Course Syllabus

Summer 2024 | PSY-2025-VO01 - Development of the Young Child: Ages 3 - 8

Online Class

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

Faculty

Marie Olsen
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

General Education Requirements

VSCS 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

This course explores processes of human development from 36 months to eight years of age. Emphasis is on the physical, emotional, social, and intellectual growth of the child. Topics include developmental theories and research, assessment tools, design of inclusive integrated curriculum, and the concept of transition.

Essential Objectives

1. Discuss theories and research on child development from 36 months to 8 years of age (e.g. stages of development, theories of play, socialization theory, scaffolded learning theory, emergence of autonomy in the pre-school years, and early problem-solving).
2. Describe and recognize the physical, cognitive, emotional, and social milestones of children ages 36 months to 8 years of age (e.g. language development, socialization, and problem solving skills).
3. Demonstrate a safe, healthy, and supportive environment for children ages 36 months to 8 years (e.g. teaches self-help skills and nutritional choices, provides a range of opportunities for problem-solving).
4. Describe the impact of child-rearing philosophies on the development of a young child.
5. Identify and use tools for developmental assessment, including those relevant to personality, temperament, and learning styles.
6. Communicate effectively with others about pre-school development (e.g. family, co-workers, professionals including public and private school personnel).
7. Design an inclusive curriculum that builds on the strengths of the child, is individually and culturally relevant, developmentally appropriate, and integrates disciplines for pre-school children.
8. Identify and create the tools for the child and the family to make a healthy transition to other learning environments (e.g. special education services, elementary school, etc.).
9. Demonstrate proficiency in understanding the scientific method and in interpreting and evaluating statistical and other quantitative data as applied to human behavior.

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 no cost textbook or resource class. ***

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

Methods

This class requires 3 basic kinds of student participation:

· Readings and/or viewing of video clips posted in the weekly assignments

· Participation in weekly discussion questions in the discussion group and

· Completion of weekly assignments

Evaluation Criteria

The following guidelines will be used to award 10 discussion board points:

Original posting by Wednesday at 11:55pm.

Content of postings illustrates a thorough understanding of the topic – 3 possible points

2 quality responses to classmate’s posts to include proper APA references by Sunday at 11:55pm – 2 points each – 4 possible points

Use of correct punctuation, capitalization, little to no grammatical errors (see General Guidelines in syllabus) – 1 possible point

All original postings are cited using correct APA format, including the APA reference for the resources used – 2 possible points

The following guidelines will be used to award 10 assignment points per week:

Handed in on time – 1 possible point

Content of assignments illustrates a thorough understanding of the topic, original ideas, critical thinking, linking information back to additional research and one's experiences, using correct APA format, including the APA reference for the resources used – 5 possible points

Grammar/general guidelines – 2 possible points

References are cited using correct APA format – 2 possible points

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

Each week you will need to complete the following:

• Read the weekly lesson. The weekly lesson will be available every Sunday by 11:55pm until the following Sunday at 11:55pm.
• Post in the weekly Discussion Forum by Wednesday at 11:55pm.
• Respond to two other students’ posts in the Discussion Forum by the following Sunday at 11:55pm.
• Complete the lesson assignments in each course lesson by the following Sunday at 11:55pm.

Missing & Late Work Policy

Extensions will be granted only in extenuating circumstances. Because the course content is delivered in weekly modules, short-term conditions such as illness or technical problems will not be considered to be extenuating. Students who know that they will not have course access for any given week should make arrangements with their instructor in advance to complete assignments and participation requirements prior to the absence.

Unless you have prior authorization from the instructor of this course, there are no opportunities for making up missed assignments or discussions. Due to the nature of the online format, you will be expected to hand in all assignments by their due date – Sundays of each week by 11:55pm.

This course does not offer extra credit work, bonus points, late submissions or extensions on assignments.

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