|Professor:||Laurence E. Heglar, PhD|
|Class:||Mondays & Wednesdays|
|Time:||14:00 to 15:30|
|Location:||Martinez de Campos |
|Office hours:||By appointment.|
|Instructor's web site:||http://personales.jet.es/lheglar/|
This course will focus on that portion of our lives that begins with conception and continues through the teen years. At present the study of infancy and childhood is in an exciting new phase as new research methods and perspectives are helping us discover more about children's capacities and potentials. We will examine the following:
Readings: Extra readings will be provided as photocopies and should be purchased from the Syracuse office.
The final grade will be determined as follows:
Exams: The midterm and final exams will consist of objective and essay questions.
Research Report: Students will be required to complete a research paper (minimum length=10 pages), examining in detail some area of child development. Topics will be developed with the instructor. Research materials will be primarily obtained from the internet, the Syracuse/Institute Libraries, and the instructor's personal library.
*Service Learning Experience: This course includes an optional Service Learning Component. Service Learning was developed to connect real-world experiences and traditional academic learning. Students who volunteer for this program to make a meaningful contribution to the Madrid community, reflecting on the experience and process of making that contribution. Students who participate in this program in conjunction with this course will periodically share their experience with other class members. In addition, a paper consisting of an account of the service learning experience will be submitted in lieu of a research paper.
Service Learning students who complete the following requirements will automatically receive 30% in the calculation of their final grade:
Attendance in classes in all course is expected at Syracuse University. SU/Madrid class attendance requirements and policies concerning non-attendance are detailed below and on each respective course syllabi. Each unexcused absence after the deadline to declare ADD/AUDIT/PASS-FAIL (September 18th) will result in a penalty applied to the Final Grade; the penalty is the loss of a half of a grade point per unexcused absence thereafter (e.g., A to A-, A- to B+, B to B-, etc.).
Students shall exhibit honesty in all academic endeavors; cheating in any form is not tolerated, nor is helping someone to cheat. Work submitted is taken as a guarantee that it is the student's own, except where properly credited to another. Violations include giving or receiving aid on an exam, report or project where otherwise prohibited, fraud, plagiarism or forgery of any record, or any deceptive act in connection with academic work.
Plagiarism is the representation of another's words, ideas, programs, formulas, opinions or other products of work as one's own either overtly or by failing to attribute them to the true source and is subject to disciplinary action as described under violations to the Syracuse University Code of Student Conduct.
Human Evolution & Development
|Readings: Gould, S.J. - A Matter of Degree and
The Child as Father to the Man
Regulative principles and models
|Readings: Cassel, T.Z. - A Contextual Developmental Perspective, pp. iv - 11 and Text, Ch. 1 - History, Theory, & Research Strategies|
|Feb. 2||Research Strategies||Text, Ch. 1 - History, Theory, & Research Strategies|
|Feb. 4||The Contexts of Development||Readings: Cassel, T.Z. - A Contextual Developmental Perspective, pp. 12-31 (Students should bring Readings to class) and Text, Ch. 2 - The Contexts of Development|
|Feb. 9||The Contexts of Development||Text, Ch. 2 - The Contexts of Development|
|Feb. 11||Genetics||Readings: Genes and Development
Text, Ch. 3 - Heredity and Prenatal Development
|Feb. 16||Prenatal Development||Text, Ch. 3 - Heredity and Prenatal Development
Film: Childbirth from the Inside Out
|Feb. 18||Birth||Film - Childbirth from the Inside Out|
|Feb. 23||The Neonate||Text, Ch. 4 - First Adaptations|
|Feb. 25||Establishing connections||Readings: Cassel, The Contexts of Development, pp. 31-38 and Sander, Issues in early mother-child interaction and Schaffer, Mothering as interlocution|
|March 1||Temperament, Attachment & Oral Behavior||Readings: Cassel, The Contexts of Development, pp. 60-68 and Text, Ch. 6 - Infant Social & Emotional Development|
|March 3||Oral Behavior and Parenting||Text, Ch. 6 - Infant Social & Emotional Development|
|March 5||Adaptative solutions - Piaget||Text, Ch. 5 - Infant Cognitive Development|
|March 10||Midterm Exam||March 15||The "terrible twos" - Moving toward independence||Fraiberg: Toilet Training (.pdf file)
Text, Ch. 8 - Toddler Social and Emotional Development
|March 17||Communicating||Text, Ch. 7 - Toddler Language and Thinking|
|March 22||Self-reliance & identity||Freiberg, The Magic Years - About the Oedipal Complex (.pdf file)
Identification (.pdf file) and Text, Ch. 10 - Social & Emotional Development in Early Childhood
|March 24||Reasoning and understanding others||Text, Ch. 9 - Cognitive Development in Early Childhood
Make-up day for Monday, April 21
|March 29||The Early School Years||Text, Ch. 12 - Social & Emotional Development in Middle Childhood|
|March 31||Text, Ch. 12 - Social & Emotional Development in Middle Childhood|
|April 5-9||Holy Week|
|April 12||No Class|
|April 14||Adolescence - Physical Change||Text, Ch. 13 - Physical & Cognitive Development in Adolescence|
|April 19||Adolescence - Cognitive Change||Text, Ch. 13 - Physical & Cognitive Development in Adolescence|
|April 21||Adolescence Social Change||Text, Ch. 14 - Social and Emotional Development in Adolescence|
|April 23||Adolescence - Emotional Change||Text, Ch. 14 - Social and Emotional Development in Adolescence|
|April 28||Catch up and review|
|May 5 Wednesday||Final Exam|