Class Meets: Mondays and
Wednesday, 8:00-9:20, Dillard Bldg. Rm. 345
Students will be able to: (National Association for the Education of
Young Children – NAEYC Standards are in parenthesis. www.maeyc.org
1. Understand the major
theories of children’s physical, cognitive, social, moral, and emotional development (1a, 1b, 3b, 5a, 5c)
2. Understand genetic and
prenatal influences on human development (1a, 1b)
3. Recognize normal and
abnormal developmental patterns (1a, 1b, 2a, 3b, 5a, 5c)
4. Understand the role of
stress on development (5a, 5c)
5. Understand the influence of
family and culture in human development (1a, 1b, 2a, 3b, 5a, 5c)
6. Understand the contribution
of heredity and environment to development (1a, 1b, 5a, 5c)
7. Develop and understanding
of human growth and development and the changes that occur from
Infancy to young adulthood
(1a, 1b, 2a, 3b, 5a, 5c)
8. Identify and accommodate
for factors that impact learning (1a, 1b, 2a, 3b, 5a, 5c)
9. Develop and understanding
of the development and maintenance of a healthy self-concept
(1a, 1b, 5a, 5c)
10. Develop and understanding of
one’s own development and how that process impacts one’s
approach to children and
adolescents (1a, 1b)
1. Choice Project
You are required to choose one of the following projects. You need to obtain permission before you
observe. An example of a Consent form for observation is attached (pg.12.). If you are planning to observe a group of children or an
individual in the public, you do not need to get permission.
Observation of 2-6 Year Old
children aged 2-6 in their natural environment (e.g. home, daycare, playground,
or any public library).
1) Obtain permission from the
children's parent or teacher (unless you are in a public area, such as a
playground, school or the downtown library). Be sure to tell them that the
purpose of the observation is for a course assignment, that you will not be
testing the children in any way. Explain that you merely want to observe
children in a normal situation.
2) Arrange a time when you can
observe. Plan at least two hours of observation. During this time, do nothing
but observe and take notes. You must be free to be in the background and cannot
be responsible for the children during the observation.
3) Put yourself in as unobtrusive
a place as possible. Move around as the children move. Do not invite any kind
of contact with the children; do not make eye contact with the children; do not
smile; and do not talk except when the children talk directly to you, in which
case say you are busy and will play later.
4) For one hour try to write
down everything the children do. Write down speech (if you understand it),
describe movements, and behaviors. Describe only what you see and hear,
free of evaluation and intent.
5) When you have completed the
observation, reread what you wrote and consider the following questions in your
Analysis guide and questions:
1) Did you manage to keep all
description of intent out of your record? Were you able to remain objective?
(comment on your experience and level of success with trying to do this)
2) Since you probably could not
write down everything that the children did and said, think about what you left
out, and add any additional notes to your observation notes.
3) Did you find that you paid
more attention to some aspects of behavior than others, such as listening to
language, rather than noting physical movements?
4) What would such bias do to
the kind of information you could obtain from your narrative?
5) What do you think were the
effects of your presence on the children?
6) Note the children's ages,
describe their physical appearance, and describe the setting in which you observed.
7) Describe the motor
development of the children you observed. List the specific skills.
8) Describe specific examples of
cognitive development through the play activities you observed in the children.
9) Describe evidence of the
developmental theory (Piaget) that you observed in the children.
10) Describe evidence of language
development in the children as far as is possible, given that you probably
couldn't understand much of what they said. List specific examples.
11) Note whether or not you
observed any private speech with any of the children. Give examples.
12) What characteristic patterns
of friendship did you observe in the children?
(2) Observation of Adolescents
For this observation assignment you will observe a group of
adolescents in a social environment (e.g. a mall, school grounds, library, or
1) Your observation of some
individuals may be brief as you are observing subjects who are unaware of your
assignment objectives. In the event that the group you are observing leaves the
area, be prepared to observe another group. Plan to base your observation on at
least 45-60 minutes of observation notes.
2) Try to write down as much as
you can about what you're observing while remaining as unobtrusive as possible.
Describe only what you see and hear, free of evaluation and intent.
3) Include in your
summary/analysis the estimated age of the adolescents you observed, a
description of them, and a description of the setting.
4) When you have completed the
observation, reread what you wrote and consider the following questions in
writing a developmental analysis. Include reference to the text when describing
and analyzing developmental concepts and theories.
Observation questions and
1) What did you notice about the
physical development of the adolescents you observed? What range of development
did you see?
2) The text describes
"sensation seeking" in relation to risky behaviors. If you could hear
and understand dialogue, did you notice any references to, or discussion of
behaviors you would consider to be sensation seeking?
3) Did it appear that any of the
adolescents were "together" in terms of dating? What did you notice
about their interactions? (if applicable)
4) Were any of the adolescents
smoking or using other chemicals?
5) Identify whether the group
you were observing was a clique or a crowd (and explain your reasons for your
conclusion). What else did you notice about the peer group structure?
6) Did any of the adolescents
engage in any form of, or discussion of, antisocial behaviors?
7) What else did you notice
during your observation that is important to include in your analysis?
Note: Your summary and analysis should be 4-5 pages (be sure to proof read
and spell check). Include your rough field notes when handing in your summary.
will be watching a film in class. Apply what you’ve learned by analyzing a
person’s life behavior. We will use the characters as they are portrayed in the
film to identify where each of them fits
in the following categories/stages of the following major theories.
of Moral Development
Four-Statuses of Identity (Categories)
Development and Exercise of Self-Efficacy over the Lifespan
chart of the characters in each of the five families in the film is listed on
the syllabus (pp. 17-18). Identify where each character would fall in the five
research theories. Some of the characters change in certain ways over the
events of the film, so you would need to discuss briefly where the character
fits in the beginning and then what stage did they move
to, etc. You need to select at least five
characters to further discuss your findings. An
example of a parenthood paper will be posted on the Webct. You need to
select appropriate theory/theories (based on your knowledge) to each character
to the chart, and turn in your paper and the chart together to the instructor.
Your "Life Story” is from a developmental perspective. In
this version of your life story, you must include the theories, concepts,
and behaviors for each life stage that is described in the textbook. Please
follow the outline below, giving each of the six sections a heading. Within
each section you may organize your paper as you wish, but make sure that you
address each area (taking into
consideration that your parent may not be able to or willing to share
information on all questions) and that you follow a clear organizational
structure. Feel free to add to the following outline as you tell your story.
Format and suggested length: Papers that do an adequate job of covering the
outline are generally a minimum of 6-8
pages of word-processed text, double spaced. If you have any photographs of
yourself and other people and aspects of your life that you would like to use
to illustrate your story, you are welcome to use these (or to create your own
Present your life story to the class using technology or poster
just need to elaborate on the questions that you have applied to your
development at each stage. Life
story and presentation’s rubric is listed on page 16.
You will be assessed on the
of developmental theory
of theory to life
guidelines & outline:
Stage 1: Prenatal
1) How does/do your parent(s)
describe your prenatal development?
2) Describe yourself at birth
(weight, length, hair, anything else you can find out about your appearance at
birth). Also: where you were born, who was there, what your birth was like?
3) Did your mother use drugs to
relieve labor pains?
4) How were you described as a
newborn? Sleep patterns? Family's adjustment to you?
Stage 2: 0 - 2 years
1) Who took care of you? Did you
stay at home? Did you attend childcare?
2) Describe your motor and
3) Referring to Chomsky's idea
that innate ability and rich linguistic and social environment combine to
promote language development, describe your environment and how it could have
contributed to your language development
4) Discuss your development of
attachment using the four attachment patterns
5) Describe your temperament
6) Refer to Erikson's theory in
describing the way you were parented.
Stage 3: 2-6 years
1) Describe your growth during
this time. What was your general health like? Describe your motor development.
2) Use Piaget's theories as a
framework to describe your thinking and playing.
3) Use Vigotsky's
social-cultural theory and describe your language and your schooling during
4) Describe the formation of
your gender identity. Do you remember when you realized you were a boy/girl?
5) Who did you play with? What
were you like to play with?
6) Did you suck your
thumb/pacifier or have a favorite "blankie?" When did you give these
things up? Was it traumatic for you?
Stage 4: 6 - 11 years
1) Describe your health, motor
development and play at this stage.
2) What kind of student were
you? Was school a positive experience during this time?
3) Describe how you used
information processing at school.
4) Refer to your resolution of
Erikson's stage of inferiority.
5) Describe your friendships and
your category of peer acceptance.
6) Describe family influences on
your development (parent, siblings and/or other relevant family members).
7) What do you remember most
about this time?
Stage 5: Adolescence
1) Describe your experiences of puberty and the
effects that it had on your life.
2) Describe how your experiences
fit into Erikson's theory of Identity vs. Identity confusion.
3) Describe your adolescent
identity status according to James Marcia's theory.
4) Refer to the imaginary
audience and personal fable during your adolescence. Describe an example of how
this manifested itself in your life.
5) Describe and comment on the
influence of your peer group.
6) Did you experiment with
drinking/smoking/other drugs? What types of intervention occurred as a result
Stage 6: Early Adulthood
1) In what ways have your body
and mind changed since you were younger?
2) How do you expect them to
change as you get older?
3) How has attending college
affected your life, and what difference do you think it will make in your
Final grade will be
determined by the number of points earned through completion of the following
assignments. You are required to
finish all of the assignments in order to receive a complete final grade. If you
have any unfinished assignment, you will receive “incomplete” on your final
grades till you completely finish all course required assignments. Special
Notes: some in-class projects and supplemental articles may be required, but
not listed specifically in the
syllabus. You will be informed in class and /or-via email of any changes to the
Late work is not accepted in
this class. A total of 50 points per
day will be deducted until the assignment is turned in. Arrangements for exceptional cases must be
made AT LEAST TWO DAYS PRIOR TO THE DUE
DATE, AND ONLY ONE TIME PER SEMESTER. Turn in your assignments with a hard
copy on the due date which is listed on the course calendar.
a. This course has a strict
attendance policy. Professional teachers
are dependable, reliable, and responsible.
Therefore, you are expected to be on time, and in attendance in every class. Tardiness, leaving early, and absences are
considered evidence of lack of dependability and are taken seriously.
b. If you are absence, your
grade will be reduced as follows:
absence – no penalty
absence 50 points deducted from your final grade average
absence 100 points deducted from your final grade average
More than 3 absences will result in an additional 100 points deducted
from your final grade average for each absence beyond the first three.
(c) If you have an unexpected
medical treatment, you must turn in a doctor’s note at the time you return to
class. It is your responsibility to
provide the written documentation to the instructor to avoid the loss of
(d) Turn any electronic device OFF during class. Any use of your cell phone and/or texting may result in your phone
being confiscated, and a Fitness Alert being written.
Honesty is a fundamental precept in all academic activities, and those
privileged to be members of a university community have a special obligation to
observe the highest standards of honesty and a right to expect the same
standards of all others. Academic
misconduct in any form is inimical to the purposes and functions of the
university and there is unacceptable and rigorously proscribed. Academic dishonesty may result in a failing
grade for the semester and will be reported to the appropriate authorities
within the College. This policy applied
to the issue of plagiarism, in particular.
It is critical that you cite your sources and give people the credit
Plagiarism is academic dishonesty.
Plagiarism will be considered grounds for failing this course. You are required to use the APA
citation and you are not allowed to directly quote the textbook or any other
books without proper citation.
Note: By enrolling in this
course, the student expressly grants MSU a “limited right” in all intellectual
property created by the student for the purpose of this course. The “limited right” shall include but shall
not be limited to the right to reproduce the student’s work product in order to
verify originality and authenticity and for educational purpose. (from the
In accordance with the law, MSU provides academic accommodations for
students with documented disabilities.
Students with documented disabilities who believe they may need
accommodation in this class are encouraged to notify the instructor and to
contact the MSU Disability Support Services, Clark Student Center, Rm. 168 or