Fall 2017 - PSYC 250 D100
Introduction to Developmental Psychology (3)
Class Number: 4221
Delivery Method: In Person
Overview
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Course Times + Location:
Sep 5 – Dec 4, 2017: Wed, 9:30 a.m.–12:20 p.m.
Burnaby
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Instructor:
Michelle Kline
makline@sfu.ca
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Prerequisites:
PSYC 102.
Description
CALENDAR DESCRIPTION:
Considers the psychological and physical aspects of human development from conception through middle childhood. Topics include social, emotional, language, cognitive, perceptual and physical development.
COURSE DETAILS:
Through this course, you will become familiar with the basics of developmental psychology, including how development changes across the lifespan, and in the major domains of social, cultural, and physical development. Class meetings will be based on a mix of short lectures, interwoven with in-class creative activities including small group discussions, short writing assignments, and a term-length group project that invites students to apply class concepts to "build a baby" through creating a narrative about a child and their development. The course is guided by 7 themes that are described in your textbook, but the class content will go beyond the empirical findings and details of the text and encourage you to apply a critical lens to understanding how culture and context shape development. In my own research, I study cultural learning and development in a population of fisher-horticulturalists in the Fijian Islands. Therefore, the class content will focus on infusing a cross-cultural perspective to many questions, and I will encourage you to consider how the science fits into your own experiences as children, parents, siblings. On the flip side of this, we will also use the accumulated experiences of you and your classmates to better understand, and ask new questions about, the science of developmental psychology.
COURSE-LEVEL EDUCATIONAL GOALS:
Through this course, you will gain a familiarity with the basics of developmental psychology, including (a) how it changes across the lifespan and (b) across different domains, including social, cognitive, and physical development. You will also learn to apply a critical lens that focuses on the role of culture and context in development, and to begin to understand how this affects developmental psychology as a field. Finally, throughout the term, you will gain professionally-relevant academic skills, including strategies for note-taking, exam preparation, and building blocks for critical thinking. You will also learn how to build constructive working relationships and support networks with co-students, and work together to create something new from what you have learned about developmental psychology.
Grading
- Term Paper/Project: 25%
- Exam 1: 20%
- Exam 2: 20%
- Exam 3: 20%
- In-class work: 10%
- Self-assessments: 5%
NOTES:
Your learning and therefore your grades will depend in in part on your participation and active contribution during portions of the class meetings. You will interact with the same group members on a creative “build a baby” project for the duration of the term. For that reason, class attendance is crucial to your learning, and to your academic success. The group project will rely mostly on work done during class meetings, and submitted afterwards. It will also include a peer-feedback component to help group members keep each other accountable by official means. However, please note that the best method for accountability (in and out of the classroom) is to treat each other with respect and kindness, and to form healthy working relationships with your group members.
Topics:
Social, cognitive, physical, and cultural development across the lifespan. With particular focus on infancy and early to middle childhood and a cross-cultural perspective.
Lectures:
Class meetings are 2h 50m in length, and will include two breaks. Most class meetings will include short lectures interspersed with group work and interactive activities, so attendance is a crucial part of the learning process.
Materials
REQUIRED READING:
Either the 4th or 5th Canadian editions of the following text will be permissible for this course.
Siegler, R., Eisenberg, N., Deloache, J., Saffran, J., & Graham, S. (2014). How Children Develop (Canadian 4th or 5th ed.). New York, NY: Worth Developers
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