Fall 2015 - PSYC 450 D100
Selected Topics in Developmental Psychology I (4)
Class Number: 8725
Delivery Method: In Person
Overview
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Course Times + Location:
Sep 8 – Dec 7, 2015: Fri, 9:30 a.m.–12:20 p.m.
Burnaby
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Instructor:
Tanya Broesch
tmacgill@sfu.ca
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Prerequisites:
PSYC 201, 210, 250 (or 350 or 351), and 60 units, and a CGPA of 3.0.
Description
COURSE DETAILS:
PSYC 450/950 - Culture and Development
This course will provide you with a general introduction to major theories, perspectives, research developments and methods in the relatively young sub-field of cross-cultural developmental psychology. We will focus on early development (0-5yrs) and examine influences of socialization practices and experience on social and cognitive development. We will compare evidence from Western, urban societies to non-Western, small-scale societies to determine whether early developmental theories and empirical findings are generalizable to children across the globe. Special emphasis will be placed on parenting, however we will also examine ecological constraints on development. Emphasis will be placed on fostering critical analysis of current theories and methodology, as well as discussing underlying assumptions in the developmental psychological literature. The overall goal is to examine early child social and cognitive development from an interdisciplinary perspective.
Early child development across cultures; Experience and social-cognitive development; Parenting; Socialization; Social learning.
COURSE-LEVEL EDUCATIONAL GOALS:
1) To understand theoretical perspectives in the field.
2) To know the details of empirical evidence and ethnographic reports.
3) To critically evaluate major theories (and assumptions) in developmental psychology in light of cross-cultural evidence.
Grading
- Term Paper/Project: 40%
- Term Paper/Project: 40%
- Participation: 20%
NOTES:
Readings will span the fields of developmental psychology as well as ethnographic reports and empirical investigations in anthropology. There is no textbook for the course and students are expected to attend class prepared to discuss the readings in depth.
Weekly seminar; there are no tutorials in this class.
REQUIREMENTS:
Class format: One weekly semina. Students are expected to critically evaluate readings carefully in light of major theories in developmental psychology. Assignments and evaluation include weekly journal entries critiquing the readings (40%), a review paper examining one of the course topics (40%) and a short team presentation introducing one of the weekly topics and initiating class discussion (20%).
Registrar Notes:
SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS