Course Syllabus

Spring 2023 | PSY-2010-VO02 - Child Development

Online Class

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

Faculty

Anie Sklar
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

General Education Requirements

Social Sciences

Note

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.

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 only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.

Methods

There is NO TEXTBOOK for this class. Instead you will be watching videos and listening to podcasts.

Evaluation Criteria

Don’t forget to use the rubrics. They list everything you need to get 100%. Just click:
'Grades'
The name of the assignment/class discussion
Show Rubric

For help finding the rubrics contact the Canvas technical support. Just click on the help icon on the left side of class. You might need to scroll down.

Grading Criteria

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

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

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

To be marked as present for the week make a post in one of these two places:

* class discussion thread
* post your assignment

Missing & Late Work Policy

Due to life events that occur to many students over a semester (such as sickness, weddings, family illnesses) each student may have a grace topic that can be used once a semester. When you make your request for the grace topic, no explanation is necessary.

For the grace topic you can post your assignment late without any impact on your grade. You will also get 100% for class discussion that week, even if you do not make any class discussion posts.

You can submit late papers anytime before the end of class, 10% is deducted for each late assignment.

Are you someone who wants to get the best grade possible in class? If so, you can make an unlimited amount of revisions on your papers to increase your score.

Late class discussion posts will not be accepted. Think of it as going to an empty classroom and talking to yourself. This is different than being present during a class discussion.

Accessibility Services for Students with Disabilities:

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