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Essential Objectives

Web Schedule Fall 2020

Revision Date: 20-May-20

PSY-2010-VU01 - Child Development

Synonym: 198592
Location: Winooski
Room: CCV Winooski 204
Credits: 3 (45 hours)
Day/Times: Thursday, 03:00P - 05:45P
Semester Dates: 09-10-2020 to 12-17-2020
Last day to drop without a grade: 09-28-2020 - Refund Policy
Last day to withdraw (W grade): 11-09-2020 - Refund Policy
Faculty: Glen Hueckel | View Faculty Credentials
Open Seats/Section Limit: 17/18 (as of 06-03-20 1:15 PM)
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:

About child development and this course...

What does the world look like through the eyes of an infant or child?How do parents, the environment in which we live, and our genetic make-up determine how we grow?This course is an investigation into the thoughts, wants, and needs of infants and children, and is designed as a mix of classroom and online learning.Through this course, students will gain a greater understanding of the specific qualities of childhood, giving them a clearer view into "the child's world."

Some questions for our inquiry:

•Should you pick up your baby every time she/he cries?What does research tell us?

•What are some of the causes for pro-social and antisocial behavior in childhood?

•What are some of the best (and worst) ways to parent a child?

•What is the nature of the magical world of thought for a preschooler?

•Why is play considered the child's "work?"

•What influences the formation of friendships in childhood and adolescence?

•What are the influences on gender identity in childhood and adolescence?

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

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. Please do not engage in side conversations and other activities that distract from our learning 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 phone when you enter class, set it to vibrate, put it in your bag/backpack, 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 that may distract you and other students from class work.

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

•If you bring food or drink into the room, please pick up and clean your area as needed.

•Please arrive on time, and if you must leave early, let me know ahead of time. I will ask you to sit near a door and leave without disruption.

Child Development Course Site:

During our classes, we will be revisiting the Canvas course site. In this way, you will become familiar with its use and accessing personal information, assignments, documents, etc. Please do the following on a weekly basis at our course site:

•Check for weekly assignments at our Canvas course site.

•Check your grades through our course site; if any discrepancies are found, contact me immediately.


Teaching methods will include, but are not restricted to, the following:

  • Small-group and whole-class discussion
  • Mini-lecture
  • Small group activities, including presentations
  • In-class writing
  • Short essay papers
  • Text reading and reading reviews
  • Online Discussion Forum assignments
  • Mid-term and final assignments/projects

Evaluation Criteria:

Evaluation Criteria:

  • 25% Weekly assignments- reading reviews, discussion board posts
  • 30% In-class work: small group presentations, discussions and writing assignments
  • 25% Short essay, critical thinking and reaction papers
  • 20% Midterm and final projects, papers, or exams

Grading Criteria:

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 an 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.

•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 at our course site, under Course Information, Academic Honesty.) If students have questions regarding plagiarism, please raise them, either privately or in class.

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.


Fall 2020 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.

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: Gilberto Diaz Santos

Attendance Policy:

Attendance Policy:

· 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
  • One Individual’s Development: Case Study
  • Theories, Theorists: Arnold Gesell and Child Advocacy

Week 2: Nature and Nurture

  • Reading: Ch 1&2- History, Theories and Methods/Research Strategies
  • Contextual Theory- Levels of the Ecosystem
  • Epigenetics: The Nature/Nurture Interface

Class 3:Prenatal Development and Birth

  • Reading: Ch 3- Biological Foundations, Prenatal Development and Birth
  • Prenatal Development “In The Womb”
  • Prenatal Learning
  • Neo-natal Testing- Birth Complications

Class 4: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

Class 5:Physical Growth

  • Reading: Ch 5- Physical Growth
  • Physical Fitness in a Digital World
  • Lunch, Recess and the Schools
  • Brain Plasticity

Class 6:Cognitive Development: Piaget

  • Reading: Ch 6- Cognitive Development: Piagetian, Core Knowledge and Vygotskian Perspectives
  • Piaget- Sensorimotor Substages
  • Baillargeon: The Impossible Event
  • Preoperational Tasks to Conservation

Class 7:Cognitive Development (cont'd.)

  • Reading: Ch7- Cognitive Development: An Information Processing Perspective
  • Focus: Social Origins of Make Believe Play
  • The Child-Centered Preschool
  • Midterm: Piaget, Vygotsky: An In-Class Application

Class 8: Intelligence

  • Reading: Ch 8- Intelligence
  • Multiple Intelligences and the Stereotype Threat
  • Emotional Intelligence
  • The Headstart REDI Program

Class 9: Language Development Emotional Development

· Reading: Ch 9- Language Development

  • Language Milestones
  • Deaf Child/Parent Interactions and Language Development
  • Technology/Social Media Effects on Verbal Communication

Class 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

Class 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

Class 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

Class 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

Class 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
  • Bullies, Victims and Parenting Styles

Class 15: Final

  • Toys and Development- In-Class Discussion and Research Papers
  • 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.

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.
  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 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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