PSY6712 DEVELOPMENTAL PSYCHOLOGY
3 Credit Hours
Student Level:
This course is open to students on the college level in either Freshman or Sophomore year.
Catalog Description:
PSY6712 - Developmental Psychology (3 Hrs.)
A study of individual development from conception through death. This includes the general areas of biological, physical, cognitive, social, emotional, and personality development at each stage of life.
KRSN: PSY2020
Course Classification:
Lecture
Prerequisites:
PSY6711 General Psychology with a letter grade of “C” or better.
Controlling Purpose:
The psychological study of behavior becomes more necessary for most individuals in today’s increasingly complex world. Developmental Psychology offers a unique view of the development of behavior, from conception to death. From this vantage point, the learner will better understand their own behavior and the behavior of others around them. This understanding, in turn, will allow that individual to become a more productive member of society. This is especially true of people majoring in or preparing to work in fields closely relating to other people, such as education, nursing, social work, psychological fields, and other human service occupations.
Core Outcomes:
The learning outcomes and competencies detailed in this course meet, or exceed the learning outcomes and competencies specified by the Kansas Core Outcomes Project for this course, as sanctioned by the Kansas Board of Regents.
Unit Outcomes for Criterion Based Evaluation:
The following outline defines the minimum core content not including the final examination period. Instructors may add other material as time allows.
UNIT 1: HISTORY AND THEORIES
Outcomes: Upon Completion of this unit, students will be able to successfully identify the factors of the field of lifespan development.
- Gain an appreciation of the developmental process of behaving
- Identify the periods of development on the lifeline
- Develop skills in evaluating popular theories of developmental psychology
UNIT 2: BEGINNINGS
Outcomes: Upon Completion of this unit, students will be able to successfully recall the developmental process and factors of conception to birth.
- Gain an understanding of the developmental process from conception to infancy
- Select heredity characteristics
- Identify abnormalities in genes and chromosomes
- Gain an understanding of the prenatal development
- Match the teratology hazards to Prenatal Development
UNIT 3: INFANCY
Outcomes: Upon Completion of this unit, students will be able to successfully recall the physical, cognitive, social, and emotional domains of development of the infancy and toddlerhood stage.
- List the reflexes
- Understand physical body and brain development
- Compare gross and fine motor skills
- Gain an understanding of how the senses help in development
- Identify the attachment and temperament stages
UNIT 4: EARLY CHILDHOOD
Outcomes: Upon Completion of this unit, students will be able to successfully recall the physical, cognitive, social, and emotional domains of development of early childhood.
- Discuss the physical changes of development
- Understand Piaget’s cognitive theory and stages
- Match the various parenting styles
- Understand types of play
- Discuss the importance of sibling relationship
UNIT 5: MIDDLE AND LATE CHILDHOOD
Outcomes: Upon Completion of this unit, students will be able to successfully recall the physical, cognitive, social, and emotional domains of development of middle and late childhood.
- Evaluate the types of disabilities and education
- Explain the use and misuse of IQ tests
- Evaluate children on physical and cognitive abilities
- Gain an understanding of differences in development
UNIT 6: ADOLESCENCE
Outcomes: Upon Completion of this unit, students will be able to successfully recall the physical, cognitive, social, and emotional domains of development of adolescence.
- List physical changes
- Discuss reasons for substance abuse
- Describe parent-adolescent conflict
- Discuss the physical changes that occur during puberty
- Discuss cognitive changes that occur in thinking abilities during adolescence
UNIT 7: EARLY ADULTHOOD
Outcomes: Upon Completion of this unit, students will be able to successfully recall the physical, cognitive, social, and emotional domains of development of early adulthood.
- Compare the transition from adolescence with adulthood
- Identify the peak and slowdown in physical performance and health-improving lifestyles
- Develop a personal, individualized career plan
- Identify styles of love
- Discuss careers and work and how they change during this time
- Understand making the transition to parenthood
UNIT 8: MIDDLE ADULTHOOD
Outcomes: Upon Completion of this unit, students will be able to successfully recall the physical, cognitive, social, and emotional domains of development of middle adulthood.
- List physical changes
- Identify stress symptoms
- Compare Adult developmental theories
- Discuss becoming grandparents
- Discuss body image, menopause, and sex during middle adulthood
UNIT 9: LATE ADULTHOOD
Outcomes: Upon Completion of this unit, students will be able to successfully recall the physical, cognitive, social, and emotional domains of development of late adulthood.
- Predict a personal longevity
- Identify the leading causes of death in older Americans
- Select phases of retirement
- Discuss the mental health of older adults
- Compare Peck’s & Erikson’s final stage
UNIT 10: DEATH & DYING
Outcomes: Upon Completion of this unit, students will be able to successfully recall factors of death, dying, and bereavement.
- Define death
- Analyze the stages of dying
- Discuss options and problems with healthcare relating to older adults
Textbook:
Contact Bookstore for current textbook.
Attendance Policy:
Students should adhere to the attendance policy outlined by the instructor in the course syllabus.
Grading Policy:
The grading policy will be outlined by the instructor in the course syllabus.
Maximum class size:
Based on classroom occupancy
Course Time Frame:
The U.S. Department of Education, Higher Learning Commission, and the Kansas Board of Regents define credit hour and have specific regulations that the college must follow when developing, teaching, and assessing the educational aspects of the college. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester hour of credit or an equivalent amount of work over a different amount of time. The number of semester hours of credit allowed for each distance education or blended hybrid courses shall be assigned by the college based on the amount of time needed to achieve the same course outcomes in a purely face-to-face format.
Refer to the following policies on the Cowley Policies and Procedures webpage:
402.00 - Academic Code of Conduct
263.00 - Student Appeal of Course Grades
403.00 - Student Code of Conduct
Accessibility Services Program:
Cowley College, in recognition of state and federal laws, accommodates all students with a documented disability. If a student has a disability that will impact their ability to be successful in this course, please contact the Student Accessibility Coordinator for the needed accommodations.
DISCLAIMER: THIS INFORMATION IS SUBJECT TO CHANGE. FOR THE OFFICIAL COURSE PROCEDURE CONTACT ACADEMIC AFFAIRS.
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