SYRACUSE UNIVERSITY IN MADRID
Spring 2004



PY 335.1

Child Psychology

Professor: Laurence E. Heglar, PhD
Class: Mondays & Wednesdays
Time: 14:00 to 15:30
Location:Martinez de Campos
E-mail: lheglar@schillermadrid.edu
Mobil phone: 676.406.071
Office hours: By appointment.
Instructor's web site: http://personales.jet.es/lheglar/

Course Description:

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:
  • major developmental perspectives
  • what happens prior to and just after birth,
  • the development of thinking and language
  • the child's personality
  • early social relationships with peers and the family
  • atypical patterns of development.
Basic Text:DeHart, G.B., Sroufe, A.I., Cooper, R.G. (2000) Child Development: It's Nature and Course (4th ed.).. New York; McGraw-Hill, Inc.

Readings: Extra readings will be provided as photocopies and should be purchased from the Syracuse office.

Grading:

The final grade will be determined as follows:
Midterm examination30%
Final examination30%
Research Report30%*
Class participation10%

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:
  1. Brief diary of daily activities and observations during their community service experience.
  2. Two summary papers that reflect on the experience to date, one before and one after the midterm. (2-3 Pages)
  3. A final paper that meaningfully reflects on the application of methodology, perspectives and theories presented in the course to specific aspects or persons encountered in the community service placement site.
Attendance:
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.).

Academic Standards

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.

Reading and Topic Outline:


DATETOPICREADING
Jan. 26 Perspective
Human Evolution & Development
Readings: Gould, S.J. - A Matter of Degree and
The Child as Father to the Man
Jan. 28 Perspective
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 8 Review
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 WednesdayFinal Exam