CHILD 210: Child Development Online
Department of Home and Family
Class Syllabus
COURSE TEXTBOOK - AUTO ACCESS
Berger, K.S. (2018). The Developing Person Through Childhood and Adolescence, 11th ed. New York, NY:Worth. (ISBN-13: 978-1-319-05813-5).
The required textbook for this course is a low cost auto access digital textbook. Access the textbook using the link provided in the Student Resources module of this course. Your financial account will be charged automatically on the first day of class.
If you have already ordered the print textbook, you may opt-out in order to receive a refund. You must opt out by the current term’s Drop Date to receive a refund. When you opt out, you will lose access to the Auto Access eBook.
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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
- Identify and describe typical physical, cognitive, and psychosocial development, and recognize types and patterns of atypical development, from prenatal period through adolescence.
- Demonstrate an introductory understanding of the major developmental theories and accepted methods of scientific inquiry in the biological, cognitive, and behavioral sciences.
- Demonstrate basic skills in observing, recording, and interpreting child behavior in natural home and community settings.
- Recognize and apply strategies to create environments and cultivate relationships that will foster the development of children.
- Convey effectively through oral and written communication basic developmental concepts, concerns, processes, and recommendations.
- 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 textbook 16 chapters 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. Weekly course information 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. This will help you 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 discussion where students have an opportunity and responsibility to teach and learn from others through presentations and online discussions. 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 five Observations in Development videos where you’ll identify ages, stages, and developmental concepts introduced in the chapters.
DEPARTMENT POLICY REGARDING INTELLECTUAL PROPERTY AND COURSE MATERIALS
All of the materials in this course are covered by fair use and copyright law and are proprietary (intellectual property). Students are not permitted to sell, post, trade, share, distribute, or send any information contained in this course (including outlines, handouts, syllabi, exams, quizzes, PowerPoint presentations, lectures, audio and video recordings, or images of the same, etc. including your own work for this course) to any parties outside of this course (i.e., Course Hero, Quizlet, Google Docs, etc.) by any means (e.g., posting, uploading, attachments, etc.) without the express written permission from the creator of these works and the Department Chair. Any of these actions violate the Academic Honesty policies of Brigham Young University-Idaho (please see Academic Honesty) and will be dealt with as such. The materials in this course are also intellectual property and taking any materials from the course and posting them outside of this course in any manner will be construed as theft and distribution of intellectual property. If you engage in any of these actions, or use any of these materials without authorization, the instructor has the right to impose an appropriate academic sanction (e.g., give you a failing grade for the assignment and/or fail you from the course). Additionally, the respective Course Lead, Program Lead, and/or Department Chair also reserve the right to impose appropriate academic sanctions regardless of any imposed by the instructor.
REQUIREMENTS
- Progress sequentially and steadily through the elements associated in each week. 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 course work is scheduled to open and close automatically throughout the semester.
- 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 until the end of the week. 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 points = 160 points).
- 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.
- Complete five “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 assessment. Each assessment is worth 20 points and will include several objective and open-ended responses (5 x 20 points = 100 points).
- 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 15 points (12 x 15 points = 180 points).
- Write a 3-4 page response for the “Dear Abby” letters associated with each chapter. Select two letters from chapters 02-16, or a total of two to four letters for each week (depending on how many chapters are 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 anecdotal evidence. Each letter is worth 10 points (30 letters x 10 points = 300 points).
- At the end of the course, there is an 71 question comprehensive final worth 89 points. You will have one attempt. You are allowed 2 hours to complete the test. This is a closed notes and closed book exam. This exam serves mainly as a review summary for the course.
GRADES
The grades in this course are weighted.
| Reading Check Quizzes | 15% |
| Dear Abby Letters | 24% |
| Collaborative Quests | 20% |
| Observation in Development | 14% |
| Reflective Journals | 21% |
| Final Exam | 6% |
Grade Policy
| 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 |
University Policies
See University Policies for information about student honor, disabilities, sexual harassment, copyright, or complaints and grievances.