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(Fall 2025)

CD 105 (section 71) (Child Growth and Development)

(Monday, Sept. 15th) (12:00 a.m.) - (Friday, Dec. 12th) (11:59 p.m.) (12 -week class)

(Canvas Course# 59691) (Macmillan Learning Course) (Achieve# mgxkba)

Course Description

This introductory course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages.

Note: This is a fully online class with no on-campus meetings. Students will be required to complete online instructional content via Canvas. On the first day of class students must log into Canvas to access this course and receive initial information from the instructor (typically located on the announcement page of the course). Students should log on to Canvas Prior to the first day of class to access the presentation schedule. There will be occasional zoom meetings that will be announced in advance. These meetings are recorded and posted on canvas. On the first day of class students must log into Canvas to access this course and receive initial information from the instructor (typically located on the announcement page of the course). Students should log on to Canvas Prior to the first day of class to access the presentation schedule.

Pre/Co-Requisites:

Departmental Advisory: English 015 or eligibility for English 101 or English 101H as determined by the SBVC assessment process.

Instructor: Saovaros Diehl-Hope
Instructor e-mail: sdiehl@sbcccd.edu
Alternate E-mail: shope@renuhope.org
Office Hours: via Canvas Messaging (send message)
Phone: (951) 845-3816 (ext. 80221)

SBVC Mission, Vision, and Values Statements

Mission:

San Bernardino Valley College provides innovative instructional programs and cohesive student services to support the educational goals of a culturally diverse community of learners by engaging in continuous improvement and actively working towards an antiracist culture to foster an environment of meaningful learning and belonging for our students, employees, and the community.

Vision:

Through offering a variety of degrees, certificates, skill-building courses, and opportunities for personal and professional enrichment, San Bernardino Valley College strives to be the institution of choice for the region. Our inclusive culture, quality education, and comprehensive support services will create leaders dedicated to promoting social justice and community advocacy on a local and national level.

Values:

San Bernardino Valley College's commitment to its mission is expressed through its values. As a community, the college values:

Diversity, Equity, Inclusion, and Anti-Racism:

Our strength as an institution is enhanced by the cultural diversity, and varied lived experiences of our students, faculty, staff, and external community. Policies, plans, and decisions must be data-informed, utilize an equity lens, and be based on thoughtful consideration of what will best serve our students and the community at large.

Student Success:

Quality education and training supports students in improving their lives and the lives of their families, while uplifting the community. Students will enhance their ability to think critically, to communicate clearly, and to grow personally and professionally within an enriched learning environment that promotes creativity, self-expression, and the development of critical thinking skills. We strive to identify and address equity gaps through evidence-based research to ensure that each student can succeed.

Open Access:

We are committed to providing quality programs and services for every member of our community regardless of their level of preparedness; socio-economic status; gender and gender expression; sexual orientation; cultural, religion, ethnic background; and abilities. Additionally, we must provide students with access to resources, services, and technological tools that will enable them to achieve their educational goals.

Campus Climate:

We value a campus-wide climate that is student-focused, fosters mutual respect between all constituencies, values multiple perspectives, and appreciates diverse cultures and human experiences. We must hold ourselves and our students to the highest ethical and intellectual standards.

Participatory Governance:

As part of the collegial consultation process, all levels of the college must openly engage in sharing ideas and suggestions to develop innovative ways to improve our programs and services. We value equitable, inclusive, collaborative, and transparent governance processes grounded in open, honest, and reflective discourse.

(Required Text and Achieve e-book)

You will need Achieve with this e-book. The book alone will not work, as many assignments are done within the e-book.

Developing Person Through Childhood and Adolescence 13th edition

By: Kathleen Stassen Berger

Publisher: Bedford Saint Martin's (MPS)

E-book ISBN: 9781319541163

ISBN-10: 31954116X

All course materials such as this eBook, assignments, and resources are found in your canvas course shell within Modules. The paperback, looseleaf book does not include Achieve access which is required for completing each Weekly Chapters assignments. If you have questions or encounter issues with Achieve access, please contact Customer Support, 24/7, via the online form; by chat or by phone at (800) 936-6899.

Course Objectives:

Upon completion of the course, students will be able to:

Read and retain information; write clearly; speak clearly; employ vocabulary of the subject studied; demonstrate active listening skills; find and interpret information; evaluate strengths, weaknesses, and fallacies of logic, apply learned knowledge to new situations; demonstrate respect for a diversity of ideas and the rights of others; work effectively in group settings.

Describe major developmental milestones for children from conception through adolescence in the areas of physical, psychological, cognitive and language development.

Identify and analyze how cultural, economic, political, and historical contexts affect children’s development.

Identify and compare major theoretical frameworks related to the study of human development.

Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies.
Differentiate characteristics of typical and atypical development.

Apply theories of development to personal life experiences.

Examine and evaluate the role of family in facilitating children’s development.

Identify and describe biological and environmental factors that influence children’s development from conception to adolescence across domains.

Student Learning Outcomes:

Upon completion of a course of study and a grade of C or better students will:

Describe development of children from conception through adolescence in the physical, social, emotional, and cognitive domains matching descriptions and definition on exams.

Identify cultural, economic, political, and historical contexts that impact children’s development in an in-class assignment.

Apply knowledge of development and major theoretical frameworks to child observations.

Policies: Online weekly modules assignments in canvas

Attendance and Participation

The following instructional methodologies will be designed within the Learning Management System - Canvas and will include but not be limited to the following:

(a) Email; (b) Weekly Announcements; (c) Weekly Modules; (d) Micro online Lecture; (e) Weekly Zoom Meetings: Discussions, Lectures live and recorded; (f) Videos found in Modules (g) Collaborative Group Work through Discussion Boards and Zoom; (h) Weekly Achieve online Skill-building activities such as Learning Curves, Data Connections; Developing Lives 2.0 Activities; (i) Weekly Achieve online Chapter Quizzes; (j) Achieve Student Surveys; (k) Written papers accompanying completed Achieve Developing Lives 2.0 online activities focusing on contextual influences on development and analytical Child Observation paper; and (l) Final in Canvas.

After the first week of the online class, Students who do not complete Week 1 -Module 1 Chapter 1 “The Science of Human Development” online activities and assignments within the due date/timelines for the following assignments within canvas: (a) Survey 1; (b) Chapter Readings, Introduction Chapter video; and review of lecture Power- point; (c) completion of three interactive achieve chapter 1 Learning Curves; (d) Achieve Data Connection; (e) Achieve Practice Chapter 1 quiz; (f) Responses to Announcements, (g) participation during scheduled zoom meetings or viewing recorded visual/auditory and transcribed zoom meetings, (h) and failure to complete the activities. Lack of attendance or assignment completion during the first week may result in the student being dropped from the online class.

As outlined in each weekly modules, students are required to complete reading of assigned text chapters, handouts, resources, and assignments posted on canvas within the specified timeline listed on the syllabus – section “Topics and Assignment Due Dates” and as posted in each weekly module and assignments.

Advisory: Each weekly module assignment begins on Monday at 12:00 a.m. and ends Sunday at 11:59 P.M. The deadline for submission of each weekly module assignment within canvas is Sunday at 11:59 P.M. for every module, except for the last module which is an 11-day module. Your regular participation through completion of online activities as scheduled within each weekly module is important to your success.

Please make every effort to respond to weekly Announcements and note the dates/times of scheduled Zoom meetings. Please join in the required zoom meetings. They are recorded and posted later, but attendance is taken during the meeting and if part of your overall participation grade. All online activities listed in the weekly modules are available during specified time periods and access is granted according to student’s completion of activities and assignments within the weekly modules. There is an assigned start date/time and ending date/ time for each Weekly Module activities and assignments. Each zoom meeting lists and records a participant List. These will be used to record each student’s attendance. It is the student’s responsibility to check the weekly “Announcements” and e-invites within canvas of dates/time of zoom meetings and scheduled activities and assignments.

Attendance Policies:

It is ultimately the student’s responsibility to add and/or drop classes officially according to the college policy and Academic Calendar. Failure to drop by the deadlines may result in an F (Failing) grade.

Add/Drop Class Policies: Please refer to the student handbook “Important Dates and Reminders” and the Spring 2025 academic calendar for listing of important drop and add dates.

Grading Plan and Course Assignments

Final grades will be based on cumulative- points earned from completion of assigned online class activities and assignments outlined in each of the weekly modules, such as: weekly achieve activities: learning curves, chapter videos, chapter quizzes; discussion boards; achieve developing lives 2.0 activities (Part I of contextual influences on development paper and child development observation paper, what did I know? What did you learn? (part I final study guide); final study guide and final exam.

Please refer to the Grading Plan and Grades within canvas which details- points and percentage of- points of each assignment, quizzes and final. The Grading Plan also includes the valuation of the Total- points; specifically, the Letter Grade that will be recorded in accordance with the total- points earned. Each assignment will be submitted online in Canvas. Submitted assignments will be scored/graded in Canvas every Monday morning to provide timely feedback. Online records of- points/grade earned will be posted in Canvas – Grade Area. Canvas calculates your overall average automatically.

The percentage of Achieve activities completed, and outcome of chapter quizzes are recorded in both canvas and the achieve gradebook.

Each student is expected to participate in all online assignments, read assigned chapters of the textbook, complete all assignments, quizzes, papers, etc. on time as posted for each assignment and within weekly modules.

Please ensure to follow the criteria (rubric) for each assignment. There will be no make-up of assignments, quizzes, written papers or Final. Late assignments are not accepted. Each assignment must be submitted in the specified format and submitted in Canvas at the end of each Weekly Module, specifically Sunday on or by 11:59 P.M.

Academic Policies and Standards of Student Conduct:

Students are expected to adhere to the standards of Student Conduct Code described in the San Bernardino Valley College Student Handbook. In accordance with Board Policy 5500 and the California Education Code, disciplinary action may be taken if a student’s conduct disrupts the class or significantly interferes with the instructional program or college activities, or his/her actions endanger the health or safety of others.

Examples of conduct that may result in disciplinary action include, but is not limited to: persistent disruptive behavior; assault, battery or threat of violence; use, sale, possession of illegal drugs or substances; use of possession of alcoholic beverages on college property or at a college-sponsored event; smoking in any designated as “No Smoking”; Dishonesty, such as cheating, plagiarizing, or providing false information; Forgery, alteration , or misuse of college documents; violation of regulations governing student organizations; unauthorized entry; possession or use of any firearm, explosive device or dangerous chemicals; driving of motorcycles or off-road vehicles on college property; or obstruction of pedestrian and/or vehicular traffic on college property.

Academic Dishonesty (Plagiarism)

Plagiarism is the act of presenting someone else’s work as one’s own. Examples include copying and pasting text from websites or other electronic sources and presenting it in an assignment as your own original work. Copying and pasting text from printed sources (including books, magazines, encyclopedias, or newspaper) and presenting it in an assignment as your own original work. Using another student’s work and claiming it as your own original work (even if you have permission of the other student). Tending an unlawful act that is defined as misrepresentation of the published ideas or words of another as one’s own, will not be tolerated as stated in the College Catalogue. Use of assignments, reports, papers, etc. that have been written by another person or submitted by a student as their own work is also considered plagiarism. Students will receive an “F” for the course if they are found to have plagiarized materials. All forms of cheating, including signing another student’s name to the daily roll sheet will result in disciplinary action and up to and including an “F” in the class.

Cheating:

Cheating is another act of pretending (or helping others to pretend) to have mastered course material through misrepresentation. Examples include copying from another student’s test or assignment; Allowing another student to copy from your test or assignment; Using the textbook, course handouts, or notes during a test without instructor’s permission; Stealing, buying, or otherwise obtaining all or part of test before it is administered.

Selling or giving away all or part of a test before it is administered; Having someone else attend a course or take a test in your place; Attending a course or taking a test for someone else; or failing to follow test-taking procedures, including taking during the test, ignoring starting and stopping times, or other disruptive activity.

Class Policies online Netiquette Policies:

Please be advised, a consistent and effective system of communication is essential to an online class. During your experience as a member of the community of online learners of this CD 105 online class, you will be presented and engage in different ways to communicate with each other (other class members) and myself, your professor.

Please keep in mind the ‘members of the CD 105 Online Community of Learners” are limited to only enrolled members of our CD 105 Online class to maintain a confidential and private virtual environment and allow for open, trusting discussions. To ensure “Netiquette”, the code of conduct for communicating online is followed and adhered to by each Student and Professor the following policies and guidelines are established:

Each student and professor when communicating with each other and with the Professor must engage in respectful behavior, use appropriate language and respect the privacy interests of others as defined in the term “Netiquette.”
All forms of communication in this online class may include but not limited to postings in Discussion Boards, Blogs, Chats, Emails, Screen Sharing during Zoom, Text, Phone Call, Zoom Meeting must be formal, contain proper language, non-offensive and respectful always.
Contributions made by other members of the class will be received respectfully. 4. Each member has his/her own opinions and viewpoints which contribute to the diversity of our community, allowing for an opportunity for our personal growth
Contribute according to the required timelines and schedules on a regular basis to collaborative activities to ensure other members of the community have ample opportunity to read/listen, reflect, and respond to your ideas
Respond/reply according to required timelines and schedules on a regular basis to group dialogue such as blog posts and replies.
To prevent misinterpretation or misunderstanding of written communications, prior to submitting, review, read aloud and reflect on the content.
If the information is not clear, open for interpretation or may be interpreted or received as inappropriate or disrespectful, rewrite the content.
All image and video content shared within this community will reflect acceptable academic standards. You are expected to use discretion and, if asked, you will be expected to demonstrate how your content supports the theme of our community: “We are a community of valued people.”
Any community member can set up a discussion forum in our course. However, the individual who creates the forum immediately takes on the responsibility of moderating it. This means you have committed to regularly responding to new comments and greeting new members of the forum.
Student-Student Interaction may be Asynchronous (occurring at different times) through modes such as email, Blogs, or Discussion Boards. The content of all formal written communication must be respectful, not received or easily misconstrued as offensive, inappropriate or contain improper language (slang, abbreviated terminology, etc.)

Be Hopeful: Strategies for Success:

Harness Your Strengths: Build on existing knowledge and new information gained through class reading and information gained from class members. Overcome obstacles: Through the community of learners look to one another as resources in completing the course assignments and exams – Form learning/study partners from the class or study groups. Plan and prioritize: Refer to Class Schedule/Topic/Assignments.

Be mindful of assignments and meet timelines. Read the assigned materials prior to class. Be prepared to discuss and contribute during class. Embrace the journey: Commit to weekly time requirements for outside assignments, reading and practicum activities; Complete weekly Reflection and Reviews. Focus on your progress: Review your instructor’s feedback as an opportunity for continued growth. Live Out Your Dreams: Build upon your progress – apply and expand your knowledge.

Accommodations:

If you require disability-related accommodation, please let me know as soon as possible so that I can assist you in a timely manner. You should also contact Disabled Student Programs and Services (DSPS) directly to make your request.

You will be required to provide DSPS with professional verification of your disabling conditions. DSPS is located in ADSS 105. The phone numbers are voice: (909) 384-4443; TTY: (909) 888-2357

DPSS

https://www.valleycollege.edu/student-services/specialized-counseling-services/disability-services/

How Contact us: Phone (909) 384-4443 Fax (909) 889-7821 Video Phone for Deaf and Hard-of-Hearing (909) 332-5877

E-mail dsps@valleycollege.edu Location The office location is closed to the public at this time. Please call or email for assistance. Administration/Student Services Building Room 105

Resources to Support Success: Chromebook:

Enrolled in Summer or Fall? Keep your Chromebook. Need a Chromebook? See the link on the Valley College homepage Need to return your Chromebook? Tue & Wed 10 AM - 7 PM

Academic Success Center – Online

Support: https://www.valleycollege.edu/student-services/tutoring-academic-support/student-success-center/index.php

Email: sbvctutoring@gmail.com with the following information: Your Name The subject you would like tutoring for the time you would like to begin your tutoring session*

Please note we can only accommodate same-day requests at this time.

Contact Information: For more information call - 909-384-4463 (Math and Science Success Center) 909-384-8589 (Tutoring Center); Jody Fehr (Faculty Tutoring Coordinator) jfehr@valleycollege.edu 909-384-8601

Library:

https://library.valleycollege.edu/refdesk@valleycollege.edu

Circulation: 909-384-4448

Reference Librarian: 909-384-8289

Computer Lab: 909-384-4447

Administration: 909-384-8673

Division Information:

Division: Social Sciences, Human Development and Physical Education

Division Dean: Kirk Rogers, kirogers@valleycollege.edu

Division Office: North Hall 345

Division Administrative Assistant I: Angela Grotke, agrotke@valleycollege.edu

Division Phone Number: (909) 384-8521

Course Requirements and Structure:

This course entails 15 weeks of study. Each week is devoted to a specific topic and corresponding chapter in the textbook. There are sixteen (16) chapters in the textbook. The first week includes course overview and the last week includes the final reflection exam. Every effort is made to ensure the topics are presented during the scheduled dates; however, if it is in the best interest of the class or due to unforeseen circumstances the lectures, activities, location to complete assignments and/or exams can change. If a change is necessary, a formal announcement will be made in class and posted on Canvas (announcement section), Achieve and student’s SBVC email.

Grading Plan and Course Assignments:

Final grades will be based on cumulative points earned from completion of assigned online class activities and assignments outlined in each of the Weekly Modules, such as: Weekly Achieve Interactive Skill Building Activities that include Learning Curves, Video Activities, Connecting Data, Chapter Quizzes, Developing Lives 2.0 Activities, Written paper within Discussion Board topic “Contextual Influences on Development” and Child Development Observation Paper, “What Will I Know What Will I Learning?”(Part I Final Study Guide), Final Study Guide and Final.

Please refer to the Grading Plan and canvas grades which details points and percentage of points of each assignment, quizzes and final. The Grading Plan also includes the valuation of the Total points; specifically, the Letter Grade that will be recorded in accordance with the total points earned. Each assignment will be submitted online within Canvas. Submitted assignments will be scored/graded in Canvas using Speed Grader and Comments to provide timely feedback. Online records of points/grade earned will be posted in Canvas – Gradebook.

The percentage of Achieve Activities completed, and outcome of Chapter Quizzes are recorded in the Achieve gradebook. Each student is expected to participate in all online assignments, study the textbook and complete all assignments, quizzes, final on time as posted for each Assignment and within Weekly Modules. Please ensure to follow the criteria (rubric) for each assignment. There will be no make-up of quizzes, Final exams and assigned assignments. Late assignments are not accepted. Each assignment must be submitted in the specified format and submitted on Canvas.

Canvas records each assignment score/points earned and continues to track the percentage of assignments completed during each week’s Module assignments, and records number of- points earned as the course progresses.

The- points for each assignment are listed in the modules section. Your grade is based on the percentage of points that you earn out of total possible, up to that point. You may calculate the total points possible by adding up the- points listed below under assignments that are associated with them. Canvas will do this automatically for you. The instructor does not list the exact number, as it may change as an assignment is added or deleted as the course progresses.

Assignments and Test Deadlines:

Each assignment must be completed according to the instructions and format listed. Assignments must be grammatically correct and comprehensible (able to be understood). Assignments are to be completed on time, specifically; no later than the published due date listed within each Module section.

“You may delay, but time will not” - Benjamin Franklin

All Assignments are listed below. The due dates are also listed in the canvas site at the bottom of the home page and in each Weekly Modules section. The availability dates of each assignment are listed in the modules area.

All assignments for that week are due by Sunday at 11:59 p.m. at the end of that week. The- point total for each assignment is listed in Canvas by that assignment in the modules section. Canvas calculates your grade based on the number of- points you have earned (up to that- point in the class) divided by the number of possible- points (up to that- point).

Weekly Modules:

(Press CTRL + click (on the assignment) to follow that link. It will take you to that assignment in Canvas if you are registered for the course.)

(Week #1) (Module 1.00) Chapter 1: "The Science of Development" Begins on Monday, Monday, Sept. 15th at 12:00 a.m. ends on Sunday, Sept. 21st at 11:59 p.m.

(Week #2) (Module 2.00 and Module 3.00) (Chapter 2: "Theories") and (Chapter 3: "The New Genetics") Begins on Monday, Sept. 22nd at 12:00 a.m. ends on Sunday, Sept. 28th at 11:59 p.m.

(Module 2.01) (Chapter 02) (Theories) (Lecture Slides 13th edition) ⬅🟦 🔗
Sep 28
1 pts
(Module 2.02) (Chapter 2 Intro Video) (Theories of Development) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
5 pts
(Module 2.03) (Learning Curve 2a) (What Theories Do; Grand Theories) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
5 pts
(Module 2.04) (Learning Curve 2b) (Newer Theories; What Theories Contribute) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
5 pts
(Module 2.05) (Chapter 2 Practice Quiz) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
10 pts
(Module 2.14) (Discussion Board) "Theories: What Would You Do and Which Theory of Human Development Supports Your Approach?" ⬅ (graded assignment) 🟩
Sep 28
15 pts
Chapter 3 (Module 3.00) "The new genetics" (also due this week)
(Module 3.01) (Chapter 03) (The New Genetics) (Lecture Slides 13th edition) ⬅🟦 🔗
Sep 28
1 pts
(Module 3.02) (Chapter 3 Intro Video) (Heredity and Environment)⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
5 pts
(Module 3.04) (Learning Curve 3b) (Genotype to Phenotype) Nature and Nurture) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
5 pts
(Module 3.03) (Learning Curve 3a) (The Genetic Code; New Cells, New People) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
5 pts
(Module 3.05) (Chapter 3 Practice Quiz) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Sep 28
10 pts
(Module 3.06) (Discussion Board) Genotype or Phenotype: What Did You Inherit? ⬅ (graded assignment) 🟩
Sep 28
15 pts
(Module 3.17) In The Womb Video and Quiz ⬅ (graded assignment) 🟩
Sep 28
20 pts

(Week #3) (Module 4.00 and Module 5.00) (Chapter 4: "Prenatal Development and Birth") and (Chapter 5: "The First Two Years Biosocial Development") - Begins on Monday, Sept. 29th at 12:00 a.m. ends on Sunday, October 5th @ at 11:59 p.m.

(Module 4.01) (Chapter 4) (Pre-natal Development and Birth) (Lecture Slides 13th edition) ⬅🟦 🔗
Oct 5
1 pts
(Module 4.02) (Chapter 4 Intro Video) (Prenatal Development and Birth) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 5
5 pts
(Module 4.03) (Learning Curve 4a) (Prenatal Development; Birth) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 5
5 pts
(Module 4.04) (Learning Curve 4b) (Problems and Solutions; The New Family) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 5
5 pts
(Module 4.05) (Chapter 4 Practice Quiz) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 5
10 pts
(Module 4.06) (Discussion Board) Contextual Influences on Development Paper Discussion Board ⬅ (graded assignment) 🟩
Oct 5
15 pts
Chapter 5 (Module 5.00) "The First Two Years of Biosocial Development" (also due this week)

(Week #4) (Module 6.00 and Module 7.00) (Chapter 6 "The First Two Years Cognitive Development") and (Chapter 7 "The First Two Years: Psychosocial Development") Begins on Monday, October 6th at 12:00 a.m. ends on Sunday, October 12th at 11:59 p.m.

(Module 6.01) (Chapter 6) The First Two Years, Cognitive Development Lecture Slides ⬅🟦 🔗
Oct 12
1 pts
(Module 6.02) (Chapter 6 Intro Video) (The First Two Years: Cognitive Development) ⬅ (graded) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 12
5 pts
(Module 6.03) (Learning Curve 6a) (The Eager Mind (Piaget) SensoriMotor Intelligence) ⬅ (graded) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 12
5 pts
(Module 6.04) (Learning Curve 6b) (Language in the First Two Years) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 12
5 pts
(Module 6.05) (Chapter 6 Practice Quiz) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 12
10 pts
Chapter 7 (Module 7.00) "The First Two Years: Psychosocial Development" (also due this week)

(Week #5) (Module 8.00 and Module 9.00) (Chapter 8: "Early Childhood: Biosocial Development") and (Chapter 9: "Early Childhood: Cognitive Development") Begins on Monday, October 13th at 12:00 a.m. ends on Sunday, October 19th at 11:59 p.m.

(Module 8.01) (Chapter 8) (Early Childhood Bio-social Development) (Lecture Slides 13th edition) ⬅🟦 🔗
Oct 19
1 pts
(Module 8.02) (Chapter 8 Intro Video) (Early Childhood: Biosocial Development) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 19
5 pts
(Module 8.03) (Learning Curve 8a) (Body Changes; Brain Growth) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 19
5 pts
(Module 8.04) (Learning Curve 8b) (Harm to Children) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 19
5 pts
(Module 8.05) (Chapter 8 Practice Quiz) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 19
10 pts
Chapter 9 (Module 9.00) "Early Childhood Cognitive Development" (also due this week)

(Week #6) (Module 10.00 and Module 11.00) (Chapter 10: "Early Childhood: Psychosocial Development") and (Chapter 11: "Middle Childhood: Biosocial Development") Begins on Monday, October 20th at 12:00 a.m. and ends on Sunday, October 26th at 11:59 p.m.

(Module 10.01) (Chapter 10) (Early Childhood Psycho-social Development) (Lecture Slides 13th edition) ⬅🟦 🔗
Oct 26
1 pts
(Module 10.02) (Chapter 10 Intro Video) (Early Childhood: Psychosocial Development) ⬅ (graded) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 26
5 pts
(Module 10.03) (Learning Curve 10a) (Emotional Development; Play) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 26
5 pts
(Module 10.04) (Learning Curve 10b) (Challenges for Caregivers) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 26
5 pts
(Module 10.05) (Chapter 10 Practice Quiz) ? (graded assignment) ⬅ (graded assignment) 🟩 (links to Achieve assignment) ▶ 🔗
Oct 26
10 pts
(Module 10.08) (Discussion Board) Parenting Styles and Effects on Development ⬅ (graded assignment) 🟩
Oct 26
15 pts
Chapter 11 (Module 11.00) "Middle Childhood: Biosocial Development") (also due this week)

(Week #7) (Module 12.00) (Chapter 12: "Middle Childhood: Cognitive Development") Begins on Monday, October 27th at 12:00 a.m. ends on Sunday Nov. 2nd, at 11:59 p.m.

(Week #8) (Module 13.00) (Chapter 13: "Middle Childhood: Psychosocial Development") Begins on Monday, Nov. 3rd at 12:00 a.m. ends on Sunday, Nov. 9th at 11:59 p.m.

(Week #9) (Module 14.00) (Chapter 14: "Adolescence Biosocial Development") Begins on Monday, November 10th at 12:00 a.m. ends on Sunday, November 16th at 11:59 p.m.

(Week #10) (Module 15.00 (Chapter 15 "Adolescence: Cognitive Development") Begins on Monday, November 17th at 12:00 a.m. ends on Friday, November 23rd at 11:59 p.m.

Fall Break (Thanksgiving) no classes this week Begins on Monday, Nov. 24th at 12:00 a.m. and ends on Sunday, November 30th at 11:59 p.m.

Just some junk (don't click on this)

(Week #11) (Module 16.00) (Chapter 16 "Adolescence: Psychosocial Development") Begins on Monday, December 1st at 12:00 a.m. ends on Friday, December 7th at 11:59 p.m.

(Week #12 Final Exam Week) begins on Monday, December 8th (12:00 a.m.) ends on Friday December 12th at (11:59 p.m.)

(Module 17.20) Final Exam ⬅ (graded assignment) 🟩
Dec 12
55 pts
(Assignments due last day of class but open the entire class) ⬇

Explanation of written paper assignments

(Child Observation Paper)

After completing the Developing Lives 2.0 Activities, Students will be provided video links to observe and compare a focused Preschool child interacting in an early learning setting. Each student will write an Observation Paper that includes Part 1, Part 2 and Part 3 as listed below for each Child Observation Paper:

Part 1 – Provide details for items A, B, and C

Read the summary description provided for three of the focus children featured in the videos. Write a background description from the information provided of the child to include age, culture, family structure and function (single parent, blended family, etc.), and if applicable, developmental delay. Include your own summary description of the child’s physical description (i.e., height, est. weight), hair color, etc.

Describe the setting/location of the observation (i.e., at preschool while engaged in outdoor play with small group of preschoolers on the multi climber unit). Describe what the child is doing during your observation, include what the child is saying (verbatim) and how s/he is interacting with others.
Rate the child’s temperament using the Thomas and Chess “Temperament Rating Scale”. After observing the child complete the Temperament Rating Scale and write your analysis of the child’s temperament according to the text’s definition. Using the Temperament Assessment Scale for Children

On a scale from 1 to 5, rate where the child would likely be according to each of the nine temperament traits below.

Activity Level.

How much does the child wiggle and move around when being read to, sitting at a table, or playing alone?

Low Activity 1 3 5 High Activity

Is the child regular about eating times, sleeping times, amount of sleep needed, and bowel movements?

Regular 1 3 5 Irregular

How quickly does the child adapt to changes in her or his schedule or routine?

Ad point assignment quickly 1 3 5 Slow to adapt.

How quickly does the child adapt to new foods and places?

Ad point assignment quickly 1 3 5 Slow to adapt.

Approach/Withdrawal. How does the child usually react the first time to new people, new foods, new toys, and new activities?

Initial approach 1 3 5 Initial withdrawal

Physical Sensitivity. How aware is the child of slight noises, slight differences in temperature, differences in taste, and differences in clothing?

Not sensitive 1 3 5 Very sensitive

Intensity of Reaction. How strong or violent are the child's reactions? Does the child laugh and cry energetically, or does she or he just smile and fuss mildly?

High intensity 1 3 5 Mild reactions

Is the child easily distracted, or does she or he ignore distractions? Will the child continue to work or play when other noises or children are present?

Very distractible 1 3 5 Not distractible

Positive or Negative Mood. How much of the time does the child show pleasant, joyful behavior compared with unpleasant crying and fussing behavior?

Positive mood 1 3 5 Negative mood

How long does the child continue with one activity? Does the child usually continue if it is difficult?

Long attention span 1 3 5 Short attention span

Part 2 – Observation depicting facts inclusive of description.

After viewing various videos of your focused (selected) child, write a detailed descriptive observation of the child, that contains only the facts, using direct quotes of statements made by the child to describe what the child is saying, action and interactions with others – please refer to the handout.

Part 3 – Documentation and Reference

Document and reference the observation (what the child said, what the child did, how the child interacted with others) to describe/illustrate two examples of the child’s biosocial, psychosocial, and cognitive development. Compare what you observed with information from the text that defines biosocial, psychosocial, and cognitive development and one other published source (within the last 5 years). Use direct quotes and page number for each section (i.e., biosocial, psychosocial, and cognitive). Please remember to provide two examples from each area of development: Biosocial, Psychosocial and Cognitive. Please write a paragraph for each section.

Part 4 - Analyzing the observation to determine if development is atypical or typical

Using the factual notes and data collected from the child observation and parent interview regarding the child’s temperament, you will develop a summary paper that includes information contained with Part I, Part II, Part III and Part IV. Read the handout about “Understanding Atypical Development” provided during class.

Describe specific examples of the child you observed and explain why this child is developing typically for his or her age based upon your analysis and research above. If the child shows any atypical development (also referred to as Due Date marked delays) clearly explain why you believe this to be so and support from information found in your textbook, including quotation and page number. For confidentiality purposes, please do not include full names of children and/or adults. A person’s name may be indicated by first initial or the first name only.

The paper must be typed. Please use proper grammar and spell check to ensure the paper is grammatically correct and comprehendible.