Texas A&M University-Texarkana

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Texas A&M University-Texarkana Spring 2012

Instructor: Brandy Moore, Ph.D. Psychology 2308: Child Psychology Phone: (903) 334-6627 Section 001 CRN: 20283 Credit Hours: 3 Email: [email protected] Day/Time: T/R 11 a.m. -12:15 p.m. Office: UC201 Room: Office Hours: Tuesdays: 3 p.m. – 7 p.m.

Wednesdays: 7 -10 p.m. Thursdays: 4-5 p.m.; 6:45-8:45 p.m.

Prerequisite: Psych 2301 – General Psychology Required Textbook: The Development of Children: Sixth Edition by Cynthia Lightfoot, Michael Cole, and Sheila Cole. W.H. Freeman and Company, 2009. MAKE SURE THAT YOU GET THE 6TH EDITION AND NOT EARLIER EDITIONS. There have been a number of changes since the previous editions, and the chapters are different. ISBN-10: 1429224797 ISBN-13: 978-1429224796 Suggested Text: It is highly suggested that you buy the study guide that goes with the text book, as there is a strong correlation between higher test scores and students who used the study guide. Course Description: This course acquaints students with the basic principles and major issues influencing human development specific to infants and children. Theories and methods used to understand development will be discussed. Attention will be given to the social issues that affect our view of children and families, and special attention will be paid to the application of theories, methods and principles to working with children in the role of parent, care giver and teacher. This course will provide meaningful scientific information in understanding child development and in providing practical principles for working with children. Course Goals and Course Goals and Student Learner Outcomes The Expected Input: This course is designed to make you think. Students’ preparation for each week includes the assigned chapter. Class participation is part of the learning process, and students are expected to discuss issues from the required readings and videos. This class will include a lot of discussion assignments that require preparation before attending class. Students are expected to connect theoretical principles to live experience and observation and to critique the subject matter. To

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do this, we will have discussions on the discussion board each week, and students must be prepared for these discussions by reading the assigned chapters. Be prepared to ask questions that emerged while pre-reading assignments and watching the videos. Be ready for class discussions. In situations in which one person disagrees with another’s opinion, respect for ideas is to be maintained. No one expects that beliefs held on one day will be the same as those held on another – it is anticipated that ideas about topics about child psychology by each student will change throughout the course. That is, our knowledge about child psychology will develop. NOTE: Learning objectives, flash cards, practice quizzes, and other supplemental materials for individual chapters are available for you to view, download, and print on the companion website. For the exams, you will be responsible for all material in each chapter and supplemental reading (unless otherwise told) even if the topic is not brought up in class discussion. Therefore, if you do not understand something, it is your responsibility to bring it up during class discussions if it is not being discussed.

Course Goals and Student Learner Outcomes The Expected Outcome: The goal of this course is to help students become comfortable discussing the topics raised in the proposed materials. Upon successful completion of the course, students will:

1. Demonstrate knowledge of the following: - mastery of child development terms, concepts, theories, and theorists - methods of studying child development - major research studies that have influenced our knowledge of modern psychology - the contribution of genetics and the environment on child development - the physical, cognitive, and socio-emotional development of children from conception throughout childhood stages - cross-cultural differences in topics on child development - how theory and practice are similar and different

2. Students will be able to compare and contrast the basic theories (i.e., physical, social, language, moral, gender, memory, and cognitive) of child development. Further, students will be able to apply critical thinking skills in order to criticize the major theories and theorists (e.g., Piaget, Vygotsky, Freud, Erikson, Chomsky, Bruner, Nelson, etc.) of child development.

Attendance Policy: Students are expected to attend class. If a serious illness or problem should arise, please contact me as soon as possible. If a student does not drop him/herself before the drop date, s/he receives an “F” in the course. It is the student’s responsibility to find out what was missed on days that s/he is absent.

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Exchange contact information with at least 2 other students in case you have to be absent. Grade Requirements: Grades are not given by the instructor, but earned by the student. Grades are nonnegotiable and are strictly based on the performance of:

1. Exams/Quizzes: There will be four exams and one quiz (chapter 10) worth 100 points each. They will consist of multiple choice and discussion questions. Make-up exams will NOT be given.

2. Journal Article Review: (100 points). This is a written review of a topic related to psychology. A list of options will be provided. You must summarize a professional journal article of your choice from the list of options provided using your own words. Instructions for writing this review (a video showing what I expect, the journal article options, a template, and a rubric) are located on blackboard.

3. Class Project/Presentation: (100 points). Part 1: Students will demonstrate their knowledge of theories and/or methods of studying child development through video projects. A list of options to choose from and guidelines (rubric) will be provided. Part 2: Students will view ALL classmates’ presentations and evaluate each of them (Evaluation 1: Class Peer Evaluation). In addition, students will conduct self-evaluations (Evaluation 2: Self-Evaluation) of their work and peer-evaluations of students in their groups (Evaluation 3: Group Peer Evaluation). Five (5) points of the 100 possible comes from the Class Peer Evaluation. The other two evaluations do NOT calculate into your final grade but must be completed to receive a grade for this project. NOTE*: Failure to begin working on this assignment early in the semester has a high correlation with lower grades. Students MUST meet with their group members. Failure to attend group meetings or to contribute substantially to the project WILL result in a low score for the individual student. If someone if your group does not do the work, do not put the person’s name on the project. That person will receive a 0. Document in your Group Peer Evaluation how the person did not contribute substantially to the assignment. If you do not get along with your group, you need to let Dr. Moore know early and get switched to a different group. You may NOT turn in this project individually.

4. Class Critical Thinking Discussions & Participation: (150 points total) Critical Thinking Discussions:(100 points): Throughout the semester, there are 10 critical thinking discussions that students will complete before coming to class and starting a new chapter. (Each Discussion is 10 points.) Students must turn in work on the day it is due. NO ASSIGNMENTS may be made up. If you are absent, you receive a 0 for that day’s assignment unless you send it with a

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friend on the day it is due. Then you may receive ½ credit. Being prepared will help generate discussion in class. Please TYPE your answers to the discussions. Bring TWO copies to class. ONE copy will be turned in to Dr. Moore at the beginning of class. The other will be kept by the student to use during class discussions. NOTE: These are due on Dr. Moore’s desk during the first 15 minutes of class. Participation: (50 points) On 5 occasions, Dr. Moore will have activities in which students may earn participation points. These opportunities will be worth 10 points each. Absent students may not make up these points.

5. Baby Assignment: (50 points): Students will find out exactly how much it costs to have a baby and what it is like to have to make decisions about babies with another person. Students will work in groups of 2 (if there is an odd number, one group will have 3) to create a document that prepares them for becoming parents. More information will be provided.

Assignments/papers are expected on time. Late assignments will NOT be accepted under any circumstance. Utilize time management skills and begin working on projects early!

Are there rubrics for the assignments? Yes. These are provided on blackboard.

Grading Scale: To calculate your grade, simply add the points you have received and use the following table:

A = 810 – 900 points C = 630 to 719.9 points F = 539.9 and below B = 720 to 809.9 points D = 540 to 629.9 points NOTE: I do NOT round up or curve. Your grade is the grade you earn. General Rules:

1. Respect other people’s opinions in a discussion/chat session. Do not try to dominate the class. While being critical, try to be open-minded and flexible. Enjoy the learning process.

2. Cell phones must be turned off and put away during class. Hiding them under the desk and texting/surfing the internet while in class is unacceptable and unprofessional. It is distracting (and rude) when a student’s eyes are focused under the table instead of on me and my lectures.

3. Students who believe their computers are slow should come to the A&M Texarkana campus to do any work that requires using a computer. Using

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the excuse that a computer froze will not work unless someone working at the computer lab or ASK center verifies the excuse.

Academic Dishonesty and Plagiarism: Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of materials from any source, constitute academic dishonesty, any may be ground for a grade of “F” in the course and/or disciplinary actions. For additional information, see the university policy manual. Disability Accommodation: Students with disabilities may request reasonable accommodations through the A&M-Texarkana Disability Services Office by calling 903-223-3062. A&M-Texarkana Email Address: Upon application to Texas A&M University-Texarkana an individual will be assigned an A&M-Texarkana email account. This email account will be used to deliver official university correspondence. Each individual is responsible for information sent and received via the university email account and is expected to check the official A&M-Texarkana email account on a frequent and consistent basis. Faculty and students are required to utilize the university email account when communicating about coursework. Extenuating Circumstances: These are serious factors outside a student’s control, which may hinder a student’s ability to perform to the best of his/her ability. They should be brought to the professor’s attention as soon as possible and will be handled on an individual basis. Extra Credit: There will be an extra credit opportunity. A separate hand-out with the guidelines for extra credit will be given.

Note: The instructor reserves the right to make any changes in the syllabus that she deems necessary at any time throughout the semester. Students who miss class are responsible for obtaining information from that class. Students are encouraged to read the current university catalog section on Policies and Procedures. It is in the best interest of the student to be familiar with sections on class attendance and the administrative drop procedure. Students who miss more than the allowed number of classes are at risk of administrative drop.

Class Schedule and Assignments

Dates Assignments

January

19 Introduction to Developmental Psychology – Why study development?

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Chapter 1: The Study of Human Development Class Discussion DUE NEXT class period: Chapter 1 See the discussion handout.

24 Chapter 1: continued Due: Chapter 1 Discussion. Be prepared to discuss it.

26 Chapter 1: continued

February

2 Chapter 2: Biological Foundations DUE: Chapter 2 Discussion


9 Chapter 3: Prenatal Development and Birth DUE: Chapter 3 Discussion

14 DUE: Baby Assignment Chapter 3: continued

16 EXAM 1: This covers chapters 1-3. Chapter 4: The First Three Months DUE: Chapter 4 Discussion


23 Chapter 5: Physical and Cognitive Development in Infancy DUE: Journal Article Review


March

1 Chapter 6: Social and Emotional Development in Infancy

6 Chapter 6: continued DUE: Video Assignments

8 Chapter 7: Language Acquisition

13 MOVIE: Genie

15 NO CLASS: SPRING BREAK

20 Chapter 7: continued DUE: Chapter 7 Discussion

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22 EXAM 2: This covers chapters 4,5,6,7. Chapter 8: Physical and Cognitive Development in Early Childhood DUE: Chapter 8 Discussion


29 Chapter 9: Social and Emotional Development in Early Childhood DUE: Chapter 9 Discussion

April

3 Chapter 9: continued DUE: Quiz over Chapter 10

5 Chapter 11 : Physical and Cognitive Development in Middle Childhood


12 EXAM 3: This covers chapters 8, 9, 10, 11. Chapter 12: School as a Context for Development


19 Chapter 13: Social and Emotional Development in Middle Childhood DUE: Chapter 13 Discussion


26 Chapter 14: Physical and Cognitive Development in Adolescence DUE: Chapter 14 Discussion

May

1 Chapter 14: continued Chapter 15: Social and Emotional Development in Adolescence


8 FINAL EXAM: This covers chapters 12, 13, 14, 15. Video Presentations

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Blackboard Help

When you log onto blackboard, click the course you are enrolled in. Then you need to click the “Course content” tab. See the example below. I have circled the course content tab to help you find it. There is a video there that will get you started. Please view this video. It will help you begin to find the things necessary for successfully completing this course.

Also, notice the 8th tab is titled “mail.” Use it, and check it often! Under the course content tab is one for announcements. That will also be used when I have important announcements. Make sure you check all 3 of these tabs each of the following days: Monday, Tuesday, Wednesday, and Thursday.

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Critical Thinking Discussion Questions Psy 2308

Please Review the Class Schedule and Assignments section of your syllabus for due dates.

Chapter 1: The Study of Human Development

Come to class prepared for the following discussion: Read the following brief vignette: Imagine that it’s the first week of the new school year and that your child Lee has just begun kindergarten in a public school with a good reputation in your suburban community. Although most of the children in the class are quickly adjusting to the routine, Lee is having a great deal of difficulty. Lee has been whining about going to school for weeks and clings to you and cries at drop-off time. The teachers report that Lee was very quiet during the first few days of class, tended to watch rather than participate in activities, and interacted to a limited degree with the other children. They also note that Lee is beginning to come to them for assistance and is making some progress. How do you explain Lee’s behavior to yourself? Why does Lee act this way? As a parent, have you done something wrong? If so, what? How can you help Lee adjust to kindergarten? How might Lee’s teachers help? Please type your response and bring 2 copies to class. I expect to hear different positions on the nature-versus-nurture theme. Is Lee just temperamentally a slow-to-warm-up child? Or has Lee not been taught the skills or behaviors that are needed to adapt to a new group setting? How might both nature and nurture be involved in this example? I also want to hear evidence for continuity and discontinuity in your initial approaches to the statement. Is Lee simply maturing more slowly than other children of the same age? Is some developmental transition necessary before Lee can effectively join the group? Are some aspects of Lee’s sociocultural background relevant? Even if Lee’s cultural and socioeconomic background is similar to that of the other children, is it possible that the public school environment differs from Lee’s preschool environment, necessitating a qualitatively different adjustment? Is the issue inherently one of individual differences? What mechanisms of developmental change might be involved in a child’s readiness for kindergarten? Can understanding such mechanisms be used to facilitate Lee’s adjustment? Finally, how active is Lee in the adjustment process? Do the students’

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ideas for facilitating adjustment assume that a child is active or passive in his or her own development?

Chapter 2: Biocultural Foundations Bring in a (color) picture of a zorse. What is a zorse? Why would I even be discussing a zorse in a human development class? What does a zorse have to do with chapter 2? Bring the picture to class and your answers to these questions for your discussion points.

Chapter 3: Prenatal Development and Birth

Discussion 1: Teratogens – Chapter 3 discusses teratogens. After reading the section on teratogens, go online and search google for information about plastics that we use every day. Notice that on the bottom of plastic bottles, you will find a triangle with a number from 1-7. Which numbers are really bad? Which ones are good? Which plastics are ok to reuse? Which plastics should you avoid? After looking up this information, go to your own kitchen. Look at plastic cups, bowls, containers, etc. Find out what types of plastics you have in your place. Write notes about what you find and bring them to class. Do not forget to turn them in! Discussion 2:

Please apply the material on low birth weight and multiple risks to a simulated life experience, responding to a relative whose child has just been born prematurely. Please remember that you will almost certainly have to respond to a similar situation among your circle of acquaintances at some point. According to statistics provided by the U.S. government in 2010, more than half a million babies (12.3% of live births) are born prematurely in this country each year. (For a report on premature births and statistics for your state, see the March of Dimes Web site: http://www.marchofdimes.com/peristats/AllData.aspx?reg=37). Causes vary; whereas poverty and poor prenatal care are certainly risk factors, even affluent mothers with excellent prenatal care can give birth prematurely. Read the following vignette and post how you would respond. Make sure your responses do apply the material on text pages 74–80. You return after class one day to find a message in your voice mail from your cousin’s husband, who is obviously upset. He has called to tell you that your cousin Karen has just given birth more than two months early to a little boy who weighs slightly less than four pounds. Karen’s pregnancy had been planned and completely normal and she had followed her doctor’s advice to the letter, so this outcome comes as a complete shock. The baby has been moved to the neonatal intensive care unit. You’re

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very close to Karen and know that she will want to see you as soon as possible. When you visit her in the hospital, Karen tells you that the baby is in stable condition but that she’s deeply worried about what the future holds for him and for the family. She shares her fear that he will never have a normal life. From what you’ve learned in your child development class, what can you honestly tell Karen about her new son’s chances for normal development? If she asks for your advice, what would you tell her?

Chapter 4: The First Three Months Discussion 1: (This must be answered using between 275 to 300 words.) William James, one of the earliest psychologists, famously said that the world of the newborn is "a big blooming, buzzing, confusion". Evaluate the validity of James' characterization of the newborn's perception of the environment in light of recent findings in perception, motor development, learning and cognition. Discuss infant capabilities and limitations that would bring either chaos or order to the world of infants. Discussion 2: Make up an example of an infant learning something via classical conditioning. Be sure to explain what the UC, UR, CS, and CR are. Discussion 3: Make up an example of an infant learning something via instrumental (operant conditioning).

Chapter 7: Language Acquisition

Apply Your Knowledge of Language Acquisition to the Movie about Genie that is located on blackboard. Keep in mind the role of nature and nurture in language development. Discuss, in 500 words, how this video goes along with information in chapter 7.

Chapter 8: Physical and Cognitive Development of Early Childhood

Discussion Question 1: Essay on Piaget After reviewing the information in prior classes and reading chapter 8, write an integrative essay. The topic will be a reassessment of Piaget’s view of infant cognition in light of recent research findings. The essay should contain a thesis sentence, a body section that presents support for the thesis sentence, and a conclusion. Your essay should be at least 1 page in length and not exceed 1.5 pages. The assignment must be at least 500 words. (No more than 550.) Discussion Question 2: Children Say the Darndest Things: Why do the following children say what they do?

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1. Caitlin, who was not quite 3, was playing in a wading pool. Since households had been asked to conserve water in their community, her mother allowed her to have only a few inches of water in the pool. Caitlin asked repeatedly for the pool to be filled up. Her mother patiently explained why only a small amount of water could be used. Caitlin became increasingly frustrated. Finally, she told her mother that she would get more water herself. She got her pail and happily dipped it into the pool, filled it, then poured the water back into the pool. She told her mother, “I’m making more water. I’m making big water.” 2. James, age 4, complained that his mother had given him buttered toast when he wanted plain toast instead. His mother, who was busily preparing breakfast for the family, simply flipped the toast over so that James saw the unbuttered side. He immediately stopped complaining, looked up at his mother, and said, “That’s more like it. Thank you.” 3. Erin, age 6, told her neighbor that her family was planning a special dinner for her grand¬mother’s birthday celebration. Erin asked, “Did you know Grandmom is older than Daddy? But how can she be older when Daddy is taller?” 4. Andrew, age 2, was scheduled to go to the hospital for some tests. As the family prepared to leave, Andrew’s 5-year-old brother, Matthew, repeated, “I don’t like this, I don’t want this to happen!” His parents tried to explain that the tests would help the doctors make Andrew better. Matthew continued to cry. Finally, his father insisted that he stop crying so that he didn’t upset his brother and said, “Andrew is the one who is having the tests and he isn’t as upset as you are!” Matthew immediately stopped crying and asked, “I don’t have to have this? Andrew has to have this?” Upon hearing this, Andrew started to cry. Matthew calmly turned toward his brother, gently patted his arm, and said in a kind voice: “It’s OK, Andrew, I don’t have to have this! You can feel better, Andrew.”

Chapter 9: Social and Emotional Development in Early Childhood

Discussion 1: NOTE: There are 2 sets of questions for this assignment. (Part 1 & Part 2) PART 1: Applying Theoretical Perspectives to Child Misbehavior Scenario You teach at a well-regarded preschool that serves families in a suburban community. Aidan has been a student in your class of 4-year-olds for the past four months. You see Aidan as a bright and affectionate child who is an active participant in circle time, center time, and other class activities. A problem has arisen on the playground, however. Aidan has gotten into disputes with other children much more frequently than usual and has even tried to bite other children on several occasions. You have tried to explain why the behavior is unacceptable and to redirect Aidan’s behavior, but it is time for a more serious approach. There appears to be no simple reason for

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his problem behavior (there are no major changes at home or at the preschool) and the problem is limited to the situation described above. Let’s explore how you as the teacher would approach this situation if you were a proponent of different theoretical perspectives on social development. Discuss the following points: 1 First, let’s think about the questions you would ask about Aidan’s problem behavior if you took a psychodynamic approach. Would you be more likely to look to Aidan’s environment or to Aidan as an individual for the source of the problem? Why? How would Aidan’s age be relevant? Would it matter if Aidan were male or female? What purpose or function would you assume the biting and aggressive behavior to serve? 2 Next let’s explore the situation from the perspective of operant conditioning theory. What would be different about the questions you would ask to try to understand the situation? What suggestions would you have about approaches to try with Aidan? 3 If you were a social learning theorist, what would be different about your approach? 4 What do you see as the relative advantages and disadvantages of each of these two approaches in this situation? Part 2: Applying Social Cognitive Theoretical Perspectives (Social Domain Theory) to Child Misbehavior Revisit the scenario above involving a preschool child’s misbehavior on the playground. Apply Dodge’s information-processing theory (p. 326, 328, 329, 470, 472, 485, 573 in your book). Which aspects of the situation would now be the focus of attention? At what points in the sequence of social information processing might the teachers intervene to change Aidan’s behavior? If Urie Bronfenbrenner (p. 28, 76, 339, 359, 555 in your book) were on hand to provide consultation about using the bioecological perspective, what additional aspects of Aidan’s situation would he encourage you to examine? For example, how is the microsystem of the playground, in which the inappropriate behavior observed, different from the microsystem of the preschool classroom, in which Aidan’s behavior meets the teacher’s expectations? What influences at the level of the mesosystem (the interaction between the microsystems of the playground and the classroom or the playground and the home environment) might be worth exploring? What exosystems or macrosystem influences might be relevant? Discussion 2: Think about the following terms. You may need to google them. 1. Personality 2. Social Referencing 3. Display Rules 4. Empathy 5. Emotional Intelligence – Look up Peter Salovey

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Think about how these words may relate to the section on Regulating Emotions, which begins on p. 320. Watch this video: http://www.youtube.com/watch?v=6EjJsPylEOY Scientists say that they can assess a four-year-old’s emotional intelligence (EQ)-and predict that child’s future-by observing how the child interacts with a marshmallow. The researchers offer a four-year-old a marshmallow and tell the child, “You can have this marshmallow right now, but if you can wait while I run an errand, you can have two marshmallows when I come back.” Remarkably, data show that children who are able to hold out for that second marshmallow generally grow up to be better adjusted, more popular, and more confident, and they obtain higher SAT scores. The marshmallow test measures the ability to delay gratification, one aspect of what Yale psychologist Peter Salovey termed emotional intelligence. This exercise takes a closer look at EQ. 1. Describe the interpersonal qualities that make up EQ. 2. What undesirable behaviors are associated with low EQ? 4. Describe how knowledge about EQ is important for parents and teachers. 5. In an effort to help children manage their anger and frustration-and reduce incidences of violence-schools are beginning to offer classes to raise children’s EQ. It’s a controversial step; many people believe that the qualities that make up EQ cannot be taught. What do you think? Can qualities such as empathy and impulse control be taught in the schools? Present your argument in less than one page. Use any information you’ve learned about EQ, child development, learning, and emotion to support your case. 6. In today’s schools, children come from many different cultural backgrounds. How is knowledge of EQ important for teachers who have to supervise children who come from different backgrounds? How can EQ help us in our own daily encounters with people with different cultural backgrounds?

Chapter 10: Contexts of Development

Part 1: It’s 6:00 P.M. on “Daddy’s night to cook,” and it’s been several days since everyone has been home for the family dinner hour. You’ve planned the kids’ favorite meal—a chicken and vegetable stir fry—and are looking forward to good conversation over a healthy dinner. The chicken is marinating, the vegetables are prepared and ready to go in the wok, the fruit and yogurt parfaits are ready in the refrigerator, and the water is boiling for the rice. You’re setting the table and anticipating how pleased your spouse will be when Kieran, your 11-year-old, arrives home from soccer practice. Kiernan pours a glass of milk and announces that she will die of starvation if she doesn’t get something to eat immediately. You tell her that her mother and brother will be home in about 20 minutes and that dinner will be ready about 15 minutes after they arrive. Kiernan says that she cannot possibly wait that long and heads to the pantry in search of a snack. You tell her that she is not to spoil her dinner. Kiernan

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says she can’t possibly hold off until 5:45 PM and reminds you that she is used to having dinner right after soccer. What do you do? Discuss Kiernan’s father’s dilemma. Decide what her response would most likely be if his parenting style were: a) authoritative, b) authoritarian, c) permissive, and d) rejecting-neglecting. Make sure that your responses reflect the characteristics of the style and illustrate the operation of the dimensions of demandingness and responsiveness. Part 2: Joshua is a third-grade student whose teacher describes him as “not working up to his potential.” Joshua has been having particular difficulty completing his homework assignments. After the most recent disappointing teacher conference, his mother began a regular homework hour and has been clear with Joshua that he will not be allowed to play outside until his assignments for the next day have been completed. The new plan has been in place only for about a week. Joshua and his family live in a southeastern city where it rarely snows. This afternoon, for the first time in several years, snow is falling and has begun to cover the ground. Joshua, who doesn’t remember playing in the snow, is understandably excited. He has just opened his backpack for his study hour when the doorbell rings. His three best friends from the neighborhood are at the door with makeshift sleds. They ask Joshua’s mother if he can play outside in the snow. Joshua is extremely eager to play with his friends and to see the snow. He reminds his mother that there is only an hour of daylight left. His mother has heard a weather report that indicates that the snow will turn to rain overnight. What does Joshua’s mother do? Discuss Joshua’s mother’s dilemma. Decide what her response would most likely be if her parenting style were: a) authoritative, b) authoritarian, c) permissive, and d) rejecting-neglecting. Make sure that your responses reflect the characteristics of the style and illustrate the operation of the dimensions of demandingness and responsiveness.

Chapter 13: Social and Emotional Development in Middle Childhood

Think about the following dilemmas. Write your answers to the questions and bring them to class.

1. A madman who has threatened to explode several bombs in crowded areas has been apprehended. Unfortunately, he has already planted the bombs and they are scheduled to go off in a short time. It is possible that hundreds of people may die. The authorities cannot make him divulge the location of the bombs by conventional methods. He refuses to say anything and requests a lawyer to protect his Fifth Amendment right against self-incrimination. In exasperation, some high level official suggests torture. This would be illegal, of course, but

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the official thinks that it is nevertheless the right thing to do in this desperate situation. Do you agree? If you do, would it also be morally justifiable to torture the mad bomber’s innocent wife if that is the only way to make him talk? Why?

2. You are going on a cruise. 2 days into the cruise your ship experiences technical difficulties and the captain says it needs to make an unscheduled stop. A couple of hours later the captain makes another announcement that the ship’s hull has been breached and that you will all need to start heading to life rafts and abandon ship. The ships life rafts are lowered as people begin to pile in and you get on board one of the life rafts.

As it is lowered however, it hits the side of the ship, putting a hole in the side of the raft, and when it hits the water it begins to sink. There are 10 people in the boat and to prevent it sinking, you quickly work out that by having 9 people working for 10 minutes while 1 person rests you can bail the water out with their hands, quick enough to keep the water at bay and preventing it from sinking, but you have to continually keep it up to ensure that the boat doesn’t sink. By being able to rest one person you are greatly able to increase the length of time you can keep the boat afloat, however if the rescue team doesn’t turn up you calculate that within 5 hours the boat will sink and you will all die.

While taking your break, you glance over to another boat and notice that a friend of yours who you met on the boat is there and has noticed your predicament. He is signaling for you to come over and join them on their boat so you don’t have to continue bailing water out. There is only just enough room for one more person. You also notice that their boat is moving away rapidly with the current, but your boat can’t keep up because the hole is affecting its buoyancy.

You estimate that if you jump ship, you will force all 9 remaining crew members to bail water continuously, which will reduce the total time they can stay afloat to just 2 hours, but will ensure that you will be able to live long enough to be rescued.

If you stay aboard, you will not have another chance to jump ship, and there’s no guarantee that the rescue will arrive in 5 hours, meaning you will drown, however by staying you give everyone a better chance of survival. As you watch the boat with your friend drift away, you realize you have about 30 seconds to make a decision:

a) Do you stay on your current boat and help keep it afloat as long as possible and hope that the rescue will arrive in 5 hours

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b) Do you go to your friends boat, ensuring your rescue, but reducing the chances of the others on the boat being rescued?

3. You are an emergency worker that has just been called to the scene of an accident. When you arrive you see that the car belongs to your wife. Fearing the worst you rush over to see she is trapped in her car with another man.

She sees you and although barely conscious, she manages to mouth the words “I’m sorry”…

You don’t understand, but her look answers you question. The man next to her is her lover with whom she’s been having an affair.

You reel back in shock, devastated by what her eyes have just told you. As you step back, the wreck in front of you comes into focus. You see your wife is seriously hurt and she needs attention straight away. Even if she gets attention there’s a very high chance she’ll die.

You look at the seat next to her and see her lover. He’s bleeding heavily from a wound to the neck and you need to stem the flow of blood immediately. It will only take about 5 minutes to stop, but it will mean your wife will definitely die.

If you tend to your wife however, the man will bleed to death despite the fact it could have been avoided.

Who would you choose to work on?

Kohlberg’s Moral Dilemmas

Dilemma I

Joe is a fourteen-year-old boy who wanted to go to camp very much. His father promised him he could go if he saved up the money for it himself. So Joe worked hard at his paper route and saved up the forty dollars it cost to go to camp, and a little more besides. But just before camp was going to start, his father changed his mind. Some of his friends decided to go on a special fishing trip, and Joe's father was short of the money it would cost. So he told Joe to give him the money he had saved from the paper route. Joe didn't want to give up going to camp, so he thinks of refusing to give his father the money.

1. Should Joe refuse to give his father the money?

1a. Why or why not?

2. Does the father have the right to tell Joe to give him the money?

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2a. Why or why not?

3. Does giving the money have anything to do with being a good son?

3a. Why or why not?

4. Is the fact that Joe earned the money himself important in this situation?

4a. Why or why not?

5. The father promised Joe he could go to camp if he earned the money. Is the fact that the father promised the most important thing in the situation?

5a. Why or why not?

6. In general, why should a promise kept?

7. Is it important to keep a promise to someone you don't know well and probably won't see again?

7a. Why or why not?

8. What do you think is the most important thing a father should be concerned about in his relationship to his son?

8a. Why is that the most important thing?

9. In general, what should be the authority of a father over his son?

9a. Why?

10. What do you think is the most important thing a son should be concerned about in his relationship to his father?


11. In thinking back over the dilemma, what would you say is the most responsible thing for Joe to do in this situation?

11a. Why?

Dilemma II

Judy was a twelve-year-old girl. Her mother promised her that she could go to a special rock concert coming to their town if she saved up from baby-sitting and lunch money to buy a ticket to the concert. She managed to save up the fifteen dollars the

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ticket cost plus another five dollars. But then her mother changed her mind and told Judy that she had to spend the money on new clothes for school. Judy was disappointed and decided to go to the concert anyway. She bought a ticket and told her mother that she had only been able to save five dollars. That Saturday she went to the performance and told her mother that she was spending the day with a friend. A week passed without her mother finding out. Judy then told her older sister, Louise, that she had gone to the performance and had lied to her mother about it. Louise wonders whether to tell their mother what Judy did.

1. Should Louise, the older sister, tell their mother that Judy lied about the money or should she keep quiet? 1a. Why?

2. In wondering whether to tell, Louise thinks of the fact that Judy is her sister. Should that make a difference in Louise's decision?

2a. Why or why not?

3. Does telling have anything to do with being a good daughter?

3a. Why or why not?

4. Is the fact that Judy earned the money herself important in this situation?

4a. Why or why not?

5. The mother promised Judy she could go to the concert if she earned the money. Is the fact that the mother promised the most important thing in the situation?

5a. Why or why not?

6. Why in general should a promise be kept?

7. Is it important to keep a promise to someone you don't know well and probably won't see again?

7a. Why or why not?

8. What do you think is the most important thing a mother should be concerned about in her relationship to her daughter?


9. In general, what should be the authority of a mother over her daughter?

9a. Why?

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10. What do you think is the most important thing a daughter should be concerned about in her relationship to her mother?


11. In thinking back over the dilemma, what would you say is the most responsible thing for Louise to do in this situation?

11a. Why?

Dilemma III

In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. the drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $400 for the radium and charged $4,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000, which is half of what it cost. He told the druggist that his wife was dying, and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from if." So, having tried every legal means, Heinz gets desperate and considers breaking into the man's store to steal the drug for his wife.

1. Should Heinz steal the drug?

1a. Why or why not?

2. Is it actually right or wrong for him to steal the drug?

2a. Why is it right or wrong?

3. Does Heinz have a duty or obligation to steal the drug?

3a. Why or why not?

4. If Heinz doesn't love his wife, should he steal the drug for her? Does it make a difference in what Heinz should do whether or not he loves his wife?

4a. Why or why not?

5. Suppose the person dying is not his wife but a stranger. Should Heinz steal the drug for the stranger?

5a. Why or why not?

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6. Suppose it's a pet animal he loves. Should Heinz steal to save the pet animal?

6a. Why or why not?

7. Is it important for people to do everything they can to save another's life?

7a. Why or why not?

8. It is against the law for Heinz to steal. Does that make it morally wrong?

8a. Why or why not?

9. In general, should people try to do everything they can to obey the law?

9a. Why or why not?

9b. How does this apply to what Heinz should do?

10. In thinking back over the dilemma, what would you say is the most responsible thing for Heinz to do?

10a. Why?

Dilemma VII

Two young men, brothers, had got into serious trouble. They were secretly leaving town in a hurry and needed money. Karl, the older one, broke into a store and stole a thousand dollars. Bob, the younger one, went to a retired old man who was known to help people in town. He told the man that he was very sick and that he needed a thousand dollars to pay for an operation. Bob asked the old man to lend him the money and promised that he would pay him back when he recovered. Really Bob wasn't sick at all, and he had no intention of paying the man back. Although the old man didn't know Bob very well, he lent him the money. So Bob and Karl skipped town, each with a thousand dollars.

1a. Which is worse, stealing like Karl or cheating like Bob?

1b. Why is that worse?

2. What do you think is the worst thing about cheating the old man?

2a. why is that the worst thing?

3. In general, why should a promise be kept?

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4. Is it important to keep a promise to someone you don't know well or will never see again?

4a. Why or why not?

5. Why shouldn't someone steal from a store?

6. What is the value or importance of property rights?

7. Should people do everything they can to obey the law?

7a. Why or why not?

8. Was the old man being irresponsible by lending Bob the money?

8a. Why or why not?

Chapter 14: Physical and Cognitive Development in Adolescence

Students will go to places where adolescents hang out (i.e., the mall, Skate America, the parks, the theater, etc.), observe their behaviors, and eavesdrop on their conversations. They will then write an essay that relates the observations to the information in chapters 14 and 15.

Texas A&M University-Texarkana

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