HDFS 229 Infant and Child Development

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					                       HDFS 229: Infant and Child Development
                                Fall 2008 Class Syllabus
                      Section 001: TR 9:45-11:00am in 101 Thomas

Instructor: Sarah Kollat, Ph.D.                  Email:
Office: 121B S. Henderson                        Office Hours: Tues. 2:30pm-3:30pm;
Phone: 865-3491                                  Wed. 1:00pm-3:00pm or by appointment

Class Business:
I am happy to meet with students to discuss and answer questions regarding Course
Material—please see me during my scheduled office hours or talk with me before or after
class to set up an appointment. Class Business (i.e., illness or emergencies, absences
from exams or classes, obtaining class notes for excused absences, checking on grades) is
handled by your Graduate Teaching Assistant.

Graduate Teaching Assistant:
Heather Long                             Office Hours: Tuesday 11:00am-12:00pm
E-mail:                   Office: 208 S. Henderson

Course Description:
The developmental course of human beings involves a multitude of profound changes. As you
will see, these changes occur as a result of a complex interplay between a child’s nature
(genetics) and nurture (environment). Many facets of child development occur in order to
promote children’s fitness in their environment. This course will present information on all facets
of development with a particular overarching consideration to how a child’s development is
rooted in natural selection pressures for survival and adaptation. From this class, you should
learn not only the basic fundamentals of infant and child development, but also how to apply this
information to real life, perhaps through reflections on how experiences in your childhood
influenced the adult you became or through your own practices as a parent.

Course Objectives: The student who successfully completes this course will be able to:

1. Apply developmental theories to real life scenarios encountered when working with children.
2. Discuss the impact of the four developmental domains on children’s development.
3. Debate the ideal components of a child’s genetics and environment that contribute to optimal
4. Evaluate the integrity of developmental research.

Required Text/Readings:
Required readings for each class period are listed below in the course schedule. Students
must complete the reading BEFORE class. It will facilitate your understanding of the
lecture and also contribute to class discussion. Due dates for readings are listed on the
course schedule.
    • Berk, L. (2006). Child development (Penn State: Custom Edition). New York:
                Allyn & Bacon.
    • Required article readings listed in the course schedule are available on Angel
        ( under the Lessons tab.

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                               Course Requirements

Exams (70%): There will be 3 exams throughout the semester. The first 2 will consist of
multiple choice questions and one essay question. The third exam will consist of
multiple choice questions only. The final exam (Exam 3) will NOT be comprehensive.
Each exam is worth 70 pts. You MUST bring your PSU id to each exam.

Individual project (~20%): DUE Thursday, Nov. 13, at 7:00pm in the Angel Dropbox.
For this assignment, you will evaluate a specified children’s toy with respect to various
domains of development covered in class. The paper should be 6-8 pages, typed,
double-spaced, with 12-point Times New Roman font and 1” margins. Proofread
your paper, as you will lose points for grammatical and spelling errors. Your paper is
worth 58 pts. A handout with further information about the paper will be given in class
at a date TBA.

Attendance—One Minute Papers (~10%): There will be 9 unannounced one-minute
papers given on RANDOM days throughout the semester. One-minute papers are
opinion/thought papers that are based on lecture material and class readings. These will
be used to stimulate class discussion on topics related to child development. To receive
full-credit students' responses must illustrate thought and depth and, when
appropriate, include information from required article readings. Each one-minute
paper will be worth a maximum of 4 points. Responses not demonstrating these
features (i.e., they are quite brief, unrelated to the topic of the paper, do not include
information from the reading, have many spelling and grammar errors, etc.) will
earn only 1 pt to reflect a student’s attendance of class. Excused absences for one-
minute papers require written documentation of events such as illness, family emergency
or an university sanctioned activity. Only 8 of the 9 one-minute papers count towards
your final grade, allowing students to miss one without being penalized. Students
must be in-class at the time of the one-minute paper—students arriving afterwards will
not be given an opportunity to complete the one-minute paper.

Extra Credit: If a student is in attendance for ALL of the 9 one-minute papers, the
additional points from the 9th one-minute paper will be counted as Extra Credit points.

Grading Breakdown:
       One-Minute Papers (4 points each)                    32 points
       3 Exams (70 points each)                             210 points
       Individual Project                                   58 points
Total points for Course                                     300 points

The final grade will be determined as follows:
A (>93%), A- (90%-92%), B+ (87%-89%), B (83%-86%), B- (80%-82%)
C+ (77%-79%), C (70%-76%), D (60%-69%) F (59% and below)

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Course Schedule:

        Theories, Research Methods, Physical Development
Tuesday, August 26    Intro to Child Development
                      Reading: pp. 3-22
Thursday, August 28   Holistic Theories
                      Reading: What Shamu Taught Me About A Happy Marriage
Tuesday, Sept. 2      Research Methods
                      Reading: pp. 41-54
Thursday, Sept. 4     Infant Abilities
                      Reading: pp. 125-142
Tuesday, Sept. 9      Motor Development & Perceptual Development
                      Reading: pp. 142-147, 147-166
Thursday, Sept. 11    Motor Development & Perceptual Development Cont.
Tuesday, Sept. 16     Biology vs. Environment
                      Reading: pp. 114-120
Thursday, Sept. 18    Biology vs. Environment continued
Tuesday, Sept. 23     Physical Development: Breast-Feeding and Obesity
                      Reading: Rethinking First Foods
Thursday, Sept. 25    Physical Dev. & SuperBabies
                      Reading: Want a Branier Baby?
Tuesday, Sept. 30 Exam 1

          Cognitive Development, Emotions, and Language
Thursday, Oct. 2      Poverty
                      Guest Lecturer: Brittany Rhoades, M.S.
                      Reading: Meeting the Challenges--Parenthood and Poverty
Tuesday, Oct. 7       Child Life Specialists: The Best Kept Secret in Human Dev.
                      Guest Lecturers: Ashley Kane, Maggie Heimbuch, & Sara Cramer
Thursday, Oct. 9      Piaget Pt. 1: Schemas
                      Reading: pp. 219-221
Tuesday, Oct. 14      Piaget Pt. 2: Early Stages of Cognitive Development
                      Reading: pp.222-242
Thursday, Oct. 16     Piaget Pt. 3: Later Stages of Cognitive Development
                      Reading: pp. 242-253
Tuesday, Oct. 21      Emotions: Functionalist Perspective
                      Reading: pp. 396-399
Thursday, Oct. 23     Emotions continued

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 Tuesday, Oct. 28           Two Theories of Language Development
                            Reading: Before Baby Talk, Signs and Signals
 Thursday, Oct. 30          Developmental Course of Language Development
                            Reading: pp. 368-386
 Tuesday, Nov. 4            Exam 2
              Temperament, Social Development, and Autism
 Thursday, Nov. 6             Temperament
                              Reading: pp. 411-419
 Tuesday, Nov. 11             Gender, Stereotypes, and Vocational Development
                              Reading: From Girl to Boy
 Thursday, Nov. 13            Attachment: Harlow & Bowlby
                              Reading: pp. 419-433
                              INDIVIDUAL PROJECT DUE AT 7:00PM on ANGEL
 Tuesday, Nov. 18             Adult Attachment: The Dating Game
 Thursday, Nov. 20            Fatherhood
                              Guest Lecturer: Ben Goodman, M.S.
                              Reading: Full-Time Fathers Are Still Finding Their Way
 Tuesday, Nov. 25
                                           Thanksgiving Break--No Classes
 Thursday, Nov. 27
 Tuesday, Dec. 2              Developmental Disorders: Autism
                              Reading: Finding My Son At the Zoo
 Thursday, Dec. 4             Autism Continued
 Tuesday, Dec. 9              Peer Relationships: Sociometry
                              Reading: Sugar AND Spice?
 Thursday, Dec. 11            Peer Relationships: Continued
        Exam 3
                                           Dec. 15-19 at date and time TBA
    (Finals Week):

            Policy for Missed Classes, Make-Ups, and Late Papers
Obtaining notes from missed classes: The Instructor and the TAs will NOT give notes to
students with unexcused absences. Students are responsible for the material they have missed.
Notes may be provided when students have a written documentation of an excused absence,
although this is at the discretion of the instructor. Students must contact their TA and provide
documentation of their excused absence within 5 days of the absence in order to obtain missed

Meeting Deadlines & Make-Up One-Minute Papers/Exams/Late Projects: Students
are expected to complete all assignments and exams as scheduled. Medical excuses, a death in
the family, or other PSU-endorsed exemptions (e.g., athletics) may be recognized as a valid
excuse only if accompanied by adequate WRITTEN documentation and, in some cases, a
personal meeting with the instructor. For all excused absences except for sudden illnesses or
deaths in the family, the student must notify their TA at least 1 week prior to the absence.

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Missed exams/one-minute papers due to excused absences must be made up within 1
week of the original exam/one-minute paper date. The TA must be contacted and a
make-up exam/one-minute paper scheduled and taken within this 1 week time
frame. Students who have not taken a make-up exam or one-minute paper within the 1
week time frame, even with an excused absence, will receive a zero for that assignment.
Dates of PAST/GIVEN one-minute papers can be viewed on the Calendar tab of

Individual projects are due at 7:00pm on the assigned due date. You must submit your
paper on Angel via the appropriate Angel dropbox. Papers are considered late if they are
received after 7:00pm that day. NO LATE PAPERS WILL BE ACCEPTED. For all
excused absences that occur on due dates for assignments, excepting sudden illnesses or
deaths in the family, the assignment must be turned in prior to the due date/excused
absence. For sudden illnesses or deaths in the family, students must submit
documentation that they were on track to complete the paper at the time of the
unforeseen event (e.g., submitting a rough draft or an outline to the Angel dropbox).

         HDFS Policy on Student Responsibilities and Classroom Conduct

   1. Students are responsible for attending all classes, taking notes, and obtaining
      other materials provided by the instructor, taking tests, and completing
      assignments as scheduled by the instructor.
          a. Requests for taking exams or submitting assignments after the due dates
              require written documentation of events such as illness, family emergency
              or a university sanctioned activity.
          b. Conflicts with dates on which examinations or assignments are scheduled
               must be discussed with the instructor or TA prior to the date of the exam
               or assignment.
   2. Students are responsible for keeping track of changes in the course syllabus made
      by the instructor throughout the semester.
   3. Students are responsible for monitoring their grades.
   4. Students must contact the instructor as soon as possible if they anticipate missing
      multiple classes due to events such as chronic illnesses, travel related to team
      sports, or other university activities. The instructor will determine the minimal
      attendance and participation required in order to meet course responsibilities.
   5. If extra credit assignments are offered, they must be offered to all students and
      should not be used to boost the grade of an individual student.
   6. Behaviors that disrupt other students’ learning are not acceptable (e.g.,
      arriving consistently late for class; cell phone use; texting; reading non-
      course related materials; social conversation during class), and will be
      addressed by the instructor.

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                University Statement of Academic Integrity (Policy 49-20)

Academic integrity is the pursuit of scholarly activity in an open, honest and responsible
manner. Academic integrity is a basic guiding principle for all academic activity at The
Pennsylvania State University, and all members of the University community are
expected to act in accordance with this principle. Consistent with this expectation, the
University's Code of Conduct states that all students should act with personal integrity,
respect other students' dignity, rights and property, and help create and maintain an
environment in which all can succeed through the fruits of their efforts.

Academic integrity includes a commitment not to engage in or tolerate acts of
falsification, misrepresentation or deception. Such acts of dishonesty violate the
fundamental ethical principles of the University community and compromise the worth of
work completed by others.

                    Violations of Academic Integrity Policy
HDFS 229 Policy: Anyone violating the University’s Academic Integrity policy (e.g.,
plagiarism, cheating on an exam, etc.) will receive an F for the course and will be
reported to the Office of Judicial Affairs.

Violations of the University’s Academic Integrity Policy include, but are not limited
to, the following:

Cheating: using crib sheets of any kind, preprogrammed calculators or cell phones, use
of notes during a closed book exam
Copying on tests: looking at other students’ exams, copying with a plan with another
student, passing notes during exams; exchanging exams with another student
Plagiarism: fabricating information or citations; copying from the Internet of submitting
the work of others from journals, articles and papers, or books; submitting other students’
papers as one’s own. Any material, regardless of length, that is the work of somebody
else and who is not given explicit credit by citation, submitted as one’s own, is
plagiarized material.
Tampering with work: changing one’s own or another student’s work; tampering with
work either as a prank or to sabotage another’s work
Acts of aiding and abetting: Facilitating academically dishonest work by others;
unauthorized collaboration on work; permitting another to copy from one’s exam; writing
a paper for another; inappropriately collaborating on home assignments or exams without
permission or when prohibited
Unauthorized possession: Buying or stealing of exams or other materials; failing to
return exams on file or reviewed in class; selling exams; photocopying exams; any
possession of an exam without the instructor’s permission
Submitting previous work: Submitting a paper, case study, lab report, or any
assignment that had been submitted for credit in a prior class without the knowledge and
permission of the instructor

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Ghosting or misrepresenting: Taking a quiz or exam or performing a class assignment
in place of another student; having another student do the same in one’s place; signing in
as present in class for another student or having another student do the same in one’s
Altering exams: Changing incorrect answers and seeking favorable grade changes when
instructor returns graded exams for in-class review and then collects them; asserting that
the instructor make a mistake in grade. Other forms include changing the letter and/or
numerical grade on a test.
Computer theft: Electronic theft of computer programs or other software, data, images,
art, or text belonging to another.

Note to Students with Disabilities: Penn State welcomes students with disabilities
into the University’s educational programs. If you have a disability-related need for
modifications or reasonable accommodations in this course, contact the Office for
Disability Services (ODS) located in room 116 Boucke Building at 814-863-1807. For
further information regarding ODS, please visit their website at
Students must notify the instructor regarding the need for modification or reasonable
adjustments by Sept. 9. Information about disabilities or any personal issues is
confidential. Please discuss the issue with us if you are uncertain whether you will
require accommodations.

Penn State Resources for Students:
Undergraduate Writing Center                                863-3240
       219 Boucke Building
Center for Counseling & Psychological Services (CAPS)       863-0395
Center for Adult Learners                                   863-3887
Office of Disability Services                               863-1807


                                                                               Page 7 of 8
Required Article Readings:
Thursday, Aug. 28
Sutherland, A. (2006, June 25). What Shamu Taught Me About a Happy Marriage. The
       New York Times.

Tuesday, Sept. 23
Paul, P. (2006, June 11). Rethinking First Foods. Time Magazine.

Thursday, Sept. 25
Paul, P. (2006, January 8). Want a Brainier Baby? Time Magazine.

Thursday, Oct. 2
Haskell, K. (2006, November 5). Help Meeting the Challenges of Parenthood and
       Poverty. The New York Times.

Tuesday, Oct. 28
Berck, J. (2004, January 6). Before Baby Talk, Signs and Signals. The New York Times.

Tuesday, Nov. 11
Meadows, B., Burleigh, N., & Rozsa, L. (2006, October 30). From Girl to Boy. People

Thursday, Nov. 20
Spragins, E. (2002, May 5). Full-Time Fathers are Still Finding Their Way. The New
       York Times.

Tuesday, Dec. 2
Fields Meyer, T. (2007, April 23). Finding My Son at the Zoo. People Magazine.

Tuesday, Dec. 9
Long, C. (2006). Sugar AND Spice? NEA Today, 24, 30-33.

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