HD 340-01, Development in Context

Spring 2008

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Instructor Information:

Teresa Ashford
Education/Human Development Building, Room 227
Phone: 360-546-9718
Fax: 360-546-9076
Office Hours: M, W, 12:00-1:00 P.M., or by appointment
Email:ashfordt@vancouver.wsu.edu or ashford_wsu@comcast.net
Home page: http://www.vancouver.wsu.edu/adjunct/ashford/ashford.html

Course Information:

Schedule:

Monday, Wednesday, 1:25 - 2:40 p.m.

Location:

Multi-media Building , Room 22

Description:

This is a three credit, upper-division course focusing on the impact of the context (the various genetic and environmental circumstances that result in different paths of development) on human development from prenatal to late school age. The course focuses on how multicultural and contextual perspectives effect change as it occurs within developmental domains. The content will highlight human ecological systems theory and applied aspects with emphasis on structures of change within social contexts. The emphasis of this course is on the impact of the context on development rather than on theoretical developmental processes.

Objectives:

Students participating in this course will:

  • Analyze the impact of family, social and physical environments (contextual domain) on the developing individual using ecological theory as a template.
  • Gain an understanding of the complex relationships between developmental domains (physical, linguistic and cognitive, social, and contextual) from prenatal through school age.
  • Identify changes that occur within the developing individual and how these changes are influenced by varying (multi) cultural perspectives.
  • Acquire an understanding of traditional and emerging theoretical frameworks for understanding development within a domain framework.
  • Apply theoretical concepts through analysis of case reviews, practice evaluation, observation, and real-life conditions.

Understanding development from a domain (contextual and developmental) perspective is a complex and evolving process. This course is intended to provide experience in understanding development and its application. An overview of contextual perspectives will be presented in lecture so keeping up with the reading is essential.

Prerequisites and Other Notes:

Six hours in social sciences.

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Required Texts and Other Materials:

Required Text:

Berk, L. E. (2008). Infants and children: Prenatal through middle childhood. (6th edition) Boston, MA: Allyn and Bacon.

Important Web Links:

(a) APA

(b) Practice tests & more

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Classroom Requirements:

Reasonable Accommodation:

Accommodations may be available if you need them in order to fully participate in this class because of a disability. Accommodations may take some time to implement so it is critical that you contact Disability Services as soon as possible.  All accommodations must be approved through Disability Services, located in the Student Resource Center on the Lower Level of VSSC.  (360) 546-9138

Inclement Weather:

When students have questions about classes being held during inclement weather, please contact the faculty support for the department.  Faculty support will have information regarding class closures and will post that information on their voice mail messages.  In Human Development, contact: Lynda Dezellem, 360/546-9721.

Student Conduct and Academic Dishonesty:

Per the WSU Vancouver Student Handbook, students are, "Expected to show due respect for ... the rights of others. Students should be familiar with the Washington State University standards of conduct. The following web site outlines the student conduct and academic integrity process: http://www.vancouver.wsu.edu/ss/student_conduct.htm.

Academic Integrity:

Academic integrity is the cornerstone of the university and will be strongly enforced in this course.  Any student caught cheating on any assignment will be given an “F” for the course and will be referred to the Office of Student Conduct.

Academic Calendar:

The WSU academic calendar for the current semester is located at the following web site: http://www.vancouver.wsu.edu/ss/calendars.htm. Please refer to this document for important campus dates and deadlines throughout the semester.

Electronic Mail:

All students are required to be on e-mail to further communication between students and instructor.  Students at WSU Vancouver have access to free e-mail by going to the following web site:  http://www.vancouver.wsu.edu/vis/vit/accounts.htm. A home e-mail account is also acceptable.

Procedures for Submitting and Retrieving Papers and Assignments:

The Human Development Department maintains a student drop box for students submitting assignments to Human Development faculty. Students use the student drop box on the second floor of the EHD building. Directions are located on the top of the box. The box is checked several times daily and the contents distributed according to the faculty name you have placed on the envelope. DO NOT submit assignments by putting them in the file cabinet. The file cabinet is used only for returning graded assignments to students and for students to pick up copies of non-graded class materials such as class notes, etc. All graded material will be returned in an envelope with each student's name and the course number on the outside and placed in alphabetical files by last name. IT IS HIGHLY RECOMMENDED THAT YOU SAVE A COPY OF ALL ASSIGNMENTS TURNED IN ON A DISC AND KEEP A PAPER (HARD) COPY. All student papers will be maintained in the HD file cabinet for six weeks following the posting of grades at the end of each semester. After six weeks, all papers, tests, etc. will be shredded.

Late Assignments:

All assignments will be considered LATE (a loss of 10% of the overall earned score per day late) if they are not received by the START OF CLASS on the date specified on the syllabus. All assignments may be faxed - please put the instructors name on your fax cover page.

A Note About Plagiarism and Cheating (Adapted from University of Iowa):

Plagiarism and Cheating are serious offenses that may be penalized severely. You are plagiarizing or cheating if you:

  • present someone else's words or ideas as your own, in writing or in speaking
  • present ideas without citing the source
  • paraphrase without crediting the source
  • use direct quotes with no quotation marks
  • use direct quotes without footnotes or other textual citation of the source
  • present work in a group project that is not your own or the work of the group
  • submit the same paper for credit in more than one course without discussing this option with the instructors involved
  • submit material written by someone else as your own (this includes purchasing a term or research paper)
  • submit a paper or assignment for which you have received so much help that it is no longer your own work
  • do not do an equal part of the work on a group project
  • copy someone else's exam or graded homework
  • purposefully allow another student to copy your work or submit work you have written as his/her own

Missing Exams:

Students who are (or plan on being) absent when an exam is given will ONLY be permitted to make up the exam if contact is made IN ADVANCE of the absence. It is then expected that we will work together to make a plan regarding the timely completion of said exam. I am MUCH more likely to be flexible and understanding when advance notice is given outside of class, via office hours, a phone call, or email.

Extra Credit:

It is not to be assumed that extra credit will be offered within this course. We will see how the semester plays out, and I will make a decision based upon group performance and overall need.

Required Assignments:

Exams: Four exams (including the final exam) will be given in class. Exams will be worth 50 points each. Exams will be comprised of multiple-choice questions. A study guide will be provided generally one week in advance of the exam..

Observations: TWO observations will also be required. The intent of this assignment is to provide you with the opportunity to observe and interpret child development in action, as it relates to the early childhood life stage.

Context Project: A context project is also required. The intent of this assignment is to provide you with an opportunity to learn more about an issue you are interested in that relates to current or historical contexts in children’s lives. Choose a topic related to course content that you would like to explore further. The context project, topic submission, outline, and list of resources are worth 100 points, with the final project being due on April 23, 2008. The context project topic proposal is due January 23; the list of at least five professional resources is due on February 20, and the context project outline is due on March 17.

In-class Assignments: There will be 50 points of in-class work that will NOT be announced. These may include small group exercises, pop quizzes, in-class writing, and/or short essays. You will be given time to complete these assignments in class. In-class assignments MAY NOT be made up.

Requirement Summary:

Assignment Points Total Points Grade Percentage
Exams 4 @ 50 200 53%
Observations 2 @ 25 50 13%
Context Project 1 @ 100 100 27%
In-class Assignments Total of 25 25 7%

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Grading:

Grading Scale:

The standard Human Development grading scale is as follows:

Grade Percent
A 100-94
A- 93-90
B+ 89-87
B 86-83
B- 82-80
C+ 79-77
C 76-73
C- 72-70
D+ 69-67
D 66-60
F 59 or below

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Schedule:

Tentative Course Outline

Week Date Readings/Assignments
1 Jan 7 Introduction
  Jan 9 History, Theory, and Research Strategies
Chapter 1
2 Jan 14 History, Theory, and Research Strategies, continued
Chapters 1
  Jan 16 Biological and Environmental Foundations
Chapter 2
3 Jan 21 HOLIDAY, NO CLASS
  Jan 23 Prenatal Development
Chapter 3
Context paper topic due
4 Jan 28 Prenatal Development, continued
Chapter 3
  Jan 30 Birth and the Newborn Baby
Chapter 4
5 Feb 4 Birth and the Newborn Baby, continued
Chapter 4
  Feb 6 EXAM #1
6 Feb 11 Physical Development in Infancy and Toddlerhood
Chapter 5
  Feb 13 Physical Development in Infancy and Toddlerhood, continued
Chapter 5
7 Feb 18

HOLIDAY, NO CLASS

  Feb 20 Cognitive Development in Infancy and Toddlerhood
Chapter 6
List of five professional resources due
8
 Feb 25 Cognitive Development in Infancy and Toddlerhood, continued
Chapter 6
  Feb 27 Social-Emotional Development in Infancy and Toddlerhood
Chapter 7
9
 Mar 3 Social-Emotional Development in Infancy and Toddlerhood, continued
Chapter 7
  Mar 5 EXAM #2
  Mar 10-14 SPRING BREAK, NO CLASS
10
 Mar 17 Physical Development in Early Childhood
Chapter 8
Outline of context paper due
  Mar 19 Physical Development in Early Childhood, continued
Chapter 8
11
 Mar 24 Cognitive Development in Early Childhood
Chapter 9
  Mar 26

Cognitive Development in Early Childhood, continued
Chapter 9

12
 Mar 31 Social-Emotional Development in Early Childhood
Chapter 10
  Apr 2 Social-Emotional Development in Early Childhood, continued
Chapter 10
13
 Apr 7 EXAM #3
  Apr 9 Physical Development in Middle Childhood
Chapter 11
Two Observations Due
14
 Apr 14 Cognitive Development in Middle Childhood
Chapter 12
  Apr 16 Cognitive Development in Middle Childhood, continued
Chapter 12
15
 Apr 21 Social-Emotional Development in Middle Childhood
Chapter 13
  Apr 23 Social-Emotional Development in Middle Childhood, continued
Chapter 13
Context Paper Due

16

 Finals Week
Apr 28-May 2 		Final Exam DATE: TBA

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Useful Links:

You may find some useful information at web sites listed on the department resources page.