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Psych 205-03: Developmental Psychology Fall 2017

Time: Tuesday 4:30 – 7:00pm

Credits: 3

Class Location: Activity Center West (ACW) Room 128

Instructor: Manee Moua, Ph.D.

Office: Admin 16

Email: mmoua@lcsc.edu

Phone: (208) 792-2854

Office Hours: MWTH from 1:30-2:30pm; and by appointment

Required Text: ________________________________________________________________

Jafari, N., Donham, C., & Piper-Mandy, E. (2016). Child and adolescent development: A

multidisciplinary, multicultural perspective. Charlotte, NC: Kona Publishing.

ISBN: 978-1-935987-68-0

Additional readings and resources may be assigned throughout the course.

Course Overview

This course is designed to help the student gain an understanding of the physical, cognitive,

emotional, social and moral development of children and adolescents. Basic theories of child and

adolescent development will be studied to assist the student in the practice of understanding

humans.

GENERAL EDUCATION LEARNING OUTCOMES (GELOs): Upon successful

completion of this course, you should be able to demonstrate the following competencies:

Demonstrate knowledge of the theoretical and conceptual frameworks of a particular

Social Science discipline, in this case, Developmental Psychology

Develop an understanding of self and the world by examining the dynamic interaction of

individuals, groups, and societies as they shape and are shaped by history culture,

institutions, and ideas.

Utilize Social Science approaches, such as research methods, inquiry, or problem-

solving, to examine the variety of perspectives about human experience.

Evaluate how reasoning, history, or culture informs and guides individual, civic, or

global decisions.

Understand and appreciate similarities and differences among and between individuals,

cultures, or societies across space and time.

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Assignments by which students will demonstrate achievement of the General Educational

Learning Outcomes

General Educational Learning

Outcome

Assignments through which students will

demonstrate the Expected Learning Outcome

i. Demonstrate knowledge of the

theoretical and conceptual frameworks

of a particular Social Science

discipline; in this case, Psychology.

• Final Exam

• Midterm Exam

• Assignments and activities addressing

knowledge and understanding of major

developmental psychology theories as well

as facts and concepts of developmental

psychology

• Child Observations Assignment

• Alternative Development Theory

Presentation and Paper

ii. Develop an understanding of self

and the world by examining the

dynamic interaction of individuals,

groups, and societies as they shape and

are shaped by history, culture,

institutions, and ideas.

• Exams, assignments and activities

addressing knowledge and understanding

of major developmental psychology

theories as well as facts and concepts of

developmental psychology

• Alternative Development Theory

Presentation and Paper

• Child Observations Assignment

iii. Utilize Social Science approaches,

such as research methods, inquiry, or

problem solving, to examine the

variety of perspectives about human

experiences.

• Exams, case studies and activities

addressing knowledge and understanding

of major developmental psychology

theories as well as facts and concepts of

developmental psychology

• Child Observations Assignment

• Alternative Development Theory

Presentation and Paper

iv. Evaluate how reasoning, history, or

culture informs and guides individual,

civic, or global decisions.

• Exams, assignments and activities

addressing knowledge and understanding

of major developmental psychology

theories as well as facts and concepts of

developmental psychology

• Child Observations

v. Understand and appreciate

similarities and differences among and

• Exams, assignments and activities

addressing knowledge and understanding

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between individuals, cultures, or

societies across space and time.

of major developmental psychology

theories as well as facts and concepts of

developmental psychology

• Alternative Development Theory

Presentation and Paper

• Child Observations Assignment

Course Goal / Connection with Teacher Education Standards

This course is designed to help students meet the LCSC teacher education program’s standard

#2: “The teacher is knowledgeable of how children, as individuals and in groups, learn and

develop and how instruction can be provided to support the intellectual, social, and personal

development of all types of learners.”

Grading

Group Presentation & Paper 200

In-class and Blackboard Assignments (Approx. 10 @ 10 pts each) 100

Child/Youth Observations + Paper 100

Student-led Class Activity 30

Midterm Exam 100

Final Exam 200

Classroom Participation and Attendance 50

Total Points: 780

***Extra Credit: You are eligible for extra credit only if you have not missed more than one

unexcused absence or 2 excused absences, have participated in class regularly, and 100% of your

assignments up to date have been completed.

Points breakdown:

90-100% A = 702 - 780

80-89% B = 624 - 701

70%-79% C = 546 - 623

60%-69% D = 468 - 545

0%-59% F = below 467

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Course Assignments and Expectations

Alternative Identity Development Theory: Group Presentation & Paper (200 points):

The purpose of this assignment is to do an in-depth research and presentation focusing on an

alternative and/or non-mainstream/non-masculine learning and identity development theory and

theorist. A list will be provided and posted on BB.

You must use a minimum of 4 peer reviewed articles or book to explain how the theory, the

current research in the field and how it is used in practice within the psychology or education

field currently. Presentations should be a min of 10 mins and no more than 15 mins.

An individual reflection paper no less than 1 page and no more than 2 pages will be written and

submitted by each group member. More information and instructions will be posted on BB. You

must follow the writing expectations for all papers. Due: November 14 on BB.

Points: Group presentation = 150 points; Individual Paper = 50 points

A list of possible theories will be provided. Please read over and prepare to sign up for one. The

sign up will determine your group members.

In-Class and Blackboard Activities (10 points each approx. 10x = 100)

There will be in-class and Blackboard activities that will be assigned to be completed

individually or as a group throughout the semester. Most assignments will be collected at the end

of each class period, unless otherwise specified another due date. Further instructions will be

provided for different activities.

Student-led Class Activity (30 points)

This course will not be the traditional lecture class, but more interactive, with some student-led

activities to support deeper engagement and understanding of the topics and materials. Each

student will sign up for one topic to facilitate the week’s class discussion/activity. You will be

paired up as co-facilitators on the first week of class. You are NOT to summarize and/or lecture

from the readings, but instead, you must create an activity, case study or discussion questions to

engage the class to think deeper and further about the readings. Your activity should be at least

8-10 minutes or longer. You are not expected to take over the whole class time, however, if you

need more time, please let me know in advance. If you are not sure about what to do, please talk

to me as soon as possible before your facilitation day. You and your partner must email me a

detailed write-up of your plans by Sunday evening of the week that you facilitate. I will post

up an outline template on BB for you to fill out.

Points will be graded on:

- Preparation (detailed outline submitted on time – 10 pts)

- Delivery, understanding and depth of learning. Did the activity achieve its purpose and

goals and relate well to the assigned readings? (10 pts.)

- Effort put into the creativeness of the activity (10 points)

Child/Youth Observation (100 points)

For this assignment, you must observe a child or youth for at least 4+ hours. The participants

must be at least 5 years old or older, and if you could, have more than one participant. It would

be more beneficial if you chose the age group that you would more likely want to work with in

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the future. You can either observe family members who fits this age group OR sign up to

volunteer work at the LCSC campus children daycare. I highly suggest that you make these

arrangements as soon as possible, especially if you choose to go the daycare, because the process

may take some time. More detailed instructions and guidelines will be posted on BB along with

consent forms. There will be a check-in form that will count towards your grade. If you have any

concerns, you must talk with me as soon as possible. Due November 28.

Points:

- 4+ hours = 50 points

- Check-In Point #1 (BB form) & #2 (Consent forms) = 10 points

- Paper = 40 points

(You may do more than 5 hours if you choose to make your paper more detailed, however, you

will not get extra points).

Classroom Participation and Attendance (50 points)

Attendance: Attendance will be taken every day. You have up to 1 unexcused absences with no

penalty and each additional absence after will be -10 points. You will not be able to make up

these attendance and participation points, and you will not be eligible for extra credit points.

After 5+ unexcused absences, you will not be eligible to receive a grade higher than a B+.

You are allowed up to 3 excused absences with proper notice given in advance via email, in

person or voicemail, and it has been approved by me.

It is your responsibility to find out what you missed in class from your peers (for unexcused

absences) and me (excused absences). I understand that personal matters, emergencies, and

illness may occur, however, it is your responsibility to notify me via email the reasons for your

absence before class at your earliest convenience. Excused absences must fall under the

guidelines, i.e., “illness, personal crises, mandated court appearances, parental responsibilities,

and the like.”

Participation: Attendance, by itself, is insufficient. For each class session, all students must

competently engage in its events. In general, this involves exhibiting a professional demeanor

and being prepared to consider, discuss, and apply assigned readings. You are expected to

complete a careful and critical reading of all assigned materials by the deadlines. I will expect

that you have completed all readings and will engage the class in discussions and activities

related to the core topics. I will not always lecture on the assigned readings. These readings are

essential to your participation in class activities and successful completion of assignments and

exams.

Midterm Exam (100 points)

The midterm exam will cover content that has been discussed up until this point. Exam will

include multiple choice, T/F and short answer questions.

Final Exam (200 points)

The final exam will be comprehensive. It will include a combination of multiple choice, T/F,

and short answer essays. A study guide will be distributed prior to the exam. The exam will

cover materials on assigned readings, activities and in-class lecture and discussions. Some

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materials on the exam may cover readings that have been assigned but not necessarily discussed

in class. More information about the exam will be given in class prior to the final date.

General Expectations _________________________________________________________

Blackboard

I try to go paperless for everything, except for the syllabus. I will be posting all assignments,

instructions and rubrics on Blackboard as the course progress, so please check it often.

Grades/points for submitted assignments will be posted on blackboard.

Writing Expectations

I expect all students to use APA style, 12-point font, 1 inch margins, double space, and proper

labeling, grammar and headings on all papers and assignments. It is also expected to use correct

citations of references within each paper. I highly suggest you use spellcheck, writing resources

or other forms of writing support applications (i.e., Grammarly, etc.). If I find too many

grammatical errors to where it becomes distracting from the content, I will start to deduct points.

If you have any questions or concerns about writing or APA style, please let me know. Papers

will be graded 80% content and 20% for the convention of writing.

For those unfamiliar with APA style, please consult the American Psychological Association

(www.apastyle.org) or Purdue University’s OWL website

(https://owl.english.purdue.edu/owl/section/2/10/ )

Saving Your Work

When you submit your work online (i.e., email or BB), please save your documents

appropriately. [Name.Assignment.Course]

For example, “JaneDoe.TheoryPaper.DevPsyc.doc”

Netiquette

Please get in the habit, if you don’t already, of using proper and professional netiquette,

“guidelines that govern behavior when communicating on the Internet” (Shea, 2004). This is

important, especially with emails to faculty, staff and others in academia and professional

settings. Email hours are M-F during regular business hours. Emails received on Friday after

5PM, or during weekends, should expect a response Monday morning. To ensure a response, all

emails must adopt proper netiquette, for example:

- Identify yourself: Use a salutation (i.e., Hi Dr. Moua; Dear Professor Moua; etc.) and end

with your name (i.e., Sincerely, YOUR NAME; Thank you, YOUR NAME; etc.)

- Include a subject line: Provide a descriptive phrase in the subject line that informs me of

the topic of your message (i.e., DevPsych205: Question)

- Be concise: Use appropriate language. Emails are not texts, tweets, or FB posts.

o Note 1: Email me to raise a question or concern related to course topics; to inquire

about class standing; to share a news article, etc.

o Note 2: DO NOT email me inquiring about an item that can be found on the syllabus

(i.e., did I miss anything in class? Or what are your office hours again?)

o Note 3: I reserve the right to not respond to emails that do not adhere to these

guidelines. Double check before hitting that send button!

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Example of what NOT to do in an email to a professor:

“Heres my paper. C ya in class. LOL“

Example of what you should do:

Hello Dr. Moua,

Attached in this email is my Mental Health Topic assignment that is due today.

Thank you and see you in class!

Jane Doe

For more information on netiquette:

https://www.education.com/reference/article/netiquette-rules-behavior-internet/

http://www.albion.com/netiquette/corerules.html

Late Assignments

Deadlines are listed on the class schedule and must be submitted via email or BB before class,

unless otherwise specified. Deadlines may be subject to change depending on circumstances, and

in this case, the class will be notified of changes in advance. It is your responsibility to turn in

all assignments and projects on time. I do accept late assignments; however, I will deduct 10%

every day after its deadline up to 3 days, and will not accept anything after. If you need specific

deadline accommodations, you must talk to me far in advance and have appropriate justification

(i.e., attending a conference). There will be no make-up for in-class activities, unless you

made arrangements with me in advance for excused absences only.

Cell Phone and Laptop Policy

Cell Phone Use during Class

The use of cell phones is prohibited during class except with my permission. Cell phones should

be turned off (or on vibrate) and stored with personal items. If your phone rings in class, you

must adhere to the consequences that the class and I will decide on (i.e., leave the phone up front

or bring candy to share with everyone).

Students who are designated as emergency caretakers or in an emergency situation may use

phones with respect for the instructor and other students by keeping phone on vibrate and

excusing themselves momentarily if needed. Please inform me before each class if you are the

emergency caretaker or in a situation where you must have access to your phone that day.

Computer Use during Class

In the classroom, students are allowed to use computers (or other electronic devices such as

iPads, smartphones, etc.) for class-related activities only. Unless requested by me or it being

used specifically for class purposes, electronic devices should have their lids down or be turned

off during class. Students who use their computers for other activities (i.e., social media, etc.)

will, at a minimum, be asked to leave class and will lose participation points for the day.

Academic Honesty

Part of the mission of Lewis-Clark State College is to educate students to be ethical. Students

share with the faculty the responsibility for academic honesty and integrity. The college expects

its students to do their own academic work. In addition, it expects active participation and

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equitable contributions of students involved in group assignments. I encourage you to work with

classmates on assignments. However, each student must turn in their own original work—except

during group presetations/assignments as stated. No copying will be accepted. Students who

violate this will receive an F as a final grade in this course, and will be reported.

The following acts of academic dishonesty are not acceptable: * Cheating: using or attempting to use unauthorized materials, information, or study aids in any

academic exercise (e.g., an exam). * Fabrication: unauthorized falsification or invention of any information or citation in an

academic exercise (e.g., a paper reference). * Plagiarism: representing the words or ideas of another as one’s own in any academic exercise

(e.g., failing to cite references appropriately or taking verbatim from another source). * Facilitating academic dishonesty: helping or attempting to help another to commit academic

dishonesty (e.g., allowing another to copy from your test or use your work).

Student’s with Disability

If you need course adaptations or accommodations because of a disability, if you have

emergency medical information to share with me, or if you need special arrangements in case the

building must be evacuated, please make an appointment to talk with me.

Class Schedule (Tentative)

Date Readings/Class Assignments/To-Do Due

Aug. 22 -Syllabus, Introductions

and Expectations

Facilitation Sign Up Sheet

-BB profile sheet

-Look over non-

mainstream theories

list on BB. Have at

least 3 choices in

case your top choice

is taken.

BB Profile sheet due by

8/25. Please submit it on

BB assignment page. (10

points)

Aug 29 Chapter 1 & 3:

Introduction to Childhood

and Adolescence;

Theories and Theoretical

Approaches

-Choose Theory Group

Sept 5 Ch. 4: Prenatal

Development

Ch 5: Infant and Toddler:

Physical Development

Child/Youth

Observation Check-

in must be filled out.

Child/Youth Observation

Check-in form (on BB)

DUE 9/8

Sept 12 Ch 6 & 7: Infant and

Toddler: Cognitive

Please make sure

consent forms are

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Development &

Psychosocial

Development

signed and ready to

turn in any time now

until due date.

Sept 19 Ch 8 & 9: Preschool and

Play Years: Physical and

Cognitive development

Sept 26 Ch 10: Preschool and Play

Years: Social

Development

Consent forms Due: turn

in class.

Oct 3 Ch. 11: School-Age

Years: Physical,

Psychological, and

Cognitive Development

Oct 10 Ch. 12: School Age

Years: Social and Cultural

Development

Midterm Review

Prepare for Midterm

Exam

Oct 17

Midterm Exam

Oct 24 Ch. 13: Adolescents:

Physical and Cognitive

Development

Oct 31 Ch. 14: Adolescents:

Social and Cultural

Development

Nov 7 Ch. 15: Problems in

Adolescence

Nov 14 Presentation Day All Final

project/presentation and

Individual Papers are due

via email 11/14 by

midnight (Tuesday)

Nov 20-24 No School Thanksgiving break

Nov 28 Presentation Day

Child/Youth Observation

Assignment Due on BB

Dec 5 Exam Review Day

DEC 12

(4:30pm)

Final Exam – In Class

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Child/Youth Study in PSYC 205 Developmental Psychology

Consent Form: Copy for the Professor [v3]

Course Professor: Dr. Manee Moua

Social Science Division | Lewis-Clark State College

I am a member of a Developmental Psychology Class that requires me to observe and interact with a child or youth and to write a

report concerning the development of the child.

My name is (you, the student):_______________________________________________

My phone # is:________________________________

I will ask you and your child questions, and perform some safe activities with your child, that will help me understand the:

1) development of your child’s thinking and various kinds of intelligence,

2) development of your child’s reasoning about moral problems, and

3) emotional development of your child based on issues like trust, mistrust, autonomy, self-doubt, initiative, guilt,

competence, inferiority, personal identity and role confusion.

This should not take more than a total of two hours time, and you are welcome to stay with your child the entire time. I will write

a report concerning my observation of your child, for class credit, and the only person who will ever see the report is Dr. Moua,

the professor of the course. In the report I will use a false name for your child and keep all information in the report as

anonymous as possible. When the course is over, I will destroy my report and any records related to your child. I am not a

psychologist and my professor has asked me not to give you feedback on my observations, as I am a beginning professional in

this field and do not have the necessary expertise or credentials to do so.

Participation in this child-observation is entirely voluntary on the part of yourself and your child. You are welcome to refuse to

participate at any time, and to withdraw from the study at any time for any reason. If you have any questions regarding your

rights, contact Dr. Manee Moua at mmoua@lcsc.edu, or 208 792 2854, Social Science Division, Lewis-Clark State College. If

you have any further questions regarding your rights you may contact the Institutional Review Board at LCSC at 208 792 2291.

If you have any questions about the study please ask me now.

I have read or have had read to me the proceeding information describing the study. All my questions have been answered to my

satisfaction and this form is being signed voluntarily by me indicating my desire to participate in the study. I am not waiving any

of my legal rights by signing this form. I understand I will receive a copy of this consent form.

I give permission to_____________________________________________________________________,

(PSYC 205 Developmental Psychology student's name)

to observe and interact with my child, ______________________________________________________.

(child/youth's name)

_____________________________________________________________________ ___________

Parent's or legal Guardian's signature date

and if at the Kindercollege, in addition to the Parent’s signature,

_______________________________________________________ ____________

Kindercollege Representative's signature date

For the Child or Youth:

I have either read this form, or my parent has explained to me that a college student will be spending about 2

hours with me. This college student will ask me questions and give me some tests or play some games with me. I

know that I do not have to answer any questions or do anything with this college student unless I want to. I know

that I can quit at any time for any reason.

__________________________________________________________ _____________

Signature of the Child/Youth date

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Child/Youth Study in PSYC 205 Developmental Psychology

Consent Form: Copy for the Parent [v3]

Course Professor: Dr. Manee Moua

Social Science Division | Lewis-Clark State College

I am a member of a Developmental Psychology Class that requires me to observe and interact with a child or youth and to write a

report concerning the development of the child.

My name is (you, the student):_______________________________________________

My phone # is:________________________________

I will ask you and your child questions, and perform some safe activities with your child, that will help me understand the:

1) development of your child’s thinking and various kinds of intelligence,

2) development of your child’s reasoning about moral problems, and

3) emotional development of your child based on issues like trust, mistrust, autonomy, self-doubt, initiative, guilt,

competence, inferiority, personal identity and role confusion.

This should not take more than a total of two hours time, and you are welcome to stay with your child the entire time. I will write

a report concerning my observation of your child, for class credit, and the only person who will ever see the report is Dr. Moua,

the professor of the course. In the report I will use a false name for your child and keep all information in the report as

anonymous as possible. When the course is over, I will destroy my report and any records related to your child. I am not a

psychologist and my professor has asked me not to give you feedback on my observations, as I am a beginning professional in

this field and do not have the necessary expertise or credentials to do so.

Participation in this child-observation is entirely voluntary on the part of yourself and your child. You are welcome to refuse to

participate at any time, and to withdraw from the study at any time for any reason. If you have any questions regarding your

rights, contact Dr. Manee Moua at mmoua@lcsc.edu, or 208 792 2854, Social Science Division, Lewis-Clark State College. If

you have any further questions regarding your rights you may contact the Institutional Review Board at LCSC at 208 792 2291.

If you have any questions about the study please ask me now.

I have read or have had read to me the proceeding information describing the study. All my questions have been answered to my

satisfaction and this form is being signed voluntarily by me indicating my desire to participate in the study. I am not waiving any

of my legal rights by signing this form. I understand I will receive a copy of this consent form.

I give permission to_____________________________________________________________________,

(PSYC 205 Developmental Psychology student's name)

to observe and interact with my child, ______________________________________________________.

(child/youth's name)

_____________________________________________________________________ ___________

Parent's or legal Guardian's signature date

and if at the Kindercollege, in addition to the Parent’s signature,

_______________________________________________________ ____________

Kindercollege Representative's signature date For the Child or Youth:

I have either read this form, or my parent has explained to me that a college student will be spending about 2

hours with me. This college student will ask me questions and give me some tests or play some games with me. I

know that I do not have to answer any questions or do anything with this college student unless I want to. I know

that I can quit at any time for any reason.

__________________________________________________________ _____________

Signature of the Child/Youth date

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Child/Youth Observation Timesheet Signatures Form

Developmental Psychology 205-03

Fall 2017

Student Name: ______________________________________________________________

Observation #____

• Date: _______________ # time spent: _________ Location: _________________

Signature of Supervisor/Parent of Participant:

X___________________________________________________ Date: ____________________

Observation #____

• Date: _______________ # time spent: _________ Location: _________________

Signature of Supervisor/Parent of Participant:

X___________________________________________________ Date: ____________________

Observation #____

• Date: _______________ # time spent: _________ Location: _________________

Signature of Supervisor/Parent of Participant:

X___________________________________________________ Date: ____________________

Observation #____

• Date: _______________ # time spent: _________ Location: _________________

Signature of Supervisor/Parent of Participant:

X___________________________________________________ Date: ____________________