COURSE OUTLINE FORM



|Originator(s): |Dr. August Hoffman |Date: |January 1, 2006 |

|Division: |Social Science |Dept: |Psychology |

|Program(s): |Child Development | | |

| |

|1. Course Title: |Child Development |

| |

|2. Course Number: |PSYC 10 |

|3. Course |

|Information: |

|3a. Units/Hours |

|Lecture Units/Hours |Lab (2 to 1 ratio) Lab (3 to 1 ratio) |Total Units | |Lecture Units | |Lab Units |

|1 unit – 18 |Units/Hours Units/Hours | | | | | |

|2 units – 36 |1 unit – 36 1 unit – 54 | | | | | |

|3 units – 54 |2 units – 72 2 units – 108 | | | | | |

|4 units – 72 |3 units – 108 3 units – 162 | | | | | |

|5 units – 90 |4 units – 144 4 units – 216 | | | | | |

| |5 units – 180 5 units – 270 | | | | | |

| | |3 |= |3 |+ |0 |

| |

|X |

|X |General Ed Breadth |

|Area(s): D |Social, Political, and Economic Institutions |

|3e. Maximum Enrollment: | |Enter number |

|3f. Credit/No Credit ONLY |No |Yes or No (usually No) |

|3g. Credit/No Credit ALLOW |Yes |Yes or No (usually Yes) |

|3h. Can be taken |1 |time(s) for credit (maximum 2): |

| | |(If more than 1, justify with one of the following) |

| | |It is a lab class that emphasizes the development of skills over time |

| | |It is a lecture course in which the content varies from year to year |

|3i. TOP code (click here) |2001.00 |3j. Classification |T5/55001(a)(1)(B) |3k. SAM Code |E |

|3l. CAN number | |

| |

|Originator(s): _Dr. August Hoffman ____ Date: January 1, 2006 |

|Division Chair: Dr. Cornelia Lyles Date: |

|Administrator: Dr. Loretta M. Canett-Bailes Date: |

| |

|Curriculum Chair: Saul Panski Date: April 25, 2006 |

| |

|Senate Approval:____________ Board Approval:____________ State Approval: ____________ |

| |

|4. Catalog Description (in gray box below) |

|This course is a study of human development from conception to adolescence with emphasis on emotional, social, cognitive and physical growth. Scheduled |

|observation and participation for instructional aides are included. Also listed as Child Development 16. |

|5. Class Schedule Description: (in gray box below) |

|Same. |

| |

|6. Need/Justification: (in gray box below) |

|This course is required for the Child Development Certificate. It meets the General Education Requirement, Area D, for the Associate in Arts and Associate |

|in Science degrees and is transferable to the CSU and UC systems. |

|7a. Prerequisite(s) (in gray box below |

|Prerequisites go through a separate approval process. |

|None. |

|7b. Corequisite(s) (in gray box below): |

|Corequisites go through a separate approval process. |

|None. |

|7c. Recommended Preparation (in gray box below): |

|Recommended Preparation goes through a separate approval process. |

|Completion of ENGL 12B (or ENGL 12) with a minimum grade of “C”. |

|7d. Other Enrollment Criteria: |

|None. |

|8. Learning Objectives/Outcomes: (express in behavioral terms and in separate list of items for each category in gray box below): |

|Upon the completion of the course the student will be able to do the following: |

|A. A. Identify some home environment factors that affect child development. |

| |

|B. Describe conception and embryonic development, as well as describe the various stages of fetal and prenatal development. |

| |

|C. Discuss the various methods of child study, including the longitudinal, cross-sectional and case history design as they apply to cognitive and |

|intellectual development. |

| |

|D. Describe sexual differentiation and embryonic development within the fetal period. |

| |

|E. Identify to process of the birth process and social class differences in prenatal development. |

| |

|F. Describe discuss the steps of the physical growth and development of the child, including language and perceptual development. |

| |

|G. Discuss the development of interpersonal relationships, and related topics such as bonding, attachment and identify development. |

| |

|H. Explain the concept of moral development and theories of personality. |

| |

|I. Identify appropriate techniques for gathering objective information on children at various levels. |

|9. Course Content: (outline of main topics and subtopics in gray box below) |

|A. Basic processes of development |

|1. Environmental influences on development and behavior |

|2. Prenatal factors |

|3. Conception and embryonic development |

|B. The newborn infant – the first six months of life |

|1. Individual differences among babies |

|2. The infant’s relation to the environment |

|3. Cognitive development |

| |

|C. Physical growth and development |

|1. Motor development and eye-hand coordination – socio-cultural factors influencing the development of the infant. |

|2. Growth of the nervous system, muscle and bone development, and hormones and their effects |

|3. Perceptual development – object permanence, focusing skills and attention and development |

| |

|D. Communication and language |

|1. Language development – the child’s first words |

|2. Semantic development |

|3. Holophrastic phrases and telegraphic speech |

| |

|E. Sensorimotor skills and adjustment |

|1. Object permanence |

|2. Egocentrism and the development of skill public play |

|3. Expansion of language skills |

| |

|F. F. Theories of language development |

|1. Imitation theory |

|2. Reinforcement theory |

|3. Piaget and Vygotsky’s theories of language development |

| |

|G. Cognitive development |

|1. Sex differences in cognitive development |

|2. The effects of environment on the development of thinking |

|3. Peer relationships and class differences |

| |

|H. The development of interpersonal relationships |

|1. Attachment and dependency |

|2. Aggression and pro-social behavior – how teachable are these concepts? |

|3. Peer relationship and class differences |

| |

|I. Theories of personality |

|1. Ethological Theory |

|2. Psychoanalytical Theory |

|3. Social Learning Theory (Bandura) |

| |

|J. Moral reasoning |

|1. Kohlberg’s Theory |

|2. Cognitive development analysis |

|3. Child rearing practices |

| |

|K. Careers in early childhood development |

|10. Methods of Instruction: (reflective of a variety of learning styles in gray box below) |

|Methods of instruction may include, but are not limited to the following: |

|A. Lecture and class discussion |

| |

|B. Class dialogue |

| |

|C. Collaborative group discussion |

| |

|D. Guest speakers |

| |

|E. Video tape presentations |

| |

|F. Role playing |

| |

|G. Filed observations |

|11. Methods of Evaluation: A student's grade shall be determined by the instructor using multiple measures of performance related to the course objectives. |

|Methods of evaluation may include but are not limited to the following: |

|A. Multiple choice examinations |

| |

|B. Essay examinations |

| |

|C. Oral presentations / group projects |

| |

|D. Term papers |

| |

|E. Field trip evaluations (i.e., preschool centers, Montessori Schools) |

| |

|E. Extra credit presentations |

|12. Examples of Assignments: Students will be expected to understand and critique college level texts or the equivalent. Reading and writing, as well as out|

|of class assignments are required. These assignments may include but are not limited to the following: |

|A. Research projects |

|13. Textbook (s): The required college-level textbooks may include, but are not limited to the following: |

|(1) Required: |

|Crain, Williams. |

|(Author) |

|Theories of Developemnt: Concepts & Applications/ 4th edition. |

|(Title) |

|Prentice Hall 2000 |

|(Publisher) ISBN (Publication Date) |

-----------------------

[pic]

COMPTON COMMUNITY COLLEGE

COURSE OUTLINE OF RECORD

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download