HDFS 2100 Human Development: Infancy through Adolescence

Transcription

1 HDFS 2100 Human Development: Infancy through Adolescence Syllabus Summer Semester Excluding materials for purchase, syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT. Course and Instructor Information Course Title: Human Development: Infancy Through Adolescence Credits: Three credits Format: Online Prerequisites: Prerequisite: Open to sophomores or higher. Professor: Meg Galante-DeAngelis Office Hours/Availability: of a general nature should be posted in the Q and A section in the Board of our HuskyCT site. This way everyone can have access to the answers. I will check our site every day for questions. For more private concerns, me at the above UConn . I will return any s with 24 hours. Course Materials Required course materials should be obtained before the first day of class. Texts are available through a local or online bookstore. The UConn Co-op carries many materials that can be shipped via its online Textbooks To Go service. For more information, see Textbooks and Materials on our Enrolled Students page. Required Materials: Item 1. Infants, Children and Adolescents (Allyn & Bacon, Seventh Edition), Laura E. Berk Item 2. Virtual Child (Prentice Hall), Edition 2, Frank Manis Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources Course Description HDFS 2100: Human Development: Infancy through Adolescence: Individual development and behavior from prenatal period through adolescence; impact of peers, school, other social agencies, and especially the family. COURSE DESCRIPTION: This is an introductory survey course on child development from infancy to adolescence. We will use a multidisciplinary perspective to examine the biological, psychological, cultural, and sociological influences that combine to shape the individual development of children. This class will help you to develop an understanding of concepts, methods, and research findings central to the study of child development..

2 Course Objectives By the end of the semester, students should be able to: 1. Identify and analyze major developmental stages, processes, and milestones from conception to adolescence in the physical, cognitive, and social/emotional domains. 2. Identify and analyze relational, familial, cultural, economic, political and historical contacts that influence development 3. Explain the major theoretical perspectives that inform the study of human development. 4. Differentiate characteristics of typical and atypical development from conception to adolescence 5 Identify and analyze the interdependence and importance of maturation and social/environmental factors on the developmental domains to recognize and describe individual developmental patterns Course Outline (and Calendar if Applicable) Module 1: Topic 1 - Introduction and Chapter 1 - History, Theory, and Research Module 1: Topic 2- Biological and Environmental Foundations Module 2: Topic 1- Prenatal Development Module 2: Topic 2- Birth and the Newborn Baby Module 2: Topic 3- Physical Infancy and Toddlerhood Module 2: Topic 4- Cognitive Infancy and Toddlerhood Module 2: Topic 5- Emotional and Social Infancy and Toddlerhood Module 3: Topic 1- Physical Early Childhood Module 3: Topic 2- Cognitive Early Childhood Module 3: Topic 3- Emotional and Social Early Childhood Module 4: Topic 1- Physical Middle Childhood Module 4: Topic 2- Cognitive Middle Childhood Module 4: Topic 3- Emotional and Social Middle Childhood Module 5: Topic 1- Physical Adolescence Module 5: Topic 2- Cognitive Adolescence Module 5: Topic 3- Emotional and Social Adolescence Instructor s note: Although you are highly encouraged to use the weekends to read and prepare the course assignments, no assignments are due on weekends. When the Protocol (found in the Group Forums) notes that you must participate in s 1 3 on all three days they are open and in 4 on both of the two days it is open, none of the required participation days fall on a weekend. Summer Session I Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Module 1:Topic 1 - History, Theories and Research Strategies Module 1:Topic 2 Genetic and Environmental Foundations In Assignments: Bronfenbrenner Form Module 2: Topic 1 Prenatal Development Module 2: Topic 2 Birth and the Newborn Baby

3 Week 2 Day 6 Day 7 Day 8 Day 9 Day 10 Module 2: Topic 3 Physical Infancy and Toddlerhood Continues: Pro/Con Children Module 2: Topic 4- Cognitive Infancy and Toddlerhood Continues: Pro/Con Children Continue Module 2: Topic 5 Emotional and Social Infancy and Toddlerhood s Begins: Pro/Con Children Continues: Pro/Con Children Ends: Pro/Con Children Week 3 Day 11 Day 12 Day 13 Day 14 Day 15 Module 3: Topic 1 - Physical Early Childhood Continues: Zero Tolerance Module 3: Topic 2 - Cognitive Early Childhood Continues: Zero Tolerance Module 3: Topic 3 - Emotional and Social Early Childhood Begins: Zero Tolerance Continues: Zero Tolerance Ends: Zero Tolerance Week 4 Day 16 Day 17 Day 18 Day 19 Day 20 Module 4: Topic 1 - Physical Middle Childhood Begins: Sexting Module 4: Topic 2 - Cognitive Middle Childhood s Continues: Sexting Module 4: Topic 3 - Emotional and Social Development in Middle Childhood s Ends: Sexting Module 5: Topic 1 - Physical Development in Adolescence Parenting Style Test Results Posted Begins: Prom

4 Week 5 Day 21 Day 22 Day 23 Day 24 Module 5: Topic 2 - Cognitive Adolescence Continues: Prom Continues Module 5: Topic 3 - Emotional and Social Adolescence Ends: Prom Ends In Assignments: Narcissism Personality Quiz Results and Response to Results Final Virtual Child Reflection Course Requirements and Grading Summary of Course Grading: Course Components Weight Component A: Virtual Child 10% Component B: Virtual Child Inspired Parent Meeting s 10% Component C: Assignments 10% Component D: Video Quiz 10% Component E: s 60% Component A: Virtual Child We are fortunate to be able to use Virtual Child this semester. Virtual Child is a simulation program designed to give you the opportunity to use the information that you learn through class lecture and readings as well as your life experience to raise a child from birth through adolescence. We will use the experience of raising our virtual children as the anchor for our in-class discussions, parent meetings and assignments. You will be required to raise your child on a strict schedule and will be graded on your progress. You will receive a grade for raising your child to the age listed below on the following time schedule. The Virtual Child program keeps track of each time you enter and what questions you answer. It is your

5 responsibility to check your HuskyCT for your grades and to bring any questions to my attention within 24 hours of the grades being posted. No grades will be researched or reconsidered at the end of the semester. Partial credit will not be given for partial completion of the raising of your child within any of the deadline quartile periods. Any deadline missed will result in a grade of zero for that quartile. Tracking your Virtual Child: Your child must be: Date Time Raised through 3 years old At end of Module 2 Day 11 at 10:00 AM Raised through 6 years old At end of Module 3 Day 16 at 10:00 AM Raised through 12 years old At end of Module 4 Day 20 at 10:00 AM Raised through 18 years old On Module 5 Topic 2 Day 23 at 10:00 AM For Technical Support for the Virtual Child Program: 1. Visit 2. Click on the tab for Chat and fill out information. 3. A representative will Live Chat with you to help you with your problem. Because we have such a short semester, Live Chat is the only way to get an answer/help and not lose time in your raising of your Virtual Child. 4. Do not send them a question by . ing may take days to get your problem fixed and you will then have missed deadlines that cannot be postponed (remember each Topic in this class is a week s worth of material.) 5. It is not possible for me to solve your Virtual Child problems this must be done with the support of Virtual Child Technical Support. Instructor s Note: You MUST follow the schedule listed on the Course Module Checklist when raising your Virtual Child. The Checklist will tell you what age your Virtual Child while you are working on each Module and Topic of the semester. ( For complete directions for using the Virtual Child read the Virtual Child Directions which can be found on the HuskyCT Syllabus and Calendar Page.) Component B: Virtual Child Inspired Parent Meeting s You will be placed in a Parent Support group made of up to five students from this class. Your group will be given a series of problems/issues related to each of the developmental age levels. Your small group discussion is meant to simulate a group of parents discussing an issue. This discussion will take place on a discussion board specifically organized for your group. You will use your parenting experience gained from raising your virtual child and your life experience to discuss the question and come up with an answer. The parent meeting is a group activity and cannot be made up or done alone. Component C: Assignments Several modules will have individual assignments that will provide an opportunity to synthesize your readings, Virtual Child and life experiences. Component D: Video Quiz Many modules include videos that illustrate key points in our lectures. There will be short quizzes on many of these videos. Component E: s

6 There will be an at the end of each Topic in each Module 16 in all. These assessments will use multiple choice questions to encourage you to synthesize the information in each topic and to express your understanding of the material. Grading Scale: Undergrad Grade Letter Grade GPA A A B B B C C C D D D- 0.7 <60 F 0.0 Dates and Late Policy All course due dates are identified in the (choose appropriate location). Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner. No Assignments will be accepted late. Feedback and Grades I will make every effort to provide feedback and grades in 24 hours. To keep track of your performance in the course, refer to My Grades in HuskyCT. Ban on Use of WIFI for Taking Course s You should not take assessments in this or any other on-line class using wifi because the band of wifi does not remain constant. Even if you feel you have a strong wifi connection, and even if the the wifi does not go down it can affect your ability to take or complete the assessments. You must use a hard wired computer to take all assessments in this class. If after this warning you still decide to use wifi to take an assessment, you do so at your own risk and the assessment WILL NOT be reset for you to retake. For more information including tips from the University about on-line coursework. I ask everyone to read the following information before taking any exams - which is hyperlinked at the access point of every exam - Important Instructions for Exams Please read and then copy Test Taking FAQ from UConn Digital Learning Center.pdf This will assure you a better test taking experience.

7 Each Quiz and has a test time limit and a due date. Please read the specific times and dates for each assessment. For assistance, contact the Digital Learning Center, (860) ; Student Responsibilities and Resources As a member of the University of Connecticut student community, you are held to certain standards and academic policies. In addition, there are numerous resources available to help you succeed in your academic work. This section provides a brief overview to important standards, policies and resources. Student Code You are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on Academic Integrity: Academic Integrity in Undergraduate Education and Research Academic Integrity in Graduate Education and Research Cheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources: Plagiarism: How to Recognize it and How to Avoid It University of Connecticut Libraries Student Instruction (includes research, citing and writing resources) Copyright Copyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further disseminated. Netiquette and Communication At all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette. Adding or Dropping a Course If you should decide to add or drop a course, there are official procedures to follow: Matriculated students should add or drop a course through the Student Administration System. Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar s website. You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the: Undergraduate Catalog Graduate Catalog Academic Calendar The University's Academic Calendar contains important semester dates. Academic Support Resources Technology and Academic Help provides a guide to technical and academic assistance.

8 Students with Disabilities Students needing special accommodations should work with the University's Center for Students with Disabilities (CSD). You may contact CSD by calling (860) or by ing If your request for accommodation is approved, CSD will send an accommodation letter directly to your instructor(s) so that special arrangements can be made. (Note: Student requests for accommodation must be filed each semester.) Blackboard measures and evaluates accessibility using two sets of standards: the WCAG 2.0 standards issued by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act issued in the United States federal government. (Retrieved March 24, 2013 from Blackboard's website) Policy against Discrimination, Harassment and Inappropriate Romantic Relationships The University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate Romantic relationships can undermine the University s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate Romantic Relationships for more information. Sexual Assault Reporting Policy To protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information. The technical requirements for this course include: Word processing software Adobe Acrobat Reader Internet access (add additional items as needed) Software Requirements and Technical Help This course is completely facilitated online using the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, students have access to the in person/live person support options available during regular business hours through HuskyTech. Students also have 24x7 Course Support including access to live chat, phone, and support documents. Minimum Technical Skills To be successful in this course, you will need the following technical skills: Use electronic mail with attachments. Save files in commonly used word processing program formats. Copy and paste text, graphics or hyperlinks. Work within two or more browser windows simultaneously. Open and access PDF files. (add additional skills as needed)

9 University students are expected to demonstrate competency in Computer Technology. Explore the Computer Technology Competencies page for more information. Evaluation of the Course Students will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research and Effectiveness (OIRE). Additional informal formative surveys may also be administered within the course as an optional evaluation tool.