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Instructor:   Jill Urban-Bollis                             Phone: 815-224-0429

Office:   D-303                                                      e-mail: jill_urbanbollis@ivcc.edu

Course Description:  This course reviews the study of human development from conception through adolescence.  It includes research methods and developmental theories and addresses all the major areas of development (physical, social, emotional and cognitive) and the interaction among these areas. The relationship between theory, research and practical application is emphasized along with diversity.

Expected Learning Outcomes/ Competencies related to General Education Goals:

Upon successful completion of this course, students will be able to:

1.          Understand how children/adolescents construct knowledge, acquire skills, and develop habits of mind (IPTS 2A- Introduced)

2.          Understand and apply patterns noted in child development, including biological, cognitive, and psychosocial and how they interact and can effect learning (IPTS 2B-Introduced).

3.          Understand human development, learning theory, neural science, and the ranges of individual variations within each domain (IPTS 2C- Introduced)

4.          Understand that differences in approaches to learning and performance interact with development (IPTS 2D- Introduced0

5.          Know the impact of cognitive, emotional physical, sensory disabilities on learning and communication processes (IPTS:  2F- Introduced)

6.          Understand the areas of exceptionality in learning as defined in the Individual with Disabilities Act 9IDEA) (IPTS 3A- Partially Introduced)

7.          Consider how contextual issues-including age, gender, culture, socioeconomic status, and ethnicity-broaden our understanding of human development, and note how the multidisciplinary nature of human development contributes to this understanding.(IPTS 7B- Introduced)

8.          Consider how the interplay of nature (genetics) and nurture (environment) affects development across the childhood and adolescents and understand the benefits, barriers, and techniques involved in parent/family relationships (IPTS 9B- Introduced).

9.          Demonstrate application of child development theory through the clinical/observation and/or case study components of the course.

10.           Describe how the scientific method is used in research on human development, and explain how.

Welcome to Child Growth and Development.  For many of you this will be the first time you have taken an independent study course.  This course was designed to provide you with the flexibility to earn college credit by fitting the course into you personal schedule.  This course consists of viewing a series of 26 half-hour video lessons, doing the assigned reading in the textbook and study guide, completing assignments, and taking the tests.  You will be working on your own.  This course requires approximately five to six hours per week for reading, viewing videos, and completing the assignments.  Below is a list of questions most commonly asked by students.  Please read them and let me know if you have any questions that I did not cover.

Where can I take the tests?

Besides the IVCC library, you can take the exams at the Princeton, Ottawa-(Reddick) and Streator library.  Check your library to see if it has designated telecourse hours- Students should always confirm telecourse service hours with participating libraries.

How is the course set up?

The course consists of viewing a series of one-half hour videotapes, doing the assigned reading in the textbook, assignments in workbook, and taking the tests.  You will be working on your own for the most part.  The terms that are listed in italicized black on the borders of the text must be understood in order for you to do well and you must thoroughly read the text.

How do I get the videotapes?

Students can check out the complete set of videos at the start of the semester at the Jacobs Library at IVCC with a valid IVCC I.D.  There is not cost to borrow the videos but if they are not returned there will be a $40 fee assessed.  Go to the main desk of the library and ask for the Child Development-Stepping Stones tapes for PSY 2001.

What book is required?

The Developing Person Through Childhood and Adolescence. 6^th ed. New York:  Worth Publishers (ISBN 0-7167-5257-3).  Telecourse Student Guide to accompany Child Development:  Stepping Stones. New York:  Worth Publishers.   All books are available in the IVCC bookstore.

What are the course requirements?

1.      Read the textbook/student guide chapters as indicated on your assignment sheet.

2.      View the video lessons.

3.      Complete the study activities at the end of each lesson in the telecourse student guide.

4.      Turn in the assignments per the attached schedule and instructions.

5.      Take the exams.

6.      Contact your instructor when needed.

What are the tests like?

You are required to take two exams (75 questions each) and one final (75 questions), cumulative exam.  The tests cover material from the text, study guide, and tapes. Therefore, they all should be reviewed thoroughly.   The tests are moderately difficult college-level exams, so please make sure you are well prepared when you take them. Please use capital letters on your answer sheet.   Your grade will be determined by averaging the exams and assignments. 

Dates are as follows:  Notice that you can take the exam during the week of each scheduled date.

Unit Test                               Chapters               Tapes     Student guide lessons       Week                    # of Q’s

Exam #1                 1-7                          1-10                   1-10                             Feb 17                    75

Exam #2                 8-13                        11-20                11-20                          Mar 31                   75

Final Exam                            1-16                        1-26                    1-26                            May 5                     75 

What happens if I do not complete exams? 

All exams are due by the final test date (see exam schedule).  If no exams are completed by midterm, it is possible for you to be dropped from the course unless you notify me.  If you only complete one or two exams and then decided not to complete the remaining exams, you will earn an (I) for your final grade.  Be aware that an (I) incomplete can eventually turn into an (F) if no effort has been made to complete the remaining exams.  This grade can remain on your permanent record if no effort is made to complete the course.

What assignments are required?

Assignment     #          Assignment name       Due date                       Points worth

Assignment #1:  Time-line (see attached)   This assignment has three parts and all three parts need to be completed to earn full credit.  Part 1 can be hand written on an 8 ½ X 11 sheet of paper.  Part 2 will need to be typed.  Part 3 can be printed from the computer.  All parts are to be stapled together and submitted with exam #1.  Full assignment description is attached.

Assignment #2:  Theory Summary

Select five theories from your text and summarize in a paragraph or two the basic principles of the theory and the theorist responsible for the theory.  This is to be typed, double spaced and submitted with your exam #2 or you can use the forms attached. 

Assignment #3-#8:  Learning Activity Observations

You will be provided with observation suggestions in which you will need to select one from each age range, observe/collect information, and write a reflection on your findings.  These are to be typed, double spaced, ½-1 page in length (maximum).  Content and grammar/punctuation errors will be considered in the grading process.  This will be worth 100 points (20 points each)

Who is successful in this course?

Successful students are the ones that can get themselves to read the chapters and to watch the tapes on a regular schedule.  In other words, they approach this course much the same way they do their other courses in that they do something each week instead of trying to watch all the tapes near the end of a unit.  For many students the flexibility is an exciting new way to earn college credit, for others it is not workable.  If you find you having difficulty getting work done, give me a call or stop in and see me.  I might be able to give you some help.  Try to stay on task according to the exam schedule. Exam dates are set to keep you on a schedule to complete the course in a timely manner.  If you have a life event that may keep you from taking the exam on schedule, you can delay taking the exam for a few days (1-3 days).  Do make a note that all exams are due on the last exam date scheduled for the semester.  If exams are not completed by the last exam date an( I) Incomplete will be given as a grade for the course.  Once an Incomplete is placed as a grade, you can either complete the exam(s) and receive the grade you earned or it administratively turns into an F if the exams are not completed.   If you receive this information after the start of the semester, you may find that the first test date is too soon for you to prepare well for the exam.  Accordingly, you may delay taking the test for a few days to give yourself adequate study time.  By the second exam date, however, you should be back on schedule.                                             

Read the chapters in accordance to the videos you watch.  Watch the videos on a regular basis.  Tests must be taken during the given week as noted on the exam schedule.

                                                                                                                                                Total points:     _____/375

If Test #1 and Assignment #1 are not received by mid-term and no progress is made toward completing the class, a student could be dropped from the course.  Be sure to stay on the course schedule. 

How are grades determined?

Your grade will be determined according to the total number of points you receive on the exams and assignments.  If a student is caught cheating in this course he/she will automatically receive a failing grade for the course.   There is a maximum of 375 points.

  Grade                                             Total points

   A (90% or higher)                               375-337

   B (80%)                                               336-59-320

   C (70%)                                              319-280

   D (60%)                                               279-240

   F (50% or lower)                                 239 or less

How can I receive course feedback?

Once the instructor receives your exam, it will be graded and you will be notified via mail of the grade you earned.  It will include the grade you earned on the exam and the   total points you have earned for the course.  Please feel free to contact me at any point throughout the semester if you have any questions/concerns.

Where can I get help?

My office is located in Room D-303 at IVCC, my phone number is 224-0429, or you can e-mail me with your questions/concerns at jill_urbanbollis@ivcc.edu.  If you cannot reach me, leave a message and I will call you as soon as I can.  If you want me to call at a certain time, please indicate that also.   In addition, you can navigate my web page for this course at http://www.ivcc.edu/jurban/psy2001/sg.htm.  You can also access the course text web page at http://www.worthpublishers.com.

Disability Statement:

If you need support or assistance because of a disability, you may be eligible for academic accommodations through the Special Populations office.  Stop by office B-204 or call (815) 224-0284.

Financial Aid statement:

Withdrawal from a course can affect financial aid.  Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.

IVCC Student Handbook:

Please review the IVCC Student Handbook to be aware of student conduct including plagiarism, withdrawal policy and any other student matters. 

PSY 2001 TELECOURSE

DATA COLLECTION

The completion and mailing of this form to me before the first scheduled test date will add five points to your total test score.  By completing this form, it will also indicate to me that you are an active student enrolled in this course.  Also, be aware that all exam and assignments are due on the final exam date.

NAME:                                                                                    Date:

ADDRESS:

PHONE NUMBER: 

(home)

(work)

e-mail address:

HIGH SCHOOL YOU GRADUATED/YEAR:

TOTAL # OF SEMESTER HOURS COMPLETED:

MAJOR FIELD OF STUDY:

WHAT IS YOUR REASONS FOR TAKING PSY 2001?

HAVE YOU TAKEN OTHER TELECOURSES?

WHAT ARE YOUR EDUCATIONAL & CAREER GOALS?

WHAT EXPERIENCE TO DO YOU HAVE WORKING WITH CHILDREN?

_____  Yes, I have received and I have read the course syllabi completely.

Student signature:________________________________  Date:  ______________

To receive 5 points to your total score, send to:      Jill Urban-Bollis

                                                            Illinois Valley Community College

                                                            815 N Orlando Smith Avenue

                                                            Oglesby, Il 61348

PSY 2001:  Child Growth and Development

Course Description:  This course studies human development from conception l through adolescence.  It includes research methods and developmental theories and addresses all the major areas of development (physical, social, emotional and cognitive) and the interaction among these areas.

Prerequisite:  Introduction to Psychology                    Credit hours:  3

If you are an education major, the Illinois Professional Teaching Standards for this course have been provided.  You will need to match the standards to your assignments.  The assignments along with the course syllabus should be collected in your portfolio. 

The purpose of this assignment is to encourage you to think about how developmental processes have affected and are likely to affect your own development.  In this assignment you will review your life, thinking about the important events that have occurred to you and that are likely to occur in the future.  Because you may be recounting personal and private experiences in this assignment, your confidentiality will be maintained.  Do not discuss any information you do not feel comfortable revealing.  Be sure to write your name on all three parts and staple them together including the article.   There are three parts to this assignment, which are worth a total of 25 points. 

Part I:  Developmental Time Line (10 points):

Draw a line on an 8 ½ x 11 piece of paper with the beginning of the line representing your birth and the end representing death.  Mark also a line for the “now”.  This may be done vertically or horizontally.  Write in the important events that have already occurred to you in your life.  Label and put your approximate age for each.

Now begin listing the events from present time on that you believe will impact you.  You are making predictions and plans.  Label them and put what age you believe this will happen.

Keep in mind events, which effect your physical, cognitive, and emotional/social development.  This time line should be done in detail and done with care in final form and with serious thought.

Part II:  Analysis of a development turning point (10 points):

Analyze the effect of one important event on your personal development time line.  Take the time to think carefully about your past development.  This probably will be a turning point in your life, and an event that marked changes in the path you have taken in life.  Explain what changed your life and how your life moved in a different direction because of the event.  Explain how it affected your physical, cognitive, social, and/or emotional development.  This is to be typed and no more than one page, 12 font, doubled spaced.

Part III:  Internet research of child development (5 points):

Find a web site containing child development information.  Print the home page of the site.   Print and read one article from the site.  Write a short summary  about the site including your evaluation of the site.  Consider is it easy to navigate?  Are the sources reliable?  Summarize the article and then explain how the information compares with the information given in your book on the same subject?  What chapter in our text does this information relate to?   Finally, would you recommend this site to parents, educations?  Why or why not?  The summary is to be typed and no more than one page, 12 font, doubled spaced.

• Select five theories from your text and briefly summarize in a paragraph or two the basic principles of the theory and the theorist responsible for the theory (for example:  Freud, Vygotsky, Piaget…). 
• This is to be typed, double spaced. 
• You will need each section below. 
• The Theorist/Name of Theory is each worth one point.
• The Summary of each theory is worth two points each.
• The Application to education/career/life is worth 2 points for each.
• You will need to select five and report on each one.  
• Each is worth 5 points for a total of 25 points.

Name:                                                                     Course/section:

Theorist (s)-1/2 pt:

Theory-1/2 pt: 

Summary of Theory-2 pts:

(Briefly summarize the theory in a way for you to remember it- be careful not to plagiarize from the source- site your source if necessary)

Application to education/career/life-2 pts.:

(In your own words, connect this theory to teaching and/or raising children from your own experience- how would you see it fit as a future teacher and/or parent?)

Due:  ____________________________________________________

This Observation Learning Activity is a course requirement and one part of your total grade.  This assignment will cover five different age domains.  For each of the five units students will need to complete one observational learning activity for a total of five.

·        For each unit, students will need to select one activity, complete the activity and write a one page summary reflecting on the activity with supporting evidence from the text. 

·        Each activity is worth 20 points for a total of 100 points.  This score will be averaged into your final grade. 

·        If you obtain information from doing research, be sure to give reference to the source

·        These activities consist of interviewing, observing, or gaining further information outside the classroom that applies to each of the developmental areas in our text

·        Be sure to label which activity you are responding to by unit number and item letter. 

·        Students will need to follow the format provided to earn maximum points. 

Name:                                                 Date:

Course:                                               Unit/Observation letter:

Part 1:  Summary of your observation/interview/research

Part 2:  Supporting information from the text

Grading Criteria:

**The Illinois Professional Teaching Standards are marked on several of the activities.  Education majors will need to select such activities.  These selected activities will serve as artifacts to document students have met these standards.  These artifacts will need to be collected and saved in your educational portfolio.  

Unit 1:  Foundations/Theories/Prenatal Development-

1. It is common for parents to keep a baby book in which they record information about their pregnancy, delivery, baby and its developments/activities/firsts.  Ask your parents if they kept such records of you.  What types of activities/behaviors are recorded?  Are they positive/negative behaviors?  Are more records made early rather than later?  Is there a difference in record keeping between first born and last born?
2. Observe the interactions of parents and children in a public place.  Note the gender of the parent(s), children.  What behaviors do you observe?  How does the behavior/action of one affect the other?  Is more attention given to the infant or the toddler?  Which is disciplined more?  Are the parents actions care giving or learning experiences?
3. Urie Bronfrenbrenner theory focuses on various levels of a child’s environment.  Neighborhood environments are important contexts for development.  What were your childhood experiences like in the yards, streets, and playground around your home?  How did you spend your time, where did you spend your time as a toddler?  Did your parent(s) work?  Were your neighborhoods safe, populated, friendly, interactive?  How does your neighborhood differ today? (IPTS 2C)
4. Lists the advantages and disadvantages of parenthood from your perspective.  Interview a parent and list the advantages/disadvantages of parenthood from their perspective.  Compare the two lists.  Also, what expenses are involved in having a baby?
5. Describe Jean Piaget’s Theory, Cognitive Development and illustrate how a child demonstrates the first stage. (IPTS 2C)
6. Describe Lev Vygotsky’s Sociocultural Theory and give an example from your childhood that would support the theory. (IPTS 2C)

Unit 2:  Infants and Toddlers-

1. Observe infants/toddlers and note how do children differ in overall size and body proportions?  What motor skills do they display?  How do parents respond/support to infant/toddlers motor activities?  (IPTS 9B)
2. Visit a park, day care center and/or the home of an infant/toddler.  Is it safe?  Has it been baby proofed?  Are the equipment/toys designed safe enough for this age?  Does the park have equipment for this age group?  Are there fences?  Develop a pamphlet on “How to baby proof your home/yard”.
3. Interview one or two parents of a child between the ages of 1 and 2 years old about their child’s vocabulary.  Make a list of first words, phrases and commonly used words/phrases/sentences.  What observations can you make from this? (IPTS 9B)
4. Research your community as to what services/resources are available for infants/toddlers born with a disability.  List the contact information, fees and the procedure for acquiring screening services. (IPTS 3A)
5. Visit the library in your community.  Develop a list of books that are available for toddlers.  Evaluate the selection as to whether they are durable, full of illustrations, and/or appropriate for small children.

Unit 3:  Preschoolers-

1. Interview a preschooler to find out about his/her self-concept.  Ask them to tell you about themselves, what they like/dislike, and what they think they are good at.  When the child describes themselves, notice if they use physical characteristics (beliefs, emotions, attitudes) or observable descriptors (name, appearance, ability).  How can self concept affect the child’s learning?  (IPTS 2B, 2D)
2. Observe preschoolers playing at a community daycare.  Watch for behaviors that children commit that peers might object to.  What kind of behaviors do preschoolers become upset at?  Observe what statements they may make in regard to morality and fairness.  How do preschoolers react when something bad occurs?  What can teachers/day care providers do to develop moral education prgrams? (IPTS 2B)
3. Interview a parent who has a preschooler regarding their child’s diet.  Ask them to record everything the preschoolers eat for 3 days. What is the child eating?  Is the child a picky eater?  How healthy is the child’s diet?
4. Observe a toddler and a preschooler and notice if there is a difference in the overall size and body proportion.  What types of activities are the children involved in?  What are they playing?  How do they spend their day?
5. Observe a preschooler who is involved in a difficult task.  You may want to give them an easy puzzle and a hard puzzle.  Does the child use private speech?  What is the child doing/saying as they put the two different puzzles together or completing the hard task? 
6. Observe two hours of cartoons that are available on TV.  How many cartoon channels did you find?  What type of cartoon did you watch?  How many violent acts did you observe?  How many cartoons included prosocial behavior, learning opportunities or acts of kindness?  What messages did the children receive from the cartoons?
7. Take a time out and visit a park in your community.  Does it have appropriate age related play equipment?  Is it fenced in?  Where is it located?  What surface is below the climbing equipment?  If there are steps on the equipment, are they close together for small preschooler’s legs to climb?  What safety hazards exist and what can you do about it in your community?

Unit 4:  School age children-

1. Interview a school teacher/principal and ask them how culture and gender differences can affect communication in the classroom.  (IPTS 7B, 2D)
2. Observe school age children playing/interacting.  Note differences in interactions and behaviors between boys and girls.  What types of physical activities do the children seem to most do?  Are they involved in team activities?  Are parents present?  How does gender/culture affect communication between school age children? (IPTS 7B)
3. Interview a school age child to find out about their metacognition.  What do they know about memory?  What kind of things have they tried to remember?  What is easy to remember and what is hard to remember?  Ask them why they think it is hard for them to remember the hard information.  How do they remember things for school and outside of school? (IPTS 2A)
4. Interview a preschooler and a school age child.  Ask them to define groovy, cool, knife, bicycle and fair.  Note the differences between the two ages.  How does this relate to what the text states about language development?
5. Research what occurs in your state when parents divorce.  What rights do children have?  Do families need to attend court ordered counseling before, during and or after the divorce?  How is custody of the children arranged?  What cost is incurred?  Provide references for the information you present.
6. What support services are available in your community for children who have been physically, sexually and or emotionally abused/neglected?  List the agencies and the services that are available.  Are there any local support groups?  You could develop a list or a brochure with the available services. 
7. Interview a physician or psychologists about the symptoms of ADHD.  How is it diagnosed and what are the treatment options? 
8. Interview a parent who has a child with a disability.  What education services are provided for their child?  What is the process of setting up such services?  What agency and /or support services are available in the community?  What advice can they share with future educators and/or child care providers when working with children with a disability? (IPTS 3A,2F, 9B)

Unit 5:  Adolescents-

1. Interview a parent who has a teenager.  What are the benefits and barriers along with the techniques involved in parent/family relationships?  (IPTS 9B)
2. Prepare a pamphlet about AIDS, STD’s, teen pregnancy and services available in your community.  List facts, information, resources, and contact information
3. Interview a high school special education teacher.  Find out what a transitional plan is.  What is in place to help the student transition to adulthood after high school?  (IPTS 3A)
4. Interview a high school counselor.  How do they prepare students for future careers/professions/ vocations?  What services/options/experiences are provided for students to explore career options?  What opportunities are available for students to make career decisions so that work is meaningful?
5. Review the local newspaper in your community.  What kind of articles represents teenagers?  Do they have their own newspaper?  How does the media portray teenagers?
6. Observe a teen hangout.  Develop a list of teen slang.  Is the group’s same-sex or mixed?  What do you observe about their behavior, language, dress, hairstyles, and/or trends?
7. Reflect on your teen years.  In regards to physical maturation, were you either early, late, or about the same with respect to your peers?  Did your thoughts/feelings change about yourself as you went through this stage?  Did relationships with their friends/parents change?  What impact did peer pressure have on you or your decisions as a teen?  What are the characteristics of teens that do bend to peer pressure? (IPTS 9B)