COURSE TITLE: Child Development On Line COURSE NO: Psy-203 Sec 02 CRN 1480 SEMESTER: Spring 2010 SEMESTER

HOURS: 3 CLOCK HOURS: 3 INSTRUCTOR: Christina Gotowka Ed.M, MA, FACCE On-line COURSE DESCRIPTION: Examines childhood from conception to adolescence, with emphasis on areas of physical, social, emotional, cognitive language and gender role development.
Tunxis faculty and staff have identified a set of specific abilities (skills and knowledge) that students should develop in a successful and well-rounded education. We believe that ten of these abilities, the general-education abilities, are necessary for all students to be successful at work, in future education, and as citizens. In most college-level courses at Tunxis, students will be assessed on at least one general-education ability as well as abilities that are specific to the course. Students in professional programs will also be assessed on abilities that are important to that profession. (In some externally accredited programs, generaleducation abilities may not be assessed in every course, but all abilities will be assessed by the time the student completes the program.) On some assignments, students will receive feedback on the degree to which they have mastered certain abilities. When this happens, students will receive a rating of 1 (Not Satisfactory), 2 (Satisfactory), or 3 (Distinguished) and an explanation for the rating. The goal will be to let students know where they stand at a specific time and what they need to do in order to improve in these abilities. We are convinced that development of these abilities and the general-education abilities in particular, is critical to students' success in all aspects of life.

PREREQUISITE: General Psychology, Composition Recommended: Reading in the Humanities Required Texts and Materials Child Development/ Feldman 5th edition 2010 Pearson Prentice Hall ISBN# 9780205655021 (The book comes with an access code for the MyDevelopmentLab.com and the Virtual Child that will be used as a course requirement during the semester.)

AND

A Piaget Primer: How a Child Thinks Singer and Revenson 1996 Plume Publishing ISBN# 0-452-27565-2 You should purchase a large three ring binder (3) for this class to keep materials organized. Using separators, create the following sections: course syllabus, grade sheet, learning contract chapter outlines, chapter notes, questions that need to be clarified notes from MyDevelopmentLab.com assignments quiz and test assessments directed writing responses Technology Use and Expectations COURSE FORMAT: The course in Child Development is offered as an on-line course. It is a format that offers students to experience learning via an electronic delivery system rather
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than the more familiar on campus and in class environment. Students should bear in mind that by enrolling in an on-line course they are assuming a greater responsibility for working independently than is usually expected in an on ground and/or introductory courses. The student will interact with classmates and the instructor by using the mail function of Blackboard Vista and as needed in small group on-line discussion assignments. As an on-line course, student success is heavily dependent upon the ability of the learner to: Have mastery of the skills needed for college level academic writing. Read and comprehend printed material targeted for the minimum of a 12th grade reading level. Create and adhere to a schedule that will allow for a minimum of 6-8 hours per week (12-16 hours in summer sessions) of contact with course materials and completing course assignments. Have access to inter-net connections a minimum of 3-6 hours per week. Learners in this course will engage in a range of academic assignments and may select from a variety of assessment activities.
Have competency in word processing including conversion to rtf files, cutting and pasting from documents and attaching documents.

If you are not all ready familiar with on line courses in Blackboard Vista, click onto: http://tunxis.commnet.edu/online/ and find out more. Although you are not required to be in class/on line during a specific time period each week across the Spring 2010 semester, all students must complete the various assignments on or before the due dates that are posted for each assignment. The course starts on January 22, 2010 and ends on May 10, 2010. Absolutely NO assignments will be accepted after this date. Reading assignments will follow the topical sequence presented in the textbook. Other assignments have been selected to supplement the core textbook topics and help you reach the course learning outcomes. Students need to plan for a minimum of SIX to EIGHT (or TWELVE to SIXTEEN in summer sessions) hours each week to complete all assignments. If you are a SLOW reader you will need to plan for additional time. If you are not familiar with Blackboard CT Vista or your keyboard skills are not well developed, allow additional time especially at the start of the course to get settled in the rhythm of the course. Feedback from previous students has guided me in creating this course design. Unlike other on-line courses, you are not required to engage in discussion with other students. The course framework is set up for you to primarily interact with the instructor. You are free to use the discussion section in Blackboard to connect with classmates but no there is no course requirement.

COURSE LEARNING OUTCOMES

Upon completion of this course, students will be able to: 1. Define the primary areas of research in the field of Child Development. 2. Discuss the advantages and disadvantages of the various research designs used in the study of Child Development. 3. Define development and name two major issues in child development in this country and abroad. 4. Discuss the contributions of at least five major researchers in the development of theory in the field of child development including

Erikson, Brofennbrenner Freud, Piaget, and Vygotsky. 5. Discuss how social and cultural norms can effect normal development. 6. When given an age group, outline the major physical, emotional, cognitive and social developmental characteristics of that group. 7. Integrate and apply information presented in this course in their interactions with children in their roles as teachers, parents, friends or relatives. 8. As members of their community, advocate for policies that enhance the possibility for all children to grow in a healthy and safe environment. * ABE CRITICAL THINKING: Identifies and explains relationships, draws and justifies
reasonable inferences and conclusions; demonstrates evidence of insight through reflection.

COURSE REQUIREMENTS
I am using the chapter outlines as the framework for the course assignments. The chapter outlines also serve as a framework for note taking as you read the textbook. The outlines are posted on the course site in Blackboard Vista. Students must complete all reading and viewing assignments PRIOR to completing the assignments associated with each chapter. (Several chapters may have supplemental readings and non-text based video
assignments, which may be introduced over the course of the semester.

You can access the chapter outlines and all other course materials by completing the Student Learning Contract. The contract is found on the course home page. Once you indicate that you have read and understood the Student Learning Contract by indicating true in the question section, you will gain access to course materials

STANDING ASSIGNMENTS
ALL students must: Complete 125 activities of which 123 are brief video clips presenting concepts and analysis from MyDevelopmentLab.com. The access code is packaged with the textbook. The directions for getting into this site can be found at the end of this document. Complete and submit the assessment activity associated with each of the 123 video clips. One of these will be used to assess the ABE for this course. successfully complete 5 online multiple choice tests successfully complete a directed reflective writing response to at least one reading assignment to be determined after the start of the course. This first assignment will be
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reviewed and graded by a peer. AND successfully complete a directed reflective writing response to A Piaget Primer: How a Child Thinks. If you are not an ECE major or are not planning to work in education, you may meet with me to discuss an alternative to this assignment. Complete 16 chapter quizzes on line. The quizzes should alert you to material you may find more complex and should ask questions about. No numerical grade will be recorded for this assignment but completion of 16 quizzes will be 5% of your grade. All quizzes will have a closing date and NO MAKEUPS will be allowed. You can take the quizzes as many times as you wish up to the closing date.

COURSE GRADING
1. 50 % 2. 25% 4. 20% 5. 5% 5 Exams 123 Video Activities, peer review, calendar/information sheet. Directed Reflective Writing Responses. Completion of 16 on-line quizzes

Your grade in this course will consist of the following: All students should complete a minimum of 16 chapter quizzes found following each chapter outline or under the "quizzes" folder on the course contents page. You may take the quizzes as many times as you wish up until the closing date. Scores on the quizzes will not be included in your grade but completion of each quiz in the time fram alloed will be considered. Taking time to complete the quizzes will help you prepare for tests. 5% The quizzes assess your reading comprehension of the chapter material content. You can become a more effective learner by asking questions about quiz items you have not answered correctly. Quizzes also serve as practice for the tests and keep you on track for course completion in the semester. Please set time aside when you will be undisturbed to complete this part of the course. You may find it helpful to set aside time in advance in your schedule to take these quizzes and be better prepared for tests.

All students must complete a minimum of five online examinations, which can be found under the "exams" folder on the course contents page, scheduled across the semester. The scores on each of these five exams will be averaged and 50% of this score will be applied towards your final grade. Each test will be worth 100 points. The on-line tests will be made available from the start of the semester but also have a specific closing date. Once you start a test, it will be open to you for a specific period of time. Timed testing mimics what happens in the on ground classroom setting. Tests in this course are not meant to be open book exercises. (You may have experienced this in other classes but this practice conflicts with my understanding of the purposes of assessment.) Make- ups for missed tests will be given only for serious reasons or serious illness documented with a MDs note and a face to face consultation with the instructor during regular office hours. Make-up examinations will be scheduled during the exam week. 50%

All students will complete the Video CD Chapter Activities, which are found at the publishers MyDevelopmentLab.com. An access code accompanies the textbook. Each student will need to complete 123 of these assignments during the course. I need to receive these assignments on or before the dates posted. No Late submissions will be accepted Video assessments will be graded as Satisfactory or Not satisfactory 25% *Please note that although the video may have a place to e-mail the assignment to me, you cant do this while working in BLACKBOARD Vista. You must follow the directions included in the course outline. o Students are required to complete the Reflective Writing activity. This assignment provides concrete evidence of the reflective process in learning and is a very useful activity for adult students. It affords me another way to assess your learning and progress in this reaching the objectives for this course. The Reflective Writing activity will be submitted twice during the semester. Criteria for grading and due dates can be found with the directions for the assignment. The reviews need to be typed/word processed in order to be considered for grading. The first assignment will be reviewed and graded by a peer. Most of you are familiar with peer editing from English Composition I. The assignment is to be sent in the e-mail function of Blackboard Vista ONLY as a WORD or a rtf document in an attachment. Each review is not to exceed typed/word 5-9 pages. 25% 5 Exams _____ 50% + Video Activities _____25% + 2 Reflective Writing Assignments _____20% + 16 Quizzes _____5% = Final Grade _____ A 93-100 A- 90-92.99 F 0-59.99 B+ 87-89.99 B 83-86.99 B- 80-82.99 C+ 77-79.9 C 73.76.9 C- 70-72.9 D+ 67-69.99 D 63-66.99 D- 60-62.9

I will accept work that is submitted through Blackboard Vista ONLY. Please be careful to make sure your name and type of assignment are readily identified in the header on all work submitted to me. You will need to keep a copy of ALL work submitted on DISC or in hard copy as well, to protect your work should there be any mishaps.

You will also need a back-up plan should your computer suffer any problems during the semester. Please check in advance operational hours of the TCC computer lab as you may need to use the lab if your computer is not working. Please check in advance operational hours of the TCC
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computer lab. Allowances will be made for the college server problems only. Remember if you need to do your work in the TCC computer lab, you need a student ID card to enter the lab. You also need to bring a disc/flash drive to save your work. Please note that I can not help you with any technical issues. You need to read the help information at the TCC Distance Learning home page to know who to contact for each type of problem. Problems with MyDevelopmentLab.com should be directed to the textbook publisher.
I generally review work submitted by on-line students daily. I know that timely feedback is an important part of the learning process. You will receive a reply that I have received your work and comments about your work as well if warranted. Unless I specify that your work is unacceptable, assume that you have earned a P grade for the video assignments. I will pose some questions to you to further develop your thinking about a topic or issue. Unless I specifically request a response from you, you are not obliged to send a response. These questions are meant to simulate the kinds of interaction that take place between instructor and student in an on ground classroom. I hope that the questions engage you in thinking more deeply about a topic or issue and contribute to your learning. I have included a variety of ways for students to demonstrate that they are indeed learning and can reach course objectives. My intention is to have each student benefit from their academic strengths and at the same time improve skills in other areas. I urge you to set aside a regular and consistent time to work with course materials and assignments. I would like to meet with each student to discuss academic goals individually, sometime within the first two weeks of classes. My office is Room 51 in the Faculty Office area. If we cant meet in person, let me know a time that we might chat on-line or by phone. Any student who feels she/he may need an accommodation because of any type of

disability should identify herself/himself to me at this time. Contact should be made early so arrangements can be made to respond to these issues.
OFFICE HOURS: SPRING 2010

My office hours for the spring semester are Monday and Wednesday 11:30-12:30 & 3:00 -5:00 PM. Other times are available by appointment .You may schedule an appointment via e-mail in Blackboard Vista.

TEXTBOOK READING ASSIGNMENTS

Reading assignments will follow the topical sequence presented in the textbook. Other assignments will be selected to supplement the core textbook topics and take advantage of new research findings. WEEK Topic Textbook Reading STARTING Assignment 1. 01/25/10 2. 02/01/10
Introduction to Child Development Theoretical Perspectives The Start of Life Birth and the Newborn Infant INFANCY Physical Development in Infancy Cognitive Development in Infancy Social and Personality Development in Infancy THE PRESCHOOL YEARS Physical Development in the Preschool Years Cognitive Development in the Preschool Years Social and Personality Development in the Preschool Years SPRING BREAK MIDDLE CHILDHOOD Feldman Chap. 1 Feldman Chap. 2 Feldman Chap. 3 Feldman Chap. 4 Feldman Chap. 5 Feldman Chap. 6 Feldman Chap. 7

3. 02/08/10 4. 02/15/10 5. 02/22/10 6. 03/01/10 7. 03/08/10 8. 03/15/10 9. 03/22/10

Feldman Chap. 8 Feldman Chap. 9 Feldman Chap. 10

10. 03/29/10

Physical Development in Middle Childhood

Feldman Chap. 11 Feldman Chap. 12 Feldman Chap. 13 Feldman Chap.14 Feldman Chap.15 Feldman Chap. 16

11. 04/05/10 Cognitive Development in Middle Childhood 12. 04/12/09 Social and Personality Development in Middle Childhood 13. 04/19/10 Physical Development in Adolescence
ADOLESCENCE

14. 04/26/10 Cognitive Development in Adolescence

15. 05/03/10 Social and Personality Development in Adolescence

Schedule subject to change. Changes or additional reading, video assignments, and Email assignments may be made. Regular reading of your e-mail will enable you to remain current with assignments.
*Quizzes will be taken on-line and must be completed and submitted on or before the dates below. You may take them multiple times to improve your score but you must adhere to the closing date. No make ups are allowed. A practice quiz can be located on the course contents page in Blackboard.
CLOSING DATES for QUIZZES 1. Quiz 1 01/29/10 2. Quiz 2 3. Quiz 3 4. Quiz 4 5. Quiz 5 6. Quiz 6 7. Quiz 7 01/29/10 02/05/10 02/05/10 02/12/10 02/19/10 02/26/10 03/05/10 Introduction to Child Development Theoretical Perspectives The Start of Life Birth and the Newborn Infant Physical Development in Infancy Cognitive Development in Infancy Social and Personality Development in Infancy Physical Development in the Preschool Years Cognitive Development in the Preschool Years Feldman Chap. 1 Feldman Chap. 2 Feldman Chap. 3 Feldman Chap. 4 Feldman Chap. 5 Feldman Chap. 6 Feldman Chap. 7 Feldman Chap. 8 Feldman Chap. 9

QUIZZES

8. Quiz 8

9. Quiz 9 03/12/10
10. Quiz 10 03/19/10 11. Quiz 11 04/02/10 12. Quiz 12 04/09/10 13. Quiz 13 04/16/10 14. Quiz 14 04/23/10

Social and Personality Development in the Preschool Years Feldman Chap. 10 Physical Development in Middle Childhood Cognitive Development in Middle Childhood Social and Personality Development in Middle Childhood Physical Development in Adolescence Feldman Chap. 11 Feldman Chap. 12 Feldman Chap. 13 Feldman Chap. 14 Feldman Chap. 15 Feldman Chap. 16

15. Quiz 15 04/30/10 Cognitive Development in Adolescence 15. Quiz 16 05/07/10 Social and Personality Development in Adolescence

Video ACTIVITIES/Spring2010
Directions: Go to My DevelopmentLab.com and log in. Specific directions for getting into MyDevelopmentLab.com are included at the end of the course outline. Watch the video clip(s) assigned for the chapter. Review the video by watching the analysis.

Complete the assessment. If no assessment is aligned with the video, send me the following: After watching the video name the title of the clip, I learned--give me 1-5 sentences that tell me what you learned by watching the video and how specificallyconnects to the chapter in Child Development/Feldman it is associated with. SAVE the assessment and copy and paste into a word document or an rtf. Create the following HEADER for the word document Child Development Spring 2010 on line Name ______________________ Title _________ Chapter _____ Assignment # _____

NEXT: Open the MAIL function on your course page. Scroll down the browse section until you find my name. Click on my name and save. In the topic area of the e-mail of Blackboard Vista put: the name of the assignment Example: Act #1 Cloaned Child the text chapter it is taken from Example: Feldman Chapter 3 the due date Example: February 4, 2009 In the message area, tell me briefly what you are sending. Example: Prof. Gotowka, Please find attached the CD assignments for Chapter Three. Jane Doe. Attach the assignments. Please, cut and paste all the activities for each chapter into a single document. It will save me a considerable amount of time. However, each individual assignment should be separated from each other by having a header that includes your name, the assignment title and the due date for the assignment. Example:
Jane Doe Assignment #1: Prenatal Development/Feldman Chap.1 Due 02/28/09

If you OMIT any of the required information, the assignment will not be considered for grading.

CHILD DEVELOPMENT Spring 2010 Feldman: Child Development, 5th Edition Video Clip Assignments from MyDevelopmentLab.com Chapter 1 DUE 02/03/10 1. Cloned Child (p. 2) Chapter 2 DUE 02/03/10 2. Before Informed Consent (p. 41)

Chapter 3 DUE 02/10/10 3. Period of the Zygote (p. 46) 4. Chorionic Villus Sampling (p. 53) 5 Down Syndrome: Enhancing Development (p. 52) 6. Fetal Development (p. 66) 7. The Pregnant Body (p. 66) 8. Maternal Stress and Cognitive Delay: Vivette Glover (p. 70) 9. Fetal Alcohol Damage (p. 71) 10. Effects of Prenatal Smoking on Children's Development (p. 71) 11. Prenatal Maternal Stress: Suzanne King (p. 70) Chapter4 DUE 02/10/10 12.Labor and Birth (p. 78) 13.Drug-Free Deliveries (p83) 14.Technological Miracles (p. 84) 15.Archival footage of Little Albert (p. 95) 16. Infancy: Habituation (p. 96) CHAPTER 5 DUE 02/17/10 17. Reflexes: Babinski (p. 112) 18. Reflexes: Moro (p. 112) 19.Reflexes: Palmar Grasp (p. 112) 20. Reflexes: Sucking (p. 112) 21. Brain Development and Nutrition (p. 116) 22.Breastfeeding (p. 118) 23.Motor Development in Infants and Toddlers: Karen Adolph (p. 114) 24.The Newborn's Reflexes (p. 112) 25. Infant Perception (p. 121) 26. Tracking Technologies and Infant Perception: Scott Johnson (p. 121) CHAPTER 6 DUE 02/24/10 27. The Sensorimotor Stage (p. 133) 28. Child-Directed Speech (p. 147) 29. Language Learning (p. 147) 30. Stimulating Language Development (p. 147) 31. Learning Language (p. 147) 32. Self Awareness (p. 164) 33. Temperament: Easy (p. 174) CHAPTER 7 DUE 03/03/10 34. Attachment in Infants (p. 165) 35. Separation Anxiety (p. 161) 36. Stranger Anxiety (p. 161) 37. Self Awareness (p. 164) 38. Social Referencing (p. 163) 39. Temperament: Difficult (p. 174) 40. Temperament: Easy (p. 174) 41. Temperament: Uninhibited (p. 174) 42. Institution Care/Adoption and Foster Care: Nathan Fox (p. 167) 43. Temperament: Inhibited (p. 174)

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CHAPTER 8 NO Assignments at this time CHAPTER 9 DUE 03/17/10 44. The Preoperational and Concrete Operational Stage (p. 208) 45. Reading Development: Kelly Cartwright (p. 208) 46. Conservation of Liquids (p. 209) 47. Scaffolding (p. 216) 48. The Preschool Years: Egocentrism (p. 211) 49. Zone of Proximal Development: Cognitive (p. 216 50. Zone of Proximal Development: Physical (p. 216) 51. Conservation (p. 209) 52. Internet Kids (p. 227) 53. Online Grades (p. 227) CHAPTER 10 DUE 03/31/10 54. Preschool (p. 234) 55. Child and Adolescent Friendships: Brett Laursen (p. 239) 56. Friends (p. 239) 57. Reactive Agression (p. 236) 58. Rough and Tumble Play (p. 236) 59. Behavior Management in Classroom (p. 247) 60. Bobo Doll (p. 250) 61. Death of the Family Dinner (p. 243) 62.Human Aggression: Bandura's Bobo Doll (p. 250 63. Parenting Styles (p. 243) 64. Parten's Play Categories: Onlooker, Parallel, Associative, and Cooperative (p. 240) 65. Relational Aggression (p. 249) 66. Sociodramatic Play (p. 241) 67. Television Violence (p. 251) 68. Theory of Mind (p. 242) 69. Violence and Video Games: Douglas Gentile (p. 251) CHAPTER 11 DUE 04/07/10 70. Alternative Approaches to Treating ADHD (p. 272) 71. Dyslexia Detector (p. 272) 72. Effects of Emotional Disability on Peer Interactions (p. 272) 73. Mainstreaming Children with Special Needs (p. 270) CHAPTER 12 DUE 04/14/10 74. Kindergarten: Ready for Success? (p. 280) 75. Bilingual Education (p. 286) 76. Hands-On Learning in Elementary Math (p. 282) 77. Mathematical Knowledge and Problem Solving: Martha Alibali (p. 282) 78. Teaching in a Bilingual Classroom (p. 286) 79. Brain Building (p. 300) 80. Cognitive Enrichment (p. 300) 81. Early Literacy Development: Frederick Morrison (p. 288) 82. Gender/Spatial Ability: Nora Newcombe (p. 300) 83. Literacy (p. 288)

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84. Piano Lessons and Development (p. 300) 85. The School Years (p. 288) CHAPTER 13 DUE 04/21/10 86. Middle Childhood (p. 310) 87. Bullying (p. 319) 88. Children and Violence (p. 320 89. Divorce (p. 323) CHAPTER 14 DUE 04/28/10 90. Adolescent Behavior: Health and Lifestyle Choices (p. 338) 91. Adolescent Sexuality: Deborah L. Tolman (p. 337) 92. Eating Disorders (p. 338) 93.Secular Trend (p. 336) 94. Stress in Childhood (p. 342) 95. Adolescent Alcohol and Drug Use (p. 349) 96. Sex & Mating Behavior (p. 349) 97. Teen Drinking (p. 349) CHAPTER 15 DUE 05/05/10 98. Deductive Reasoning (p. 359) 99. Adolescent Egocentrism (p. 361) 100. Imaginary Audience (p. 361) 101. Moral Development: Pre-conventional (p. 363) 102.Moral Development: Conventional (p. 363) 103. Moral Development: Post-conventional (p. 363) 104.MCAS Test Results (p. 366) 105. School Gets an F (p. 366) 106. School Report Cards (p. 366) 107. Today's SAT scores (p. 366) 108. Sexism and Adolescent Girls: Campbell Leaper (p. 372) CHAPTER 16 DUE 05/05/10 109. Adolescence: Identity and Role Development (p. 384) 110. Adolescence: Social Changes (p. 384) 111. Adolescence: Identity and Role Development and Ethnicity (p. 389) 112. Academic Achievement and Academic Engagement among Early Adolescents: Diane Hughes (p. 389) 113. Depression, Reward Regions, and the Brain: Erika Forbes (p. 390) 114. Women Can Do It! (p. 385) 115. Adolescence: Identity and Role Development and Sexual Orientation (p. 406) 116. Adolescent Obedience and Strategic Discloser: Nancy Darling (p. 393) 117.Adolescent Obedience and Strategic Discloser: Nancy Darling (p. 393) 118. Are Young Girls Dressing Too Sexily? (p. 399) 119. Mentoring At-Risk Children (p. 400) 120. Neglected Child (p. 398) 121. Peer Groups in Adolescence (p. 396) 122. Teen Pregnancy (p. 404 123. Virginity: Cool? (p. 405) 124. peer review of first writing assignment

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125 individual calendar and information sheet

Directed Reading and Reflective Writing Assignment

Reflective Writing Response ONE: DUE DATE February 17, 2010 I will assign the peer reviewer on or before this date. You will submit the file to your classmate and me in BLACKBOARD through the email function by cc me. Reflective Writing Response TWO: A Piaget Primer: How a Child Thinks April 12, 2010

Instructions for Reflective Reading and Writing Create a cover page using APA format. You can find a sample paper in course contents. Be sure to include a works cited page using APA format. You can find help for using APA at either of these two sites: http://owl.english.purdue.edu OR http://leo.stcloudstate.edu 1. Section one-- Summarize the information in your own words the content in the assigned chapters. Tell me in your own words what the content the author presents. Do not retell the entire contents of the reading. Be brief but provide enough information to convince me that you have read and understood the material. 2. Section two--Respond to the information presented by the authors. In this section tell me (by answering each of the following prompts): o How does the content relate to the course outcomes? (You will need to reread
the course outcomes and select one or two that you think relate.)

o o o o O o

How does the content relate to the textbook (Feldman) information?

(You will need to include specific parenthetical citations in this section.)

How might you apply this information to your personal life? How might you apply this information to your professional life? Discuss what you learned by completing the reading. What questions would you like to ask the authors? How will the material you have read change your thinking about child development?

Since this is an academic writing assignment, you will need to support your assertions by providing the necessary backup by using parenthetical citations. A minimum of three parenthetical citations are required for section two. I will be looking for citations demonstrating connections between the two books. You may need to review the APA Manual of Style to review how to accomplish this task. Grading for the Journal Responses Following directions and APA format throughout the assignment. 10%

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Summary of content. 20% Response to content. 70% Please use at least 12 point font and keep one inch margins and paginate. Correct use of grammar and spelling is expected. If I cannot understand what you are trying to communicate, your assignment will not be graded. Please be careful to make certain your name and the assignment title are readily identified on all work submitted to me. As always, keep a copy on disc, should a mishap occur.
Plagiarism is the unacknowledged borrowing of information, wording, or organization or ideas. When written material is not fully created by you, you need to indicate the source, e.g. a newspaper, journal, website, lecture or private communication etc. In cases where you repeat the exact language of borrowed material, it must be indicated by using quotation marks. It is important to acknowledge an intellectual debt of ideas generated by others and is a sign that you have reached certain proficiency as a college student. If you have merely changed the wording or paraphrased material, you still need to provide a source unless the ideas are absolutely your own. Direct copying of material from the textbook without acknowledgement in particular will disqualify the assignment for grading. You may wish to review some material discussing plagiarism by visiting these sites: Plagiarism: http://www.indiana.edu/~istd/ http://tutorials.sjlibrary.org/tutorial/ http://www.sjlibrary.org/services/literacy/info_comp/citing.htm Academicc Integrity statements in our syllabi (we call them green sheets) (http://sa.sjsu.edu/judicial_affairs/faculty_and_staff/academic_integrity/green_sheet.html)

POLICY on ASSIGNMENTS: Writing Assignments received after the due date will be subject to a loss of 1 point. 1 point will be subtracted for each calendar day of lateness. Absolutely no late video assignments will be accepted. The Child Development course necessitates significant reading and writing. The majority of writing is academic. Appropriate grammar and spelling is expected so ideas can be clearly expressed. Use at least 12 point font when submitting work. *Please note that assignments sent to my TCC college e-mail address will not be considered for grading.

TESTS
You can expect to take at five tests over the course. Tests will be in multiple choice format. You can prepare for tests by completing all assignments related to the particular chapters covered by the test and completing the quizzes offered by the publisher at the textbook website. Test 1 will cover four chapters and each test after that will cover three chapters.
TEST 1 TEST 2 TEST 3 TEST 4 TEST 5 Chapters 1, 2 3, 4 Chapters 5, 6 7 Chapters 8, 9, 10 Chapters 11, 12, 13 Chapters 14, 15, 16 AVAILABLE AVAILABLE AVAILABLE AVAILABLE AVAILABLE 01/22/20 to 02/08/10 01/22/20 to 03/01/10 01/22/20 to 03/22/10 01/22/20 to 04/19/10 01/22/20 to 05/10/10

I am looking forward to meeting each of you and making this class a meaningful learning experience for you.

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Child Development Grade Recording Sheet Name ____________________ E-mail __________________ Phone # ___ _______ Cell # ___ _______ Major __________ VIDEO ACTIVITIES/ MyDevelopmentLab 1. ______ 26. ______ 51. _____ 76. _____ 101.____ 2. ______ 27. ______ 52. _____ 77. _____ 102._____ 3. ______ 28. ______ 53. _____ 78. _____ 103._____ 4. ______ 29. ______ 54. _____ 79. _____ 103._____ 5. ______ 30. ______ 55. _____ 80. _____ 105._____ 6. ______ 31. ______ 56. _____ 81. _____ 106._____ 7. ______ 32. ______ 57. _____ 82. _____ 107._____ 8. ______ 33. ______ 58. _____ 83. _____ 108._____ 9. ______ 34. ______ 59. _____ 84. _____ 109._____ 10. ______ 35. ______ 60. _____ 85. _____ 110._____ 11. ______ 36. ______ 61. _____ 86. _____ 111._____ 12. ______ 37. ______ 62. _____ 87. _____ 112. _____ 13. ______ 38. ______ 63. _____ 88. _____ 113._____ 14. ______ 39. ______ 64. _____ 89. _____ 114._____ 15. ______ 40. ______ 65. _____ 90. _____ 115._____ 16. ______ 41. ______ 66. _____ 91. _____ 116._____ 17. ______ 42. ______ 67. _____ 92. _____ 117._____ 18. ______ 43. ______ 68. _____ 93. _____ 118._____ 19. ______ 44. ______ 69. _____ 94. _____ 119._____ 20. ______ 45. ______ 70. _____ 95. _____ 120._____ 21. ______ 46. ______ 71. _____ 96. _____ 121._____ 22. ______ 47. ______ 72. _____ 97. _____ 122._____ 23. ______ 48. ______ 73. _____ 98. _____ 123._____ 24. ______ 49. ______ 74. _____ 99. _____ 124._____peer editing 25. ______ 50. _____ 75. _____ 100._____ 125._____calendar/info Total Activities ______ Writing Assignment 1. _____ 2._____ Total _____

Test 1. _____ Test 2. _____ Test 3. _____ Test 4. _____ Test 5. _____

COURSEGRADE Activities_____/_____25% + Writing Assign_____/______20% + Tests_____/______50% + 16 Quizzes _____ 5% = FINAL GRADE __________ Comments Computing your performance in Child Development At any point in the semester you can compute your grade by doing some simple math.

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EXAMPLE: TESTS Take the number of tests you have completed and add the scores. Divide the number of tests taken into this sum. Multiply the average by .5 The resulting figure is the amount being counted for the test requirement. Test one 85+ Test two 95 = 180 divided by 2 equals 90 90 x .5 = 45 The resulting figure is the amount being counted for the test requirement. Video ACTIVITIES Take the number of CD Activities you have completed and add the scores. (A P grade equals
100. A F grade equals a zero )

Divide the number of video activities completed into this sum. Multiply the average by CD #1 100 + CD#2 100 + CD#3 0 +CD#4 100 = 300 divided by 4 equals 75 75 x .25 = 18.75 The resulting figure is the amount being counted for the CD requirement. WRITING ASSIGNMENTS Writing Assignment One grade 85 85 x .20 = 17 The resulting figure is the amount being counted for the test requirement. QUIZZES Completed 10 up to date = 100 100 x .05 = 5 EXAMPLE Tests Video Activities Writing Assignment Quizzes TOTAL 45 18.75 17 5 85.75

GRADE at this point in the semester.

STUDENT REGISTRATION & LOGIN MyDevelopmentLab

Before You Begin
To register for MyDevelopmentLab you will need:

Your schools zip code: __________________

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 A MyDevelopmentLab student access code (packaged with your new text or available
for purchase at www.mydevelopmentlab.com )

A valid email address

In addition, your instructor may also provide you with: A Class ID to use after youve registered for your course : _______________

Registering for MyDevelopmentLab

1. 2. 3. 4. 5. 6. 7. Enter www.mydevelopmentlab.com in your web browser. Click the Students button under Register or Buy Access. Select MyDevelopmentLab Click I already have an access code (if you do not have a code, simply click that link to purchase and register). Tell us how you received your code packaged with your textbook or purchased as a separate item and then select the textbook for your course. Read the License Agreement and Privacy Policy and click I Accept. On the Access Information Screen, youll be asked whether you already have a Pearson Education Account. Click: YES if you have registered for other Pearson online products and already have a login name and password. Boxes will appear for you to enter your existing login information. NO if this is the first time you have registered for a Pearson online product. Boxes will appear for you to create your login name and password. NOT SURE if you want to check for a pre-existing account and receive an email with your login name and password. Type in your Access Code in the fields provided (one word per field) and click Next. Simply follow the registration screens and enter your information as prompted. You will enter your name, email address, school information and provide a security question/answer to ensure the privacy of your account.

8. 9.

Once your registration is complete, you will see a Confirmation screen (this information will also be emailed to you). Simply print your confirmation - you are now ready to Log in and access your resources!

Logging in
1. 2. 3. 4. Enter www.mydevelopmentlab.com in your web browser. Click the MyDevelopmentLab button under Log in Select your textbook. Enter the Login Name and Password you created and click Log In. You are now ready to access your resources!

If your instructor gave you a Class ID

If your instructor gave you a Class ID, you will need to join the Grade Tracker grade book for your course. Doing so will allow your instructor to view your results on the assignments & online activities. You will need to Join your class just once, and you may do as soon as you have your instructors Class ID. 1. Log in to your MyDevelopmentLab course. 2. Click the Join a Class tab on the top right navigation. 3. Enter your Class ID (looks like cm123456) and click Next. 4. Review the course information and confirm by clicking Next. 5. You will see a Class Confirmation page: Click the Enter Class Now button to immediately access your resources!

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ESSENTIAL COLLEGE POLICY STATEMENTS Board of Trustees Policy on Academic Dishonesty For academic dishonesty, which shall in general mean conduct which has as its intent or effect the false representation of a students academic performance, including but not limited to (a) cheating on an examination, (b) collaborating with others in work to be presented, contrary to the stated rules of the course, (c) plagiarizing, including the submission of others ideas or papers (whether purchased, borrowed, or otherwise obtained) as ones own, (d) stealing or having unauthorized access to examination or course materials, (e) falsifying records, laboratory or other data, (f) submitting, if contrary to the rules of a course, work previously presented in another course, and (g) knowingly and intentionally assisting another student in any of the above, including assistance in an arrangement whereby any work, classroom performance, examination, or other activity is submitted or performed by a person other than the student under whose name the work is submitted or performed. Specifically, students should not give or receive aid (including the use of cell phones, and other communications devices) during examinations, quizzes, tests, or lab assignments. Students should not use answers to examinations, quizzes, and tests written on cheat sheets, clothing or body parts, or obtained from others who have taken the test prior to them. Students should not use in any written work, without proper acknowledgement, the wording of any sentence or part of a sentence of another author without acknowledgement of the original author. Students should not use calculating devices during tests where calculators are not permitted. Cheating may result in student suspension or expulsion or removal of college privileges (see Section 3: Discipline Procedures of Student Rights and Responsibilities in the Tunxis Catalog). DEFINITION OF PLAGIARISM: The dictionary definition of plagiarism is To steal and use (the ideas or writings of another) as ones own. To take passages or ideas from and use them as ones own.(1) If you copy anothers work in a paper, for instance, you must put the copied material in quotation marks and footnotes or endnotes. If you restate the language or thoughts of another in your own words, you are paraphrasing. Omit the quotation marks but footnote or endnote the original source. Not to attribute the idea to the original person is to plagiarize. In general, it is better to acknowledge too many sources than too few. THE DEANS LIST: SEMESTER HONORS - Students who take a minimum of three credits and earn a semester grade point average of 3.4 or higher are placed on the Deans List. A course Withdrawal or Incomplete makes the student ineligible for Deans List recognition that semester. Upon completion of the Incomplete, the student may be recognized retroactively. SATISFACTORY COMPLETION OF COURSES Satisfactory completion of 50 percent of the courses attempted (referring to continued enrollment beyond the add/drop period) will be the minimum standard for good standing. A course is not considered completed if a student received a grade of F, or a transcript notation of W or I. Those students who do not maintain a satisfactory completion percentage will be placed on Probation

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and will be subject to the criteria stated in the explanation of Academic Probation noted in the current catalog. ______________________________________________________________________________________ (1) Websters II New Riverside University Dictionary, Riverside Publishing Company, 1994.

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Board of Trustees Policy on Student Conduct Students are expected to behave according to the socially accepted standards of the college. The college may discipline a student in the following situations: For conduct that damages or destroys, or attempts to damage or destroy, college property or property of others on college or college-related premises. For conduct which constitutes a danger to the personal safety of other members of the college community, including guests or licensees of the college. Intentionally causing or attempting to cause injury is included within the meaning of this provision. For conduct that obstructs or seriously impairs or attempts to obstruct or seriously impair college-sponsored or college-authorized activities on the college campus or other location where college-sponsored activity is carried on. For unauthorized possession or attempted possession of college property or property of a member of the college community. For acts which violate board or college rules and regulations. For acts of racism, violence, or harassment which violate board policy of racism and acts of intolerance. For making a knowingly false statement, either orally or in writing, to any employee or agent of the board or the college with regard to a college-related matter. For forging, altering, or otherwise misusing any college document or record. For knowingly possessing, using, transmitting, selling, or being under the influence of any dependency-producing drugs, as that term is now defined or may hereafter be defined by law, (1) on the college campus, or (2) off the college campus at a college-sponsored activity, function, or event. Use or possession of a drug authorized by a medical prescription from a registered physician shall not be a violation of the provision. If a student violates the socially accepted standards of the college, the disciplinary penalties may include, but are not limited to, the following: Expulsion: Permanent removal of the student from the college. This involves denial of all student privileges, including entrance to college premises. Suspension: Temporary removal of the student from the college. This involves temporary denial of all student privileges, including entrance to college premises. Removal of college privilege: This penalty may involve restrictions on student privileges for a definite period of time up to two semesters. Disciplinary probation: This penalty is a status that indicates either serious misconduct that does not warrant suspension, expulsion, or removal of privileges.

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Disciplinary warning: This penalty involves written notice to the student indicting what activity is in violation of college regulations, and stating that repetition of this or other unsatisfactory behavior will result in more serious disciplinary action. A full description of student conduct policies and procedures may be found in the Tunxis catalog.

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Other College Policies Accommodations for Students with Disabilities: If you have a disability and feel you may require accommodations, contact the Learning Specialist or Coordinator of Services for Students with Disabilities in the Academic Support Center to learn about the Colleges Accommodations Process. After meeting with one of these individuals, contact your instructor as soon as possible to arrange specific accommodations for the course. ELECTRONIC DEVICE POLICY - In order for students to receive uninterrupted, quality instruction and services, all cell phones, beepers, pagers, and alarm watches should be turned to vibrating mode while students are in classrooms, labs, the Library, the Academic Support Center, and the Computer Center. Should a cell phone, beeper, or pager need to be answered during these times, the student should leave the area. Many instructors do not allow students to return to the classroom if exams or presentations are in progress. Students should check instructors' individual policies on leaving the classroom to respond to one of the above mentioned devices. Granting of Incomplete Grades: An incomplete is a temporary grade assigned by the faculty member when course work is missing and the student agrees to complete the requirements. Although a student may request an Incomplete, the faculty member is not required to honor the request. The faculty member should assign an Incomplete when there are extenuating circumstances such as illness that prevent a student from completing the assigned work on time and the student has completed most of the course requirements and, in the judgment of the faculty member, the student can complete the remaining work within the time limit established by system policy. A faculty member who assigns an Incomplete shall file a system report form that includes: A brief description of the requirements to be completed; The date by which the course work must be submitted to the faculty member, which is the end of the tenth week of the next standard semester; A statement that the Incomplete will change to a specified letter grade if the work is not completed by the end of the tenth week of the next standard semester. The faculty member shall keep the original signed form, with copies to the student, the Dean of Academic Affairs, the registrar, and such other appropriate parties as the college may identify. All Incompletes will convert to a letter grade by the end of the following semester. If a student submits the required work on time, the faculty member shall calculate a grade to replace the Incomplete and submit it to the Registrar by the end of the semester. If a student fails to complete the required work by the specified time, or if the faculty member fails to submit a replacement grade, the Registrar shall convert the Incomplete to the letter grade specified in the report form, and that letter grade shall be entered on the student transcript. Students with an Incomplete are temporarily ineligible for semester or graduation honors. Upon conversion of the Incomplete to a letter grade, students may request and retroactively receive semester or graduation honors, and such recognition shall appear on the transcript, provided that the student has earned the required grade point average. (BOT Policy 3.5.1 adopted 7/23/2001)

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Dropping/Withdrawing from a Class: Students are reminded to officially drop or withdraw from a class by completing the appropriate paperwork with the Records Office. Failure to submit a Change of Schedule Form may result in an F for the course. Procedure for requesting the Accommodation of Religious Beliefs and Practices If your religious obligations conflict with the course calendar requirements, and if you wish to request an accommodation, you must make your request in writing prior to the date of the assessment or activity you will miss, and preferably at the beginning of the semester. When requesting a make-up quiz, test, exam, assignment, or activity, state the reason for your request and the date(s) on which your religious obligation(s) will conflict with the course calendar requirements. Also, if your religious obligation/holiday, is unfamiliar to your instructor, you may be asked to provide a calendar which shows the published date(s) of your religious observance(s) or holiday(s).

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