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Essential Objectives

Web Schedule Fall 2019

Revision Date: 05-Aug-19

PSY-2010-VV01 - Child Development

Synonym: 187366
Location: Morrisville
Credits: 3 (45 hours)
Day/Times: Thursday, 06:00P - 08:45P
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: Anne Demars | View Faculty Credentials
This course has started, please contact the offering academic center about registration

Comments: No class 11/28.

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.


The class format will be a combination of whole group, small group and individual work time. Whole group informatin will often be presented in a lecture format. If you have questions about the course or any of the content, please do not hesitate to call me.

Evaluation Criteria:

All assignments are due on the due date in class. If you need to turn an assignment in late, you will have points deducted.

Evaluation will be based on the following components: attendance and class participation, presentations during class and homework assignments

Grading Criteria:

Grades will be based on the following 100 points:

80 points- Each class you will get a homework assignment based on the information and concepts explored from that class. Homework assignments are due at the following class.

10 points- participation in the Haunting for Hunger Event

10 points- Submit a 2-3 page paper from an hour observation of a child at play. Criteria for this assignment will be discussed during the semester.


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-VV01 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: Anne Demars
Hiring Coordinator for this course: Katherine Maynard

Attendance Policy:

Regular attendance and particiation in classes are essential components of a student's success in college and are completion requirements at CCV. Please be aware that missing classes could result in a non-satisfactory grade. A pattern of late arrivals or earlydismissals will constitute absence and will result in a reduction of a student's grade. Your input is essential for your growth and adds an essence of teamwork to the class as a whole.

I will allow one excused absence from class. If two classes are missed there will be an opportunity to make up for that one class absence. Five points will be reduced from final grade if make-up assignment did not get done. A class can be broken up into three hours. If a student misses 1 hour that counts for a 1/3 of a class missed and 2 hours 2/3 missed. If part of the class is missed and you have already been absent one class, an assignment will be due. Three classes missed will mean failure of the course.


September 5
  • Introduction and an Early Ed Greeting
  • Introduce books that I will read-a-loud different sections from in the beginning of each class. The two books are Secrets of the Baby Whisperer for Toddlers by Tracy Hogg and How to Behave so your Preschooler Will, Too! by Sal Severe, Ph.D.
  • Review the Syllabus and Group Norms
  • Talk about the Intro about Early Childhood Development and a Multicultural Lens- Why Should we study Child Development?
  • Read and discuss anecdotes on pages 2 and 4
  • Have your views on childhood changed over the years?
  • Discuss Western and non-Western perspectives throughout history
  • Advocacy and Public policy discussion
  • Watch a clip of children building blocks and discuss what they are learning and the teacher interaction.
  • Watch an integrated lesson about birds and how a teacher addresses developmental needs.
  • Read section from text about understanding and appreciating diversity.

Homework: 5 points for assignment on Chapter 1 -Due Date September 12.

September 12
  • Read-a-loud
  • Read anecdote on page 19
  • We will have a discussion about outmoded beliefs about how children learn and behave
  • Explore correlational and experimental studies of children/ we will consider multicultural critique of traditional research
  • What events have led to assessments in school
  • We will discuss what the difference is between formative and summative assessments
  • We will read and discuss the Response to Intervention Model (RTI) pages 27-29
  • What are some common assessments used? Page 30
  • Throughout the chapter discuss the scenario of how to assess the student from the anecdote on page 19

Homework: 5 point assignment on Chapter 2, Due September 19

September 19
  • Read-a-loud
  • What are the key tenets of maturationist, behaviorist, psychoanalytic, cognitive-developmental, sociocultural, informational processing, ecological theory.
  • Each student will be assigned a theory to read and discuss with class.
  • We will apply each theory to the anecdote on page 42.
  • How does current research about the brain help professionals understand development?
  • We will explore Erikson's Ages of Emotional Development
  • We will watch a video and discuss autonomy and initiative
  • What are Piaget's Stages of Cognitive Development
  • Watch a clip about earthworms and consider Vygotsky's Sociocultural Theory emphasizing scaffolding, verbal thought and self-directed speech
  • Read and Discuss Advocacy and Public Policy about Reducing the Stigma of Depression

Homework: 5 points for assignment on Chapter 3, Due September 26

September 26
  • Read-a-loud
  • Read anecdote on page 75 and discuss family practices of diverse cultural groups
  • How can cultural influence the early stages of life, even before a baby is born?
  • What are the biological steps to becoming a unique human being? pages 75-77
  • Watch a clip about a child with Down's Syndrome and discuss and reflect on the ways the environment can impact a way one is raised.
  • We will explore several hereditary diseases.
  • What are some cultural differences related to genetics? Pages 79-80
  • We will look at the stages of prenatal development and the environmental influences on prenatal development
  • Advocacy and Public Policy Discussion-Providing Prenatal Care to Immigrant Mothers Page 86
  • We will discuss Teen Pregnancy
  • We will compare Western Childbirth to Childbirth across Cultures
  • We will watch a clip about beliefs and practices from expectant mothers from around the world.
  • We will also watch a Cesarean delivery.

Homework: 5 points for assignment for Chapter 4, Due October 3rd

October 3
  • Read-a-loud
  • We will explore physical growth of infants and toddlers
  • What are the physical characteristics of infants and watch a clip with a baby being given the Apgar test
  • What are Newborn Psychological States page 98
  • We will learn about Newborn Reflexes and their Developmental Course outlined on page 105
  • We will consider and learn about newborns and special needs
  • read anecdote about the essential physical growth of an infant
  • What are the important motor milestones in an infant and toddler? Pages 117-118
  • We will learn about Perceptual Development of Infants pages 124-128
  • What is the difference with the perceptual development of toddlers? We will watch a clip of a "taste test" of different colored apples by several children.
  • We will review brain growth of infants and toddlers and refer to diagrams on pages 128-130
  • We will consider and discuss classroom accommodations for infants and toddlers with perceptual-motor challenges
  • Advocacy and Public Policy-Support Hearing Screening for Infants Page 134

Homework: 5 points for assignment from Chapters 6, Due October 10

October 10
  • Read-a-loud
  • Read anecdote from page 141
  • Piaget's View of infant and Toddler Intelligence discuss table 7.1 on page 142
  • Watch a clip and guess which sensorimotor level the child is at
  • We will discuss circular reaction of infants
  • object permanence and watch a clip about this understanding
  • discuss a multicultural critique of Piaget's Theory
  • Infant and Toddler memory pages 148-150
  • Let's Play!! Infant and Toddler Play (we will play with blocks)
  • We will watch a clip of "Pretend Play"
  • What could be challenging conditions with cognitive development
  • Advocacy and Public Policy - Supporting Birth to 3 Intervention Programs-page 160

Start planning for Haunting for Halloween Event

Homework: 5 points for Chapter 7 assignment, due October 17

October 17
  • read-a-loud
  • read anecdote on page 165
  • receptive language and speech perception- we will analyze and dig into the importance of both of these concepts
  • Productive Communication - What do you consider to be effective?
  • We will watch a clip of a father and daughter and consider the communication from the daughter?
  • We will watch another clip of a little boy and see if we understand what he is saying? How does the father scaffold the little boy?
  • Have a discussion about media and the influence of media and does it teach babies to talk (computers and television)
  • Infant and Toddler Learning Language and the Brain 174-175
  • Reading with your Toddler and read anecdote on page 176
  • Child Guidance (page 182) discuss the naming game
  • work on planning for Haunting for Hunger event

Homework: 5 points for Chapter 8 assignment, due October 24

October 24
  • read-a-loud
  • read anecdote on page 186 about parent bonding
  • trust and attachment-we explore the importance of these critical concepts
  • Watch the clip Strange Situation
  • What types of attachment are there?
  • What are some cultural variation on attachment? pages 191-192
  • misconceptions about infants with disabilities and attachments discussion
  • Advocacy and Public Policy Increasing Funding for Quality Infant Care
  • Autonomy of Toddlers (pages 198-199) and Cultural Variations of Autonomy
  • We will have discussions about temperament and it's influence on Attachment- we will explore a case study
  • we will watch a clip about emotional development of a toddler
  • We will discuss infant and toddler egocentrism
  • Considerations for classroom adaptations for social and emotional development for those that social and emotional disabilities
  • Child Guidance-Setting Limits for Toddlers (children need limits!!)

Discuss Haunting for Hunger Event and Homework Assignment is 5 points on Chapter 9 material, due October 31

October 31

Haunting For Hunger Event Homework will be a 5 point assignment based on your interaction with children during this event

November 7
  • read-a-loud
  • We will explore concepts from both Chapters 10 and 11 about Preschool Motor, Physical and Cognitive Development
  • read anecdote on page 214
  • We will watch a clip of a teacher teaching children to ride tricycles- what does center of gravity mean? What are the age typical motor skills at this stage of development
  • We will explore cultural variations in motor skills and activity levels- We will also consider cultural variations of motor play
  • We will explore fine motor development and disabilities in this area.
  • We will watch a clip of children drawing octopuses and look for typical development of preschool aged children.
  • Advocacy and Public Policy Ending Childhood Hunger
  • Child Guidance on page 239 Talking to Children About their Art
  • read anecdote on page 243 about thought process and cognitive limitations
  • cognitive development according to Piaget's Theory (243-251)
  • Criticisms of Piagetian Theory -page 252
  • Vygotsky's Perspective on Cognitive Development read anecdote on p. 253
  • Watch a clip with preschoolers playing and consider theory of mind
  • Child Guidance (p. 266) Creating Hands-on and Minds-on Experiences

Homework is worth 10 points since there are two chapters and lots of material covered, Due on November 14

November 14
  • read-a-loud
  • read anecdote on page 272
  • watch social play and take note of how the teacher interacts with the social play
  • observe chart on page 274 considering the relationship between cognition and play
  • How do we facilitate play for children with disabilities
  • The Media on page 283 Can Technology Help Children with Autism Play?
  • Explore First and Second Language Acquisition and watch a clip and explore language development
  • Explore Literacy Development (pages 300-306)
  • How do we facilitate classroom adaptations for those students that exhibit literacy delays
  • Child guidance -Promoting Literacy Play page 307

Let's Play! I will bring in social play items (blocks, legos, play food, sand art)

Homework: 5 points for assignment from Chapter 12 and Explain Observation of Play Assignment

November 21
  • read-a-loud
  • read two anecdotes on page 311
  • initiative vs. guilt- discuss this stage of development (Erikson)- we will also consider initiative and culture
  • we will identify peer status and rejection
  • We will watch a clip of a preschooler describe what friendship means to her
  • What types of play are there? pages 321-324
  • We will have discussions about positive and negative social behaviors
  • The Media- Does television cause aggression in young children?
  • Advocacy and Public Policy Creating Community Partnerships to Protect Children from Abuse and Neglect
  • Gender and Play discussion
  • Child Guidance- How to Facilitate Friendships

Homework: 5 points for assignment from Chapter 13, due December 5 also 5 points for assignment for November 28- prepare some notes to discuss a section of Chapter 14 and 15 (this is worth 10 points)

November 28

Thanksgiving! Work on assignment for December 5

December 5
  • Expert Topics for Chapters 14 and 15

December 12
  • Free association task on page 413
  • advocacy and public policy -supporting bilingual education
  • Stages of Storybook Reading page 428
  • Child Guidance- Encouraging Children to Tell Stories
  • A sense of competence vs social acceptance
  • observe chart on page 446 on emerging self
  • early identity formation (gender, ethic)
  • Advocacy and Public Policy -Supporting an Anti-Bullying Campaign
  • watch a clip about a child finding a wallet and moral development
  • Serious Emotional Disturbances (SED) pages 464-466

POT LUCK to celebrate the end of our semester!!

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.

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