WELCOME [faculty.elgin.edu]



[pic]

WELCOME

Dear PSY212 Telecourse Student:

As your instructor, I will be assisting you through this course.

The course is structured in 20 lessons each covering a different topic in the field of child psychology. I have tried to design the course to make your self-study easier. The telecourse student guide outlines learning objectives for each lesson and I have given you guidance on studying the textbook material and the videos.

Please read the syllabus that accompanies this letter. In many ways, the syllabus is the most important document in the whole course. You will want to refer to it often during the semester, also.

Of course, keeping up with studying, essays and tests is vital but let me stress the importance of communication. If you are having problems, fall behind in coursework or just need some additional feedback, please contact me. If you fall too far behind and need to withdraw, please note that you MUST WITHDRAW BEFORE THE WITHDRAWAL DATE. You’re withdrawal date is printed on your telecourse ID.

I hope you will enjoy the course. Please contact me if you need further course information or assistance. E-mail is the most efficient way of reaching me but all my contact information is provided on my web page. Please identify yourself in your e-mails and remind me that you are a telecourse student. You are also welcome to drop by my office anytime during my office hours (also posted on my web page) or call to make an appointment. Please note that I typically am not on campus during the summer semester except to do grading for this telecourse.

Good luck.

Sincerely,

Jessica Carpenter

Professor of Psychology

Elgin Community College

Elgin Community College

Summer, 2007

Psychology 212 (700) Jessica Carpenter

Child Psychology Room ICT 111

Telecourse Office: (847) 214-7662

Home: (847) 340-9624

E-mail – jcarpenter@elgin.edu

(Please do not use the D2L website to email me, I reserve that contact forum for my online students)

ALWAYS identify yourself in e-mails—full name and “telecourse student.”

Course Materials:

What you need to buy:

• textbook—The Developing Person Through Childhood and

Adolescence, by Kathleen Berger

• study guide—the Telecourse Student Guide for the Stepping Stones

telecourse (be sure you have the telecourse study guide. You may want to buy the study guide for the textbook but you MUST buy the telecourse study guide)

What I have provided for each lesson:

• guide to lessons—

• comments that give you an overview of the reading and also tell you what is important in the reading and what parts of the textbook material you will not be tested on.

• comments that give you an overview of the videos for each lesson and what is most important from those videos

• student study guide—if I found errors in the student study guide or there are parts of the guide you do not need to work on, I have noted them for you.

These materials can be found on the D2L site for the course. Information about accessing the D2L site for the course is below.

If you do not have access to the internet at home, we have several computer labs on campus or you can use the Psychology Lab computers in ICT 118. If you are having difficulty getting to these documents, ask a lab assistant to help you or come in during my office hours (posted on my webpage, in the summer email me or call to arrange a time) and I will be happy to help you.

D2L: Enhanced Course Student Information (Carpenter)

Welcome to psychology, enhanced with D2L. You will be required to use D2L to view your grades, and print out course handouts.

The following are usually available at my course pages in D2L:

1. Under “Content”: Syllabi & Schedules, Chapter or Unit Objectives for review, Web Links, Publisher’s PowerPoint and handouts for each chapter or Unit. Course handouts are in Word (.doc) format. The only things “due” are essays in this syllabus, everything else at the D2L site is provided to aid you in succeeding in the course. See the syllabus and schedule for details and due dates.

2. Under “Grades”: Your grades for the course. I also periodically update the “overall grade” column. Please notify me immediately if any grades are inaccurate.

Desire2Learn is the course management system used by ECC.  A CMS is a software program used by faculty to manage online classes.  You will need a user name and password to access D2L.  Details are outlined below:

Returning Student to D2L

If you are a previous user of D2L, your user name is:

e+.ECC ID (digits only)

Example:  e0123456

New to D2L

If you are a new student to D2L, your user ID is the same as above, however, your temporary password is your birth date:  mmddyear.  Example:  010184.  You will be prompted to change this information upon entering the system for the first time.

Directions on how to access your class are explained below.

To access your class from the ECC Online page (elgin.edu/online) click on the link to “D2L” and enter your User Name and Password.  Remember, you will not have access to your class until the start date of classes.  Once you can access your class, carefully read any announcements, class syllabus, and other pertinent information your instructor has provided.  In some cases there are immediate due dates so be sure to pay special attention to this material. 

YOU ARE RESPONSIBLE FOR ACCESSING ALL COURSE MATERIALS AT THE WEBSITE.

If you should need technical assistance with the Desire2Learn system during the course of your online class, please contact the D2L Help desk, at 847-214-7506 or by e-mail at d2lhelpdesk@elgin.edu . 

Goals of this course:

In PSY 212, Child Development: Stepping Stones, you will be learning about the

research and theories in the area of Child Psychology. With the help of the

textbook, videos and study guide, you will come to understand how children think, feel and learn. The many biological and environmental factors that affect development will also be explored.

You will be viewing twenty, 30 minute videotapes, answering questions in the study

guide and reading the textbook. Grades are based on multiple choice exams and essays. We do not have set class meetings. You need to work on your own and ask my assistance when you need it.

Although telecourses have multiple start dates, they also have a firm end date as indicated when you registered. NO WORK WILL BE ACCEPTED AFTER 5PM ON THAT DATE. Check your telecourse ID for your completion date.

Course Requirements:

Your grade is determined by performance on 5 tests and 10 essays (see list of

essays at the end of this syllabus).

Test one/Unit I—

Lesson 1: Introduction: Theories of Development (video 101)

Lesson 2: Developmental Study as a Science (video 102)

Lesson 3: The Beginnings: Heredity and Environment (video 103)

Lesson 4: The Beginnings: Prenatal Development (video 104)

answer two essays related to this material (included in syllabus)

Text Chapters : 1-4

Test two/Unit II—

Lesson 6: The First Two Years: Biosocial Development (video 106)

Lesson 7: The First Two Years: Cognitive Development (video 107)

Lesson 8: The First Two Years: Psychosocial Development (video 108)

Lesson 9: The First Two Years: Summary (video 109)

answer two essays related to this material (included in syllabus)

Text Chapters : 5-7

Test three/Unit III—

Lesson 11: The Play Years: Biosocial Development (video 111)

Lesson 12: The Play Years: Cognitive Development (video 112)

Lesson 13: The Play Years: Psychosocial Development (video 113)

Lesson 14: The Play Years: Summary (video 114)

answer two essays related to this material (included in syllabus)

Text Chapters: 8-10

Test four/Unit IV—

Lesson 16: The School Years: Biosocial Development (video 116)

Lesson 17: The School Years: Cognitive Development (video 117)

Lesson 18: The School Years: Psychosocial Development (video 118)

Lesson 19: The School Years: Summary (video 119)

answer two essays related to this material (included in syllabus)

Text Chapters: 11-13

Test five/Unit V—

Lesson 21: Adolescence: Biosocial Development (video 121)

Lesson 22: Adolescence: Cognitive Development (video 122)

Lesson 23: Adolescence: Psychosocial Development (video 123)

Lesson 24: Adolescence: Summary (video 124)

answer two essays related to this material (included in syllabus)

Text Chapters : 14-16

Please Note: You will NOT be responsible for the following Lessons:

Lesson 5: The Beginnings: Special Topics

Lesson 10: The First Two Years: Special Topics

Lesson 15: The Play Years: Special Topics

Lesson 20: The School Years: Special Topics

Lesson 25: Adolescence: Special Topics

Lesson 26: Closing: Developmental Psychopathologies

1. Read the pages assigned in the textbook for each of the lessons.

My suggestion: As you start a lesson, read the learning objectives listed in the Telecourse Student Guide and the guide to the lesson for each lesson (available at D2L) before you read the textbook. Go back over the learning objectives during or immediately after the reading to be sure you are picking up the important information.

2. View the video segments for each of the lessons. My suggestion: Read the

learning objectives and guide to lesson before viewing the video. Go back

over the learning objectives immediately after viewing to be sure you are

picking up the important information. I also recommend you take notes on

the videos so you have something to study right before you take the test.

3. Study the textbook material and go over your notes for the videos. Use the study methods you have found most helpful from other school work you have completed. Work through the telecourse student guide for each lesson.

As you work through the lessons jot down thoughts from your studying to get you started on the essays.

4. Write the essays from the material for each of the tests. I recommend writing

the essays as you study for the test. Writing the essays will help you study.

Do not wait until the end of the course to go back and try to write all the

essays.

5. Submit the first essay assignment early in the semester and get my feedback to help you to effectively write the remaining essays.

You must take AT LEAST the first test and submit the first unit essay assignment (essays 1 and 2) by your midterm date (listed on your telecourse ID). Otherwise ECC WILL drop you from the course.

Grading:

Your grade is determined by points accumulated on exams and essays

Exams (75 points each) x 5 = 375

Essays (25 points each) x 10 = 250

Total = 625

Grading scale—

563-625 points = A (90% or better)

500-562 = B (80%-89%)

438-499 = C (70%-79%)

375-437 = D (60%-69%)

less than 375 = F (under 60%)

Exams:

Exams are 75 multiple choice questions.

Exams are taken in one of the two testing centers on campus—Main Campus in

SRC 108, or Fountain Square Rm 408.

Note: You must have your telecourse ID and a picture ID to take tests.

Testing is currently done on a computer. If you would prefer to take the

test using a printed version, please be sure to ask the staff in the testing

center for a paper copy.

If you want to be able to write on the test (mark off questions, circle correct

answers, etc) you will need to contact me prior to taking the test.

Essays:

Please be sure your answers reflect material you have learned in the textbook, videos and study guide. Your answers must be IN YOUR OWN WORDS.

Paraphrasing, copying or quoting from the textbook or any other source is unacceptable and will result in a either a Zero on the essay or COURSE FAILURE depending on the level of cheating.

Your answers must be in full sentences and essay form.

Do not just outline your answer or give a series of sentence fragments

roughly covering the material. Write in a scholarly style with coherent, organized

paragraphs (topic sentence, 3-5 supporting sentences, concluding sentence).

Each essay is worth 25 points.

You can submit your essays in one of the following ways:

1. mail them to my college address: Jessica Carpenter

Elgin Community College

1700 Spartan Dr.

Elgin, IL 60123

ALL MAILED MATERIALS MUST BE IN MY MAILBOX BY 5PM ON THE LAST DAY OF CLASS. ALLOW 1 WEEK FOR DELIVERY.

2. drop them off at my office—ICT 111. If I am not there, slide it under

my door in a folder. Remember, pages must be stapled together. Make sure to label them with your full name and “telecourse student”

3. drop them off at the Testing Centers (make sure pages are stapled

together). Allow 1 week time for transit between the center and my mailbox.

PREFERRED-- 4. e-mail them to me (jcarpenter@elgin.edu). Attached E-mailed essays must be in Microsoft Office Word (.doc) or in .rtf format. (WORKS is not the same as WORD, I cannot open .wps files!) You may also paste the essay into the body of the email if you are unsure about these issues.

Your name—first and last—must appear IN THE FILE itself so

when I print out your essay, I know who submitted it. You must

also number your essay (1-10).

Please be sure to identify yourself in the e-mail itself. For security reasons, I will not open files attached to e-mails if the sender does not identify him/herself. Give your first and last name and say you are a telecourse student.

ALSO GOOD-- 5. Put them in the digital dropbox in D2L (.doc or .rtf format ONLY). Send me an email at jcarpenter@elgin.edu to know you did this so I can check and give you feedback.

If you do not have Word on your home computer, you can use computers in the

open labs on campus or in the Psychology Lab (ICT 118). Also, most public

libraries have word processing available to their patrons.

If you don’t know how to send files as attachments to your e-mail, consult your e-

mail provider.

Feedback on your performance:

I will make every effort to give you feedback on tests and essays within one week

of submission of the materials. E-mail is the most efficient means of

communication. If I have to type out a letter and put it in the mail, feedback takes

much longer. I strongly recommend that you e-mail me right away and Identify

yourself—first and last name—and tell me you are a telecourse student. Then I will have your e-mail address on file and can give you prompt feedback via e-mail.

Tests—You will simply learn how many questions you got correct on each test. I

encourage students, however, to come into my office and look over the exam

after you have received a grade. Going back over exams not only increases

learning but also helps you prepare for future exams. Check my office hours. If

those are not convenient times for you, let me know and we will try to arrange

another time to meet at my office.

Essays—On the first two essays (due before midterm!) I will give you written feedback designed to help you write future essays IF you either submit them via email (I will email you back) or you provide me with a SASE (self addressed, stamped envelope).

If you procrastinate and turn in several essays all together, you will not receive thoughtful feedback on those essays. If you need

more help with essays, again, please come in and talk to me. I am happy to go

over essays in detail with students to improve learning and future performance.

Your essays will NOT be returned to you. If you want copies of your essays, be

sure to keep your files or make copies of the papers.

Plagiarism--Plagiarism on essays will result in a zero for that essay at minimum. The

essay questions are purposely worded to reflect information and discussion

unique to this course. Consequently, it would be very difficult to find an essay

from an online paper mill that would adequately answer any of the essays. I am

very familiar with these services and how to track a student's essay to one of

these sources.

As I always tell students...If your goal is to get a good grade without really

learning anything, you don't belong in this course!!

Withdrawal from the course—

Class withdrawals are processed in the Registration Center. The college encourages students to discuss their intent to withdraw with their instructor(s).

Students who have attended their classes and withdraw during the time periods designated below receive a  grade of "W" (Withdrawal), which carries no academic penalty and is not used in the calculation of the student’s grade point average.

It is the responsibility of every student to calculate the final date for formal withdrawal for each class in which he or she is enrolled according to the schedule below.

Withdrawal Schedule

|Class length in weeks |1 |2 |

Count weeks from the first week of the session in which a class begins. Count days Mon.-Fri. from the first day of the session, not the first day a class meets. Do not count Saturday, Sunday and holidays.

A student who withdraws from a class early in a semester may be eligible for a refund. A student who withdraws from a class may register for that class again if he or she wishes, but cannot take a proficiency test for it until two years after the date the class terminated.

Administrative Withdrawal

Students may not withdraw themselves from class after the designated withdrawal deadlines. Students must see the instructor about withdrawing after this point.

Students who will be absent for an extended period of time (illness, military call up, , death in immediate family, involuntary transfer by one’s employer, involuntary change of working hours) are encouraged to contact the registrar and their instructors. Under such conditions students must supply documentation to be administratively withdrawn for the semester. These students receive a grade of "AW"  (Administrative Withdrawal) which carries no academic penalty and is not used in the calculation of the student’s grade point average.

Instructors reserve the right to withdraw students from their classes with a failing grade at any point in the semester due to plagiarism or other gross infractions.

In other words…after the withdrawal date, you cannot withdraw and I cannot withdraw you from the course. If you just procrastinate and then decide to withdraw, you will be stuck with an “F” in the course.

Work Toward Success:

Each student has his/her own style and time-constraints but the students who

complete telecourses successfully keep themselves on a regular schedule of

watching the videos, reading the text and answering the study guide questions.

They make it like a classroom course in the sense that they make sure they

complete a segment of the work EVERY WEEK. Cramming the entire course

into the last couple weeks will not work.

For students who cannot easily attend a classroom course, the telecourse is a

valuable way to earn college credit. However, the openness and flexibility of the

telecourse format can spell disaster for the unmotivated, undisciplined student.

Communication is important. Contact me, if you need help.

Good Luck.

Sincerely,

Jessica Carpenter

Essay Questions

1. Essay assignments will consist of 2 essays per unit. Each essay should always be answered in at least 1 page of typed, TNR 12 pt font, double spaced or comparable. Do NOT play with the margins, font or anything else. Make sure to answer the essays completely and to define your terms. Names, titles etc. do not count towards any length requirements.

2. Please take these seriously, as they are considered exams in this class. Any intentional plagiarism on the essays will result in an F for the course. Living together, sharing a book/computer or being psychic are NOT acceptable excuses for identical homework. DO NOT WORK TOGETHER

3. You MAY use your textbook for definitions of terms ONLY without citing it every time you do so. Any other words in your essays that are not your own words (whether they come from the text or another source) MUST be appropriately cited. Essays typically do NOT require the use of any outside sources.

4. Essays must be typed; I will not accept handwritten essays. Please plan accordingly to avoid computer malfunctions and printer mishaps.

5. Assignments with substantial spelling or grammar errors will lose 10%, so please proofread your essays. Assignments that are not double spaced will lose 5%.

6. These are to be college-level essays. You must write in complete sentences and organize your thoughts into coherent paragraphs. Paragraphs should include a topic sentence and 3-5 supporting sentences. They should be focused around a single topic—do not switch topics inside a paragraph.

Unit One Take Home Essay

Question One:

Based on what you know from chapter one, I would like you to reflect on the contexts of your development. Please write an essay describing the effects your historic (place in chronological time), socioeconomic (income and “class” you were raised in) and cultural contexts (country, religion, etc) have had on your biosocial (physical), cognitive and psychosocial development. [I am looking for 9 examples total]

NOTES: Make sure to be explicit about which examples belong to which contexts and types of development. Do not make me guess which examples belong to which contexts. Make sure to always use complete sentences. You may choose to use 9 completely distinct examples, or pick one aspect of your physical/cognitive/social development and discuss how each of those three have been effected by your historic, SES and cultural contexts. (ie for the biological portion you could discuss how weight was effected by the time you grew up in, the SES of your family and the culture of your upbringing)

Hint: If you are having trouble with this essay, check out the activity on the chapter handout: understanding the contexts of development, where I basically did this exercise, albeit not in essay form. Please do not use my examples (

Hint: When thinking about the effects on your development of your time in history, imagine what differences you would find if you had been raised in the 1800s (or 1600s or whatever) vs. today…

Question Two:

Many of the major theories of human development place an emphasis on early experiences, and all believe that early experiences at least help shape development. For this essay question I want you to share an important childhood experience that you had, and then discuss how at least 3 of the 5 major perspectives presented in this chapter would predict that this experience would influence your development.

Note: you may choose to generalize “the psychoanalytic perspective would predict this would effect me in whatever way”, or be more specific (may be easier) “Since this occurred during Erikson’s stage of Industry vs. Inferiority, it might…..”

Note: the perspectives are: psychoanalytic, behavioral, cognitive, sociocultural and epigenetic

UNIT II Essay

Question Three

1. Given what you know about the development of the body (ht., wt. sleep), the 5 senses (hearing, vision, taste, smell & touch), gross motor skills, fine motor skills, health (immunization, safety) and early nutrition, discuss how you would design a daycare for infants (aged 1 month to 2 years) to promote healthy development in all those areas. Please be specific about what aspects of your daycare promote which types of development.

Question Four

A. For the following scenarios please analyze what effects both Freud and Erikson would claim the parent’s behavior may have on the emotional and personality development of the child. Take into consideration the age of the child and make sure to mention what stage the child would be in according to each researcher.

B. Describe what effects you think this type of parenting will have on the child’s attachment style and why (make sure to mention which of the four styles you think this child is likely to adopt towards their parent) AND what you believe the long term consequences of this attachment style will be for the child. Make sure to mention the frequency of the attachment style that you select.

Note: there is not one right answer, make sure you explain WHY you think this attachment style is the most likely.

Scenario: Mikey is 6 months old. Her mother Sara is suffering from bipolar disorder. Although she tries, Sara is currently in a depressed state, and is spending so much time sleeping and crying that Mikey is not getting very much attention from her. Often Mikey is hungry, and cries and cries, but no one comes to feed, change or check on her. Because Sara is taking Lithium to control her disorder, she is unable to breastfeed. When Sara does interact with the child, she is frightened of dropping or hurting her, and she is easily overwhelmed if Mikey starts to fuss.

Scenario: William is 2 years old. His father Brent has been working on toilet training him. Brent is anxious to be able to quit changing diapers so he is pushing William to acquire this skill as quickly as possible. Brent’s basic training method is to punish William every time he makes in his diaper by spanking him as well as to reward him when he makes in the kid potty. Additionally, Brent is appalled at what William wants to do for himself already at this age. He makes sure to keep William away from new things because they might be dangerous. He is impatient with William’s desires to do things on his own, and usually just tells William to stop and does the task himself (for example, getting dressed or making food) Although William is desperate to try to please his father, Brent only gives him positive feedback when William succeeds at something fully and makes fun of his son when he makes errors.

Unit III Essay Questions

Question Five

1. In this essay I would like you to explore primary, secondary and tertiary prevention strategies.

Imagine that you are the president of the United States and are trying to reduce the incidence of poor diet in American young children (not enough veggies/fruits/vitamins, too much sugar/fat). What types of public policy initiatives could you pursue at the primary, secondary and tertiary levels to reduce the incidence of or effects of poor diet?

For each type of prevention, first define that type of prevention and then present 2 strategies to accomplish your goal. If it is not obvious why that strategy is either primary, secondary or tertiary prevention, make sure to give your reasons why you think it belongs in that category. [you should have 6 strategies total]

Hint: See the “Supplemental information on Prevention” in the Review Handout for this Unit

Question Six

1. For this assignment you must watch at least 30 minutes of child-directed television media including ads (preferably not that directed at very young kids like Barney, but shows directed at slightly older children). Please read the section “The Challenge of Media” before you do this assignment. Here is a list of shows that are child directed to look for (you can choose another if you prefer):

Pokemon Yu-Gi-Oh Jackie Chan Mucha Lucha

Spongebob Scooby Do Crocodile Hunter Jeff Corwin

Hey Arnold Lizzie MacGuire That’s so Raven Lilo & Stich

Teenage Mutant Ninja Turtles Dragon Tales Kim Possible

Power Rangers X-Men

Note: I have purposefully chosen afternoon/weekend programming because this is when the CHILD is most likely to choose the show, but feel free to use any evening “family” shows if you prefer. Do NOT watch the Disney channel, since they do not advertise in the standard way.

In an essay, address the following questions:

a. What show did you watch and what time was it on?

b. How many ads did you see for nutritious vs. non-nutritious foods? Do you feel the ratio you observed was appropriate?

c. What other products were being advertised? Was there any advertising you found inappropriate given the audience?

d. How were the characters portrayed on the show? Did the show include any sexist, racist, ageist, etc. stereotypes?

e. Describe the themes of the episode. Do you feel they foster prosocial or antisocial behaviors? If there was any aggression or violence, what were the consequences?

f. In what ways, if any, do you feel this show would foster or impair the cognitive development of the child (was there new vocabulary, geography, general facts, interactive questions etc.)?

g. Would you allow your child to watch this show? Why or why not?

Unit IV Essay Questions

.Question Seven

1. Here is a situation that is somewhat similar to Kohlberg's dilemmas for moral reasoning. Three weeks before their developmental psychology term papers are due, students visit the campus library to conduct on-line literature searches on their topics. After 30 minutes of surfing the Web, Blake announces that he's found a Web site that offers inexpensive term papers on a variety of subjects, including the topic of his paper. He is going to cheat. Sharon, who is appalled by Blake's intention to cheat, vows that she will report Blake to their professor. She is not going to cheat, AND she is going to tell on Blake.

In choosing their selected course of action, Blake and Sharon each made a moral decision. Behavior alone does not indicate moral thinking, however. Your job is to write justifications explaining each student's actions at each of Kohlberg's three levels of moral reasoning: preconventional (self-centered, based on personal reward and punishment), conventional (socially centered, based on society’s approval and laws) and postconventional (ideal centered, the good of the many/universal truths). You should have 6 justifications total (each of the two courses of action by each of the three levels of moral reasoning).

Note: it should be difficult, but not impossible, to come up with a level 3 justification of cheating.

Question Eight

1. The text discusses five functions of families, which are very similar to Maslow's hierarchy of needs. In an essay, discuss specific things that your parents did (or failed to do) to support your development at each of those five levels AND how those things effected you positively or negatively. You may choose to use either the functions in the text or Maslow’s 5 levels of needs to guide your essay.

Maslow’s Hierarchy of Needs:

Level One: Physiological Needs (physical needs)

Level Two: Safety Needs

Level Three: Love and Belongingness Needs

Level Four: Self-Esteem Needs

Level Five: Self-Actualization Needs (need to become a better person, for example by learning)

Unit V Essay Questions

Question Nine

1. One important marker of the transition from childhood to adulthood in our culture is puberty. Puberty carries with it many physical and social changes. The text discusses the physical, cognitive and social implications of being an early or a late developer. In this essay, first discuss the typical implications for being early AND late for someone of your gender. Make sure to specifically mention physical cognitive and social consequences. In the second part of the essay, discuss whether you were "early" "late" or on time compared to your peers, and how you believe this may have effected your physical cognitive and social development.

Note: If you do not feel like sharing this information necessary to do part 2 of the essay you may choose instead to discuss what the text says about early and late developers of the other gender.

Note: Physical effects of puberty include the development of primary and secondary sex characteristics, as well as changes to hormone levels. There are also effects of the timing of puberty on a person's height, weight and athletic potential. Cognitive effects include effects to self-concept and body image. Social effects include behaviors like dating, sexual behavior, responses from peer groups and society at large etc.

Question Ten (2 parter)

a) Extracurriculars: What does the text indicate are the results of engaging in extracurricular activities during secondary education? After summarizing this data, discuss whether or not you participated in extra-curricular activities. If you did, do you feel they increased your motivation and engagement in school or not? If you didn't do you think you would have been more engaged in school if you had participated? What factors encouraged you to participate or kept you from participating?

b) Employment: What does the text indicate are the results of typical teenage employment in the US? After summarizing this data, discuss whether or not you were employed during high school. If you were, do you feel your job added to or took away from your ability to succeed in school / in life. If you weren't do you think you would have been more or less successful in school or today if you had had a job? What factors encouraged you to get a job or not get a job in high school?

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PSY 212

TELECOURSE

CHILD DEVELOPMENT:

STEPPING STONES

Instructor:

Jessica Carpenter

Telecourse information packet.

2007

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