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Essential Objectives

Web Schedule Fall 2019

Revision Date: 13-Aug-19

PSY-2010-VU01 - Child Development

Synonym: 184152
Location: Winooski
Room: CCV Winooski 208
Credits: 3 (45 hours)
Day/Times: Thursday, 03:00P - 05:45P
Semester Dates: 09-05-2019 to 12-12-2019
Last day to drop without a grade: 09-23-2019 - Refund Policy
Last day to withdraw (W grade): 11-04-2019 - Refund Policy
Faculty: Glen Hueckel | 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:

Additional Pre-Assignments/Instructor Notes/Comments:

About human development and this course...

What does it mean to be human?How do thoughts, emotions, the environment, and our genetic make-up determine who we are?This course is an overview and introduction to the study of development through the lifespan, and is designed as a mix of classroom and online learning.The main focus will be typical development through the lifespan as well as differences found between individuals.Students will learn about various developmental theories and concepts, how they apply to our lives, and, from a developmental perspective, what it means to be human.

Some questions for our inquiry:

  • What are some of the ways in which infants emotionally attach to caregivers?
  • What causes pro-social and antisocial behavior in childhood?
  • Why do adolescents have a need for risky behavior?
  • In our 20's, what are some of the issues around work, independence and intimacy?
  • Is there really a "mid-life" crisis?
  • How do we grow old with a sense of integrity and well-being?

These are some of the questions and subject areas we will explore throughout the duration of this course.

Student Work and Responsibilities:

·Students are required to attend class and to participate in class discussions and interactive studies. A failure to attend class will negatively affect your final grade.

·Bring your text to all classes. We will cover approximately two chapters per week. Class writing and discussion for each chapter will take place in class.

·All students are responsible for what is contained in the readings. The critical thinking questions, tables, and summaries at the end of each chapter can be used as an effective study guide.

·In order to better understand class instruction, assigned readings must be completed before they are discussed in class. The text will need to be “reread” for clear understanding, not memorization, before midterm and final exams.

·Weekly in-class work, online or on-site, cannot be made up.

·Reaction/essay papers, exams, term projects and otherwritten work can be made up within one week of the due date, and will lose ten percent per day.

About Class Etiquette:

The purposes of class sessions are for me to deliver relevant course content and for you to attend, participate, ask questions and learn. Engaging in side conversations, surfing the web, checking your email, playing games, texting on your phone, napping, knitting, and reading the newspaper, etc., all interfere with learning and are not allowed in the classroom.

·We all need to be respectful and assure that everyone can hear and be as comfortable as possible.Please turn off your cell phonewhen you enter class, or set it to vibrate, and don’t answer it.

Laptops may be used only to take notes and access necessary course materials.Please do not engage in other activities such as games and surfing, as these distract you and other students.

·Personal conversations need to be held before and after class rather than during class.

·If you bring food or drink into the room, pick up after yourself; don’t leave liquids in cups on the floor for someone else to knock over—and clean up.

Evaluation Criteria:

Evaluation Criteria:

·25% Weekly assignments- reading reviews, discussion board posts

·30% In-class work: group presentations, critical thinking assignments, discussions, short writings

·25% Short essay, critical thinking and reaction papers

20% Midterm and final projects/exams

Grading Criteria:

Grading Criteria: All Course Work

A+ through A-: A level work must be of the highest quality in all respects. Complete fulfillment of the assignment criteria, clear understanding, critical thinking and personal insight must be demonstrated. Additionally, for either oral or written work to earn an A, it must be presented clearly and articulately, using college level language throughout.

B+ through B-: B level work must be of good to very good quality in all respects. Complete fulfillment of the assignment criteria, clear understanding, critical thinking and some level of personal insight or reflective thought must be demonstrated. Additionally, for either oral or written work to earn an B, it must be presented clearly and articulately, using college level language .

C+ through C-: C level work must be of fair to good quality in all respects. Fulfillment of the assignment criteria, a reasonable understanding of the subject matter, and some level of critical thinking must be demonstrated. Additionally, for either oral or written work to earn a C, it must be fairly clear and articulate, using mostly college level language, with some allowances for irregularities in either writing or speaking.

D+ through D-: D level work must be of fair quality in most respects. Fulfillment of most of the assignment criteria, a minimal understanding of the subject matter, and a limited level of critical thinking must be demonstrated. D level work may also demonstrate difficulties in presenting the material through writing or speaking.

F: F level work is of poor quality in most respects. It does not fulfill much of the assignment criteria, and demonstrates a consistent lack of understanding of the subject matter. F level work may also show consistent problems with organization, critical thinking, and support for ideas. Additionally, consistent difficulties in presenting the material through writing or speaking may be apparent.

P: indicates satisfactory completion of course objectives (C- or better).

NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description.

· Students are strongly urged to discuss an F grade with their instructor and advisor.

· Any plagiarized work will receive an F grade.(See the section on Plagiarism, found on our course site, under Course Information, Academic Honesty.)If students have questions regarding plagiarism, please raise them, either privately or in class.


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-VU01 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: Glen Hueckel
Hiring Coordinator for this course: Katherine Maynard

Attendance Policy:

Attendance Requirements:

Since much of our work is interactive and in-class, it cannot be made up. 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.

Classes are intended to be interactive and hands on! Students are the primary focus in the classroom, therefore your attendance and participation is important to us all.

Make-up exams are allowed in the case of family emergencies, illness and/or injury, and must be completed within one week of the scheduled exam date. All papers and weekly projects are due on time. If you have any difficulties regarding attendance, the materials and/or assignments in this course, please contact me as soon as possible. This will give you the opportunity to stay “on track” with the class.


Weekly Reading, Subject and Assignment Schedule

All reading assignments are to be completed before the class meets on Thursday,

unless otherwise noted.

Week 1: Introduction

• Reading: Ch 1- History, Theories and Methods (to be covered in-class)

• Domains and Dimensions of Child Development

•Theories, Theorists: Arnold Gesell and Child Advocacy

• Contextual Theory- Levels of the Ecosystem

Week 2: Nature and Nurture, Prenatal Development and Birth

• Reading: Ch 3- Biological Foundations, Prenatal Development and Birth

Epigenetics: The Nature/Nurture Interface

• Prenatal Development “In The Womb”

• Prenatal Learning

•Neo-natal Testing- Birth Complications

Week 3: Infancy: Foundations for Development

•Reading: Ch 4- Infancy: Early Learning, Motor Skills, Perceptual Capacities

•Motor, Sensory and Perceptual Development

• The Importance of Human Touch

• Dynamic Systems Theory

Week 4: Physical Growth

•Reading: Ch 5- Physical Growth

• Physical Fitness in a Digital World

• Lunch, Recess and the Schools

• Brain Plasticity

Week 5: Cognitive Development: Piaget

• Reading: Ch 6- Cognitive Development: Piagetian, Core Knowledge and Vygotskian Perspectives

• Piaget- Sensorimotor Substages

• Baillargeon: The Impossible Event

Week 6: Cognitive Development (cont'd.)

• Reading: Ch7- Cognitive Development: An Information Processing Perspective

• Focus: Social Origins of Make Believe Play

• The Child-Centered Preschool

Week 7: Intelligence

• Reading: Ch 8- Intelligence

• Multiple Intelligences and the Stereotype Threat

• The Headstart REDI Program

•Midterm: Piaget, Vygotsky: An In-Class Application

Week 9: Language Development

• Reading: Ch 9- Language Development

• Language Milestones

• Deaf Child/Parent Interactions and Language Development

Week 10: Emotional Development

• Reading: Ch 10- Emotional Development

• Temperament, Goodness of Fit and Attachment Theory

• Parental Depression and Child Development

•Empathy and Sympathy Development

• Emotional Intelligence

Week 11: Self and Social Understanding

•Reading: Ch 11- Self and Social Understanding

• Social Competence and Identity in Childhood

• Self-Concept and Self-Esteem

•Theory of Mind, Mindblindness and Autism

Week 12: Moral Development, Sex Differences and Gender Roles

• Reading: Ch 12- Moral Development; Ch 13- Development of Sex Differences and Gender Roles

• Infantile Morality

• Moral Disengagement in Our Schools

• Gender Stereotypes and Roles

• Emergence of Gender Identity

Week 13: The Family

•Reading: Ch 14- The Family

• Transitions in The Child-Parent Relationship

• Parenting Styles: Effects during Childhood and Adolescence

• Focus: Maltreatment and Brain Resiliency

Week 14: The Schools and Peer Relations

• Reading: Ch 15- Peers, Media and Schooling

• The School Years: Social Biases, SES and Learning

•Peer Acceptance and Four Statuses

• Check our course site regularly throughout the semester; grades and assignments will be kept up to date.

• If you find that something is incorrect, please contact me.

• 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.

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.

To check on space availability, choose Search for Classes.

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