CHILD 210: Child Development Online

CuteBaby

Department of Home and Family

Class Syllabus

COURSE TEXTBOOK

Berger, K.S. (2009).Developing Person Through Childhood and Adolescence, 9thed. New York, NY:Worth. (ISBN-13:978-1464172045) (ISBN-10:1429243511).

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COURSE DESCRIPTION

A theoretical, academically oriented course focusing on the physical, cognitive, emotional, and social development of the child from conception through adolescence. Explores the influences of family, peers, and social institutions on the development of children.

GOALS AND OBJECTIVES

  1. Identify and describe typical physical, cognitive, and psychosocial development, and recognize types and patterns of atypical development, from prenatal period through adolescence.
  2. Demonstrate an introductory understanding of the major developmental theories and accepted methods of scientific inquiry in the biological, cognitive, and behavioral sciences.
  3. Demonstrate basic skills in observing, recording, and interpreting child behavior in natural home and community settings.
  4. Recognize and apply strategies to create environments and cultivate relationships that will foster the development of children.
  5. Convey effectively through oral and written communication basic developmental concepts, concerns, processes, and recommendations.
  6. Increase the desire to defend, advocate, and promote measures to strengthen children and families in home, work, and community settings as conscientious and engaged citizens.

BYU-I LEARNING MODEL

BYU-I is committed to learning by study and also by faith. Passive learning is ineffective.From both a spiritual and scientific perspective, effective learning requires that we are actively engaged in pre-class preparation, in-class discussion, and post-class reflection.Acting in faith (hard and prayerful work) invites the Holy Ghost and opens the door to true learning.For more information, click on the following link:BYU-I Learning Model.

In this course, you will progress through five units throughout 14 weeks.So you can teach and learn from one another and collaborate on group activities during similar time, your cohort of online learners will progress together.You should not plan on working significantly ahead or getting significantly behind.Units will open and close predictably to keep the entire class together.Like any on-campus class, the online course will require steady and sustained work throughout each week of the semester. The three process steps of the learning model will be incorporated through the following activities:

Prepare:Each week will open with an overview of the learning objectives and introduction to the content of the week.Each chapter begins with an ungraded “Fact or Fiction?” quiz that will test your beginning knowledge, focus your mind, and prepare you for content to come.Reading all of the assigned reading and viewing the videos will be essential to your preparation and ultimate success.

Teach One Another:While much of the work of the course will happen independently, each week includes a Collaborative Quest folder where students have an opportunity and responsibility to teach and learn from others through online discussion, group debates, and other interactive tools. Some are done with the entire class, but most are done within your own group of approximately six students. Each student must contribute fully to the collaborative activities. This fulfills the Teach One Another requirement.

Ponder/Prove:As you read and view the videos associated with the content cycle of each chapter, you will have an opportunity to reflect, ponder, and analyze the information you are studying through regular guided and unguided entries in a “reflective journal.”You will further ponder and prove your understanding of the content by answering letters on developmental concerns written in a “Dear Abby” format with you as the expert. In addition you will take regular objective reading quizzes for each chapter.Finally, your competence will be tested through your analysis of Observations in Development videos presented at the end of each unit where you’ll identify ages, stages, and developmental concepts introduced in the chapters.

REQUIREMENTS

  1. Progress sequentially and steadily through the elements associated with each unit.Set aside time to work on the course regularly. For a three credit course, it is anticipated that you will spend approximately nine hours weekly working on the course. Contact help promptly if you are having difficulties. Delays could be very problematic since units are scheduled to open and close automatically throughout the semester.
  2. Read the assigned reading and take the sixteen short reading checks or quizzes associated with each chapter(worth 10 points each). They will be available only during the time period that the unit is accessible. You may use your book or notes when taking the reading check, but checks are limited to twenty minutes, so you will not have time to find all the answers in material you have not read. The quiz will automatically submit at the end of twenty minutes with whatever answers you have marked.If you do go over the time limit, it would be in your best interest to take it again.Reading checks can be repeated two times after the initial try, but each one will randomly draw different questions. The score from the last attempt is entered into the grade book (16 x 10 = 160 points).
  3. Participate appropriately in group activities, class discussions, and other “teach one another” experiences.While the nature of each collaborative activity will vary, all will require action and accountability of all members of the group or class.Each “teach one another” activity contributes 10 points (5 x 10 = 50 points).
  4. Complete five unit “Observations in Development” assessments.Each observational assessment will provide you with several video clips illustrating a stage, milestone, or developmental concept.The observational video and related questions will be available to you before you actually complete the assessment.You may independently study the videos and prepare your response in advance.When you are ready to complete the assessment, simply cut and paste your prepared responses into the I-learn unit assessment.Each unit assessment is worth 25 points and will include several objective and open-ended responses (5 x 25 = 125 points).
  5. Make regular entries into your reflective journal.Each content cycle includes several reflective questions about the reading and/or the example videos. While some of the entries into your journal may be unguided questions or reflections of your own choosing, other questions are specifically structured for a specific video or reading segment. Please address the questions at a depth indicating your reading preparation and thoughtful reflection. Each week journal is worth 50 points (5 x 50 = 250 points).
  6. Write a 4-5 page response (2200-2500 words) for the “Dear Abby” letters associated with each of the units.Select three letters fromeachchapter or a total of six to nine letters for each week depending on how many chapters will be covered that week. Draw upon research-based information from your textbook to formulate your response. Avoid plagiarism by putting the information into your own words and by referencing the information drawn from the textbook by indicating the page number. Be extensive in your response and avoid baseless opinions or antidotal evidence. Each response is worth 50 points (5 x 50 = 250 points).
  7. At the end of the course, there is a one hundred question comprehensive final worth 100 points.It will open at the beginning of Week 7, and will be available through the end of the semester. The test is not timed, and you may use your notes and textbook materials. This is to serve mainly as a review summary for the course.

HONOR AND DRESS CODES

The honor code and the dress and grooming code will be honored.Please review the university honor code policies.

SEXUAL HARASSMENT

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds, including Federal loans and grants.Title IX also covers student-to-student sexual harassment.If you encounter unlawful sexual harassment or gender-based discrimination, please contact the Personnel Office at 208-496-1130.

STUDENTS WITH DISABILITIES

Brigham Young University-Idaho is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities.If you have any disability which may impair your ability to complete this course successfully, please contact Services for Students with Disabilities Office, 208-496-1158.Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities.Services are coordinated with the student and instructor by this office.If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures.You should contact the Personnel Office at 208-496-1130.

GRADES

The reading checks contribute 160 points (16 x 10 points). The “Teach One Another” collaborative quest activities add another 50 points (5 x 10 points). The unit observational assessments are worth 125 points (5 x 25 points). Similarly, the “Dear Abby” letters (5 x 50 points) and the reflective journal for each unit (5 x 50 points) are each worth 250 points. The final exam will be worth 100 points. Grades will be calculated from this 935 point base as follows:

A 94-100% C 74-76.99%
A- 90-93.99% C- 70-73.99%
B+87-89.99% D+67-69.99%
B 84-86.99% D 64-66.99%
B- 80-83.99% D- 60-63.99%
C+77-79.99% F 59.99% or lower