COURSE SYLLABUS
HUMAN GROWTH AND DEVELOPMENT
PSYC 3313 76
SPRING 2007 SEMESTER
LANGSTON UNIVERSITY OKLAHOMA CITY
4205 LINCOLN BOULEVARD
OKLAHOMA CITY, OKLAHOMA 73105
SIDNEY CARTER, ED.D., professor
Room #115
Phone (405) 962 1633
E-mail Scarter@lunet.edu
Langston University
School of Education and Behavioral Science
Psychology
PSYC 3313 76 Human Growth and Development
3 Credit Hours
Room 115
FACULTY
Professor: Sidney Carter, ED. D
Office: Oklahoma
City Campus
Phone: (405)
962 1633
Office Hrs. 4 p.m. until 8 p.m. Wednesday, Thursday
and Friday
Class Hrs. 4:30 p.m. to 7:10 p.m.
Wednesday
“Human Growth and Development “ is a course designed to emphasize the theories, constructs and concepts
that lead to understanding the principles of development for infants, children, adolescents, young adults, middle-aged and
mature members of society. Several different perspectives will be viewed from
psychological to biological and moral to cognitive differences. Selected aspects
will be highlighted as deemed necessary by the instructor.
I. CATALOG DESCRIPTION:
Human Growth and Development deals
with principles of
Understanding and guiding the development
of infants into
Mature members of society. Significant aspects of life from
Conception to death are emphasized. Fifteen (15) hours of field
Experiences
are required beyond regular class time (Teacher
Education students only). Prerequisites: PSYC 1113,
ED 2212
(For Education majors only).
II.
RATIONALE;
Parents, teachers, social scientists
and a variety of other
Professionals are required to interact
with individuals,
(Children through late adulthood)
on a daily basis. It is believed
That the more information one has
about individuals the more
appropriate the contacts will be. The course is also designed to
aid students in gaining additional
insight into their recent history,
the nature of their own childhood,
adolescence, early adulthood
and middle adulthood and view how
it has shaped their present
makeup. Human Growth and Development is a provocative field
of inquiry regardless of one’s
culture, race, ethnicity,
Socioeconomic background, and or religious
preference.
III. COURSE OBJECTIVES:
Upon successful completion of
this course, each student is
Expected to be able to:
1. Explain the history of child development and compare it with
the relatively brief history of interest in life-span development
2. Compare theories and underlying assumptions proposed by
Known theorist such as Freud, Erickson , Piaget and Maslow.
3. Explain the basic laws of genetics, drawing on human
Experience.
4. Discuss physical development and intelligence from birth to
Adulthood.
5. Discuss personality development from birth through
Adulthood.
6. Discuss social and emotional development from birth through
Adulthood.
7. Discuss cognitive development from birth through adulthood.
8. Describe both normal and abnormal patterns of human
Development.
9. Apply research methods to the study of human development.
10. Use knowledge to enhance
oneself and ones knowledge of
Others.
IV. INSTRUCTION METHODOLOGY:
Instruction methods will include
student-instructor discussion,
lecture, special presentations,
video presentation and library
Research. In cases where it is available and or required, students
will participate in observation
exercises, in selected school
systems, mental health centers,
or daycare facilities.
V. METHODS OF EVALUATION:
A.
Examinations, class participation and paper
1. Four (4) page typed Paper 100
points
2. Mid-term examination
100 points
3. Final Examination
100 points
4. Class participation
100 points
Total Points
400 points
To
ensure students are reading chapter assignments Pop Quizzes may be given without notice for extra points!
B. Grading Scale
A = 350
to 400 points
B = 300
to 349 points
C = 250
to 299 points
D = 200
to 249 points
F = 199
and below
Required Textbook:
Papalia, D.E. & Olds, S.W. (2001) Human Development
(10th ed.) San Francisco, California: McGraw –Hill, Inc.
Academic
Honesty
Cheating and plagiarism will not be tolerated. Any student caught cheating will receive a zero for that exam and/or risk receiving an F for the course. Plagiarism is defined as the use without proper acknowledgement of the ideas, phrases,
sentences or larger units of discourse taken from the work of another writer or speaker.
The
American Heritage Dictionary defines plagiarism as “to steal and use (the ideas of writings of another) as one’s
own”. In standard academic practice, this means if you copy any more
than three consecutive words written or spoken by another you must acknowledge the source of these words using
a footnote, and by either enclosing the words in quotation marks, or (if a longer quotation) uniformly indenting and single-spacing
the material. Correct citation method is APA style.
AFFIRMATIVE
ACTION
Langston University in compliance with Title VI and VII of the Civil
Rights Acts of 1964, Executive Order 11246 as amended, Title IX of the Educational Amendments of 1972, Americans with Disabilities
Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex,
age, religion, handicap, or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited too, admissions, employment, financial aid and educational services.
ADA
STATEMENT
Langston University fully subscribes to all required standards of the
American with Disabilities Act of 1990 (ADA). Persons in need of assistance should
contact the ADA Compliance Officer in the Office of Student Affairs, Room 119, Page Hall, (405) 466 3445. This should be reported at some point before, during, or immediately after the first scheduled class period
so accommodations can be provided for the student to be successful in that class.
Policy
on Electronic Devices in the Classroom
All
electronic devices (e.g., cell phones, pagers, palm pilots, beepers watches) must be turned off and (with the exception of
watches) concealed during class. Interacting with these devices during class
is strictly prohibited. Instructors may make exceptions for instructional purposes. A student who anticipates an emergency call must go directly through the emergency
dispatch system located in the Langston University Police Department. The emergency
dispatcher will deliver the message to the instructor.
Penalty
for Infraction
· A student
who fails to comply with this policy will be initially dismissed from the class and (per the Instructor’s discretion)
may be counted absent. Points may be deducted for work missed during that time.
· A student
whose electronic device is activated during an exam will be dismissed from the class and denied the opportunity to complete or take that exam. An Instructor may elect not to
grade that exam.
· A student who violates this policy a second time will be dropped from the course for
disruptive behavior.
Disability
Statement: Any student with a disability that will affect his or her
Progress in this class and is registered with student
Services, please inform the professor during or after the
First
class meeting.
Prepared
by_____________________________
Date______________
Instructor
Reviewed
by_____________________________
Date______________
Chairperson/Coordinator
Accepted
by______________________________
Date______________
Class Schedule
Human Growth and Development
Spring Semester 2007
Chapter(s)
1
17 07 Introduction to Class and Syllabus Review
1
24 07 The Study of Human Development show “Wild Child Film” 1
1
31 07 Theories / Research
and Forming a New Life
2, 3
2
07 07 First Three Years (Physical
Development)
4
2
14 07 First Three Years (Cognitive/ Psychosocial Development)
5, 6
2
21 07 Early Childhood…Physical / Cognitive
7, 8
2
28 07 Adolescence Physical
/ Cognitive (P/O Take home Mid-Term)
11
Test Covers Chapters 1 – 8
3
07 07 Young Adulthood (Psychosocial
(Take home Mid-term Due)
12
3
14 07 Young Adulthood Physical/Cognitive/Psychosocial Development 13, 14
3
21 07 NO CLASS, SPRING BREAK
3
28 07 Middle Adulthood (Physical and Cognitive Development)
15
4
04 07 Middle Adulthood
(Psychosocial)
16
4
11 07 Late Adulthood
(Physical and Cognitive Development)
17
4
18 07 Late Adulthood
(Psychosocial Development)
18
4
25 07 PAPERS DUE
PRESENTATIONS BEGIN
5
02 07 PRESENTATIONS CONTINUE
PASS OUT FINAL EXAM
FINAL EXAM COVERS CHAPTERS 11 THROUGH 18
5
09 07 FINAL EXAMINATION DUE
CONGRATULATIONS TO GRADUATING SENIORS
GUIDELINES FOR DEVELOPMENT OF PAPER
Assignment: Write
a paper summarizing “one” of the development stages we have discussed (i.e. First Three Years, Early Childhood,
Adolescence, Young Adulthood, Middle Adulthood, or Late Adulthood).
In your paper utilize one of the six theoretical perspectives (Psychoanalytic, Learning,
Humanistic, Cognitive, Echological or Contextual) we have discussed to explain the development stage you select.
EXAMPLE:
If
you select Early Childhood as the development stage you want to write your paper on, then, discuss all of the events that
should “normally” occur during this stage and relate these occurrences to one of the six theoretical perspectives
above. Be sure to give credit to the Developmental Scientist who popularized
the theoretical perspective you use.
TECHNICAL ASPECTS:
The paper should be typed, double spaced, 1 inch margins at top and bottom of page, correct spelling, punctuation,
and appropriate citations of references (if applicable). The paper should be no less than 4, and not more than 8 pages
long .
HAPPY WRITING!
