HDF 308 Theories of Child and Adolescent Development

Spring, 2016
T/TH 9:30 10:45am EHS 309
22296278
Instructor:
Office:
Phone:
Office Hours:

Dr. Megan Goodwin

EHS Building 228
989.774.7210
By appointment

CRN

HEV Department: EHS Building 228

Dept. Phone:
989.774.3218
Dept. Fax:
989.774.2435
E-mail:
goodw1mp@cmich.edu

Course Description and Prerequisites:

Survey of child and adolescent theories of development. Prerequisites: HDF 100 or EDU
280 or PSY 220; Signed major or minor in Child Development or Family Studies.
Course Objectives: After completing this course, the student will be able to:
1. demonstrate a knowledge of the philosophical foundations of theories of child and
adolescent
development.
2. describe how the lifespan perspective can be used to integrate different
theoretical models.
3. analyze how different theories help to explain developmental process in childhood
and
adolescence.
4. evaluate the strengths and weaknesses of each theoretical perspective.
5. apply theoretical concepts to practical issues in professional practice with children,
adolescents,
and families
6. apply theoretical concepts to personal development.
7. analyze how theoretical processes in childhood and adolescence have implications
for human
development across the lifespan.
Textbook:
Crain, W. (2011). Theories of development: Concepts and applications. (6th ed.). Upper
Saddle River, NJ:
Prentice Hall.
Other Readings: As assigned.
Blackboard:
The course syllabus, assignment information, grading documents, course
announcements and other important course documents and information will be posted to
Blackboard. It is each students responsibility to check Blackboard prior to each class
(at a minimum) to access relevant information and announcements about the course.
Each student should also monitor his or her grades via Blackboard and notify the
instructor immediately of any discrepancies identified. All grade questions should be
resolved as soon as possible after a grade is posted to Blackboard but no later than one
week after the grade is posted.

Course Requirements:
1. Class participation. It is expected that students will come to class prepared to
discuss the material assigned, to ask and answer relevant questions regarding the
material, and to interact with each other during class discussions. Student
involvement will be essential to the success of this course and to student mastery of
the course objectives. No specific points will be assigned for class participation,
however, active, constructive class participation may be considered in assigning the
final course grade. Please note: Attendance is the first step toward class
involvement. It is not considered sufficient for student learning or facilitating
achievement of the objectives of the course.
2. Short Papers. Four (4) short papers (2-3 pages) will be assigned throughout the
semester. One week prior to the due date a question will be posted to Blackboard
related to an upcoming theory. Responding to the question will require the student to
consider the assigned readings in responding to the question assigned in class.
Specific requirements for the papers will be discussed I class and posted to
Blackboard.
3. Short Paper Peer Reviews (4) Teams of 3 will be formed for review of papers prior
to submission. Details will be discussed in class.
4. Examinations. Four exams will be given throughout the semester and will cover inclass material and assigned readings up to the date of the examination. Typically,
each exam will consist of essay and short answer questions. Some multiple-choice
questions may be included. Specific exam format will be discussed in class prior to
each exam.
5. Individual Theoretical Project. Each student will develop a project that examines
the applicability of a
particular theoretical perspective to some aspect of human growth and development.
Specific requirements will be discussed in class and posted to Blackboard.
Evaluation:
All assignments should be neat, organized, and grammatically correct. Spelling and
punctuation are also expected to be correct. Points will be deducted for errors. All
assignments (unless otherwise noted) must be typed or word-processed. No
assignments will be accepted that are hand-written or torn out of a spiral notebook.
Assignment
Total Points
Short Papers (4 @ 20 pts. each)
1/28; 2/25; 3/24; 4/21
Short Paper Peer Review (4@ 5 pts. each)
Exam 1
50 points
Exam 2
50 points
Exam 3
50 points
Final Exam
50 points
Project Proposal
10 points
Project
90 points
_________

Due Dates
80 points
20 points
2/9
3/3
4/12
5/3
3/15
4/23

Total

400 points

Grading Scale 400 Points Possible

94 100%
90
63 66%
87 89%
62% D83 86%
60% E

Course Outline:
Date
Jan. 12, 14

A
93%
D
B

80 82%

BA-

67 69% D+
77 79% C+

B+

73 76%

70 72%

C-

60
Below

Topic
Readings
Introduction to course
Introduction pgs. 1 and 2
What is Theory? / Evaluating Theory

Jan. 19

Historical View

Chp. 1

Jan. 21

Gesells Maturational Theory

Chp. 2

Jan. 26, 28

Ethological Theory
(Paper #1 Due Jan. 28)

Chp. 3

Feb. 2

Montessori

Chp. 4

Feb. 4

Catch up and Review

Feb. 9

Exam 1

Feb. 11, 16

Learning Theory
Pavlov, Watson, Skinner

Chp. 8

Feb. 18, 23

Social Learning Theory - Bandura

Chp. 9

Feb. 25

Bio-ecological Theory Bronfenbrenner

(Paper #2 - Due Feb. 25)

Mar. 1

Catch-Up/Review

Mar. 3

Exam 2

Mar. 8, 10

Spring Break

Mar. 15, 17, 22

Cognitive Developmental Theory: Piaget

Mar. 24, 29

Moral Development
(Piaget, Kohlberg, Gilligan)
(Paper #3 due Mar. 24)

Assigned

Chp. 6

Chp. 7

March 31

No Classes

Apr. 5, 7

Social-Historical Theory Vygotsky

Apr. 12

Exam 3

Apr. 14, 19

Psychoanalytic Theory Freud

Chp. 11

Apr. 21, 26

Psychoanalytic Theory - Erikson

(Paper #4 due Apr. 21)

Chp. 12

Apr. 28

Catch up and Review

Chp. 10

Tuesday, May 3rd

Final Exam
10:00 11:50am
__________________________________________________________________________________________
Changes to Course Syllabus. The instructor reserves the right to modify this course
syllabus. Changes will be provided to the class in written and/or oral form.
Course and University Policies:
Policy on Academic Integrity. Because academic integrity is a cornerstone of the
Universitys commitment to the principles of free inquiry, students are responsible for
learning and upholding professional standards of research, writing, assessment, and
ethics in their areas of study. In the academic community the high value placed on truth
implies a corresponding intolerance of scholastic dishonesty. Written or other work which
students submit must be the product of their own efforts and must be consistent with
appropriate standards of professional ethics. Academic dishonesty, which includes
cheating, plagiarism and other forms of dishonest or unethical behavior, is prohibited.
(Copies of the complete Policy on Academic Integrity are available on the CMU website:
www.cmich.edu/AcademicSenate/secure/Documents/Academic%20Integrity%20Policy
%20-%20Approved%20--3-26-13.pdf .
Classroom Civility. Each CMU student is encouraged to create an environment during
class that promotes learning, dignity, and mutual respect of everyone. Students who
speak at inappropriate times, sleep in class, display inattention, take frequent breaks,
interrupt class by arriving late or leaving early, engage in loud or distracting behaviors,
text, e-mail or use laptops and tablets for things other than course activities, use
inappropriate language, are verbally abusive, display defiance or disrespect to others, or
behave aggressively toward others will be asked to leave the class and may be subject to
disciplinary action under the Code of Student Rights, Responsibilities and Disciplinary
Procedures. www.cmich.edu/ess/studentaffairs/Pages/Code-of-Student-Rights.aspx
ADA. CMU provides students with disabilities reasonable accommodation to participate
in educational programs, activities, or services. Students with disabilities requiring
accommodation to participate in class activities or meet course requirements should first
register with the Office of Student Disability Services (SDS) (120 Park Library);
www.cmich.edu/ess/studentaffairs/SDS/Pages/default.aspx. The Office of Student
Disability Services can also be reached via phone: 989.774.3018 or telecommunications
Device for the Deaf: 774.2568. Once you have registered with SDS you should then
contact me as soon as possible.

Laptops, tablets, smartphones, mp3 players, etc. Technology in the classroom is

permitted provided it is being used for class purposes. Laptops and tablets may be used
for taking notes or accessing course related documents only. Phones are to be turned off
or placed on vibrate and answered after class. (Exceptions must be discussed with the
instructor before class begins.) Texting, tweeting, etc. are not to take place when class is
in session. Misuse of technology during class may result in the offender being dismissed
from class.
Late Work, Missed Exams. Assignments are expected to be completed and turned in on
time. All assignments must be completed to receive at least a passing grade (D-) in the
class. Assignments not received by the start of class on the day they are due will be
considered late and 10% of the possible points will be deducted for each day late.
Assignments more than 1 week late will receive zero points.* Assignments may not be
turned in under the instructors office door. An assignment may be turned in to the HEV
office (EHS 228) during regular business hours but must be date and time stamped by
the HEV office staff (you will have to ask for the time to be added.) Exams are to be
taken on the date scheduled. In general, no make-up exams will be given. Under
extenuating circumstances and at the discretion of the instructor exams may be taken at
an alternative time IF the instructor is notified before the scheduled exam date.
*If an alternative date for submitting an assignment has been approved via e-mail,
phone, in person, etc., a note indicating the accommodation made and the date it was
made by the instructor must be submitted with the assignment. If a note is not included
with the required details, points will be deducted using the late work policy as previously
described.
E-Mail Communication vs. Office Visit: In many cases, e-mail is a very effective tool for
communicating with the instructor. There are times, however, when a face-to-face
meeting outside of the classroom environment would be more effective. Please consider
setting up a time to meet with me, if your question, issue or concern will require more
than a few sentence response.
Extra Credit. All course work is expected to be the students best effort. Consequently,
extra credit is not available in this course.