MCCC Course Outline; Approved by the Curriculum Committee 12/6/07 COURSE OUTLINE Course Number Course Title Credits PSY 207 Developmental Psychology: Across the Lifespan 3.0 Hours: lecture/Lab/Other Lecture/15 weeks Co- or Pre-requisite Completed PSY 101 with a minimum C grade Implementation sem/year Fall/2009 Catalog description (2006-2009 Catalog): Studies the physical, mental, emotional and social development of the individual throughout the life span. Students learn to evaluate major theories and methods of study in developmental psychology, to identify the opportunities and dangers inherent at each phase of life, and to understand the factors that influence developmental processes. Is course New, Revised, or Modified? Revised Required texts/other materials: Santrock, J. W. (2012). A Topical Approach to Life Span Development (6th ed.). New York: McGraw Hill publishers. Revision date: November, 2012 Course coordinator: Dr. Eirini Papafratzeskakou (609-570-3557) [email protected] Information resources: The library has an extensive collection of resources that students may use for extra reinforcement of the concepts being taught in this course. Other learning resources: Companion website for the text: http://highered.mcgraw-hill.com/sites/0078035139/information_center_view0/new_to_this_edition.htmlCourse Competencies/Goals: The student will be able to: I. Define and think critically about major issues and controversies related to human development. (GE Goal 1, 5, 9; MCCC Goals A, B, C) II. Describe and explain the links between physical, cognitive, emotional, and social development from birth through death. (GE Goal 1, 5, 9; MCCC Goals A, B, C, D) III. Discuss and think critically about how the environment and culture influence infants, children, and adults and their development. (GE Goal 1, 5, 8; MCCC Goals A, B, D, G) IV. Identify and critically evaluate ethical issues related to human development throughout the lifespan (GE Goal 1, 5, 9; MCCC Goals A, B, C, G) Course-specific General Education Knowledge Goals and Core Skills. General Education Knowledge Goals Goal 1. Communication. Students will communicate effectively in both speech and writing. Goal 5. Social Science. Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. Goal 8. Diversity. Students will understand the importance of a global perspective and culturally diverse peoples. Goal 9. Ethical Reasoning and Action. Students will understand ethical issues and situations. MCCC Core Skills Goal A. Written and Oral Communication in English. Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. Goal B. Critical Thinking and Problem-solving. Students will use critical thinking and problem solving skills in analyzing information. Goal C. Ethical Decision-Making. Students will recognize, analyze and assess ethical issues and situations. Goal D. Information Literacy. Students will recognize when information is needed and have the knowledge and skills to locate, evaluate, and effectively use information for college level work. Units of study in detail Unit 1: Introduction to the life span perspective (Chapter 1) Learning Objectives The student will be able to… - Describe the characteristics of the life span perspective.(CG I) - Explain how development is a product of biological, cognitive, and socioemotional processes.(CG I and II) - Describe the periods of development and the varying conceptions of age.(CG I and II) - Describe the three issues in development research: stability-change, nature-nurture, and continuity-discontinuity. (CG I, III, and IV) - Describe the different psychological perspectives and explain how these perspectives influence human development. (CG I, III, and IV)- Describe the methods developmental psychologists use to observe, describe, and explain behavior.(CG I) - Compare and contrast the designs used to study age-related changes.(CG I) - Discuss the scientific and ethical responsibilities of developmental researchers (CG IV) Unit 2: Biological processes, physical development and health (Chapters 2, 3, 4, and 5) Learning Objectives The student will be able to… - Explain how development is influenced jointly by heredity and environment. (CG III) - Describe prenatal development from conception to birth.(CG I and II) - Discuss how prenatal development is influenced by the environment including the pregnant woman’s nutrition, stress, age, and teratogens. (CG III) - Describe the stages of labor and delivery and the necessary components to a safe birth. (CG I) - Explain the necessary behaviors that will prepare the baby for a healthy adjustment to life outside the uterus.(CG I and III) - Explain how fetuses and newborns experience the world. (CG I) - Describe how physical development changes developmentally. (CG I) - Discuss the challenges to healthy growth including malnutrition, obesity, eating disorders, disease, poverty, substance use, and accidents. (CG I, II, and III) - Describe the development of the nervous system from birth through adulthood.(CG II and III) - Discuss the role exercise plays on being physically and mentally healthy.(CG II and III) - Explain the factors associated with longevity and life expectancy. (CG I, II, and III) - Describe the theories of aging. (CG I, II, and III) - Describe the development of gross and fine motor skills from infancy through adulthood. (CG II and III) - Explain how the environment and culture can impact the development of motor skills.(CG III) - Describe the development of the basic sensory and perceptual processes from birth through adulthood and how individuals integrate information from different senses. (CG I, II, III) Unit 3: Cognitive processes and development (Chapters 6, 7, 8, and 9) Learning Objectives The student will be able to… - Describe and evaluate Piaget’s theory of cognitive development. (CG I and II) - Describe and evaluate Vygotsky’s sociocultural theory. (CG I and II) - Describe the information-processing approach to understanding cognitive development. (CG I and III) - Compare and contrast Piaget’s, Vygotsky’s and the information-processing theories. (CG I, II, and, III) - Explain how adults think differently than adolescents.(CG II and III) - Discuss how