessment and The Whole Child

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

5

Play and Children’s Development

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

6

Perceptual and Motor Development

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

7

Midterm Exam:Family Relationships from Conception to Death

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

8

Cognitive and Language Development

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

9

Gender, Race, and Class in Childhood

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

10

Heredity, Prenatal Development, and Birth

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

11

Children and Friendship

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

12

Children and Romantic Love

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

13

Children and Bereavement

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A personal reflection on the week's topic, a formal case study report, and Q&A with your course colleagues about the first two.

 

14

Final Exam, Part 1: Who Leads for Vermont Children?

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A formal leadership case study report and Q&A with your course colleagues.

 

15

Final Exam, Part 2: First-Person Child Psychology

  

Free online materials provided at the week's Module, including scholarly articles and mixed media sources.

  

A psych career exploration report, a formal self-evaluation of your learning in the course, and Q&A with your course colleagues about the first two.

 

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

Due to the interactive nature of online learning, your work must be posted to count, and you cannot make up missed work after the week has ended. You must post at least once during the 24/7 class week to be marked Present.

I offer one Free Week of five points for any non-exam Discussion in case of a conflict (such as personal illness, family emergency, or bereavement). You also may redeem two Late Passes for non-exam weeks when you need extra time to finish your work.

If you encounter technical problems with your computer or server--which happens to all of us periodically--please post from your nearest CCV academic center, your local public library, a wifi cafe, or by using a public wifi hotspot (https://publicservice.vermont.gov/content/public-wifi-hotspots-vermont).

Please note that attendance is not the same as participation, and 100% of your final grade is earned by participating in the class meetings held at our weekly Discussions (see "Methods" above).

If you miss three or more weeks, you cannot earn academic credit for the course, although you are welcome to participate for learning's sake.



Missing & Late Work Policy

  • Late work is not accepted in the discussion forum. Interacting with classmates is an essential part of online discussions and cannot be made up after the fact.

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.