Southwest Baptist
University
Department of
Extended Learning
PSY 3063 - Human
Growth and Development
©2008-2010
Richard L. Brewer,
Psy.D.
209
Gott Educational Center
1600
University Avenue
Bolivar,
MO 65613-2597
Office
Phone: 417.328.1726
Disability
Disclaimer:
It
is the desire of Southwest Baptist University to provide all students with
optimum learning experiences. If there
are circumstances, due to disability, that may impact your learning in this
course, it is necessary for you to inform your instructor within one week of
official enrollment (as determined by the Department of Extended Learning) in
this course. If you do not notify your
instructor, it will be assumed that you do not require special assistance.
Course Text Disclaimer:
The texts used in this course are written from a worldview rather than a
Christian view. Therefore, some of the content may not reflect the views of SBU
or of the instructor.
Required
Textbooks:
Berger, K.S. (2008). The developing person
through the lifespan, (7th. Ed.). NY: Worth Publishers. ISBN: Cloth ISBN:
Cloth 0-7167-6072-X or ISBN-13: 978-0-716-76072-6, Paper ISBN: 0-7167-6080-0 or
ISBN-13: 978-0-716-76080-1. The textbook is infinitely readable,
extremely engaging, and well illustrated. Berger has refined and honed her text
through this, the 7th edition. It tightly integrates theory and
application. I believe you will find reading the book very enjoyable. And, I
can envision your making her textbook a permanent part of your library.
Straub, R.O. (2008). Study guide. To
accompany, Berger, K.S. (2008). The developing person through the life span,
7th ed.). NY: Worth Publishers. ISBN-10:
0-7167-6092-4 ISBN-13: 978-0-716-76092-4
Description:
Human Growth and Development is a
"life-span" (womb to tomb; sperm to worm) study of the human growth
and developmental processes including physiological; psychological; and sociological,
including multicultural influences and effects. The course begins with an
overview of the beginnings re: the study of the lifespan and theories of
development. It then proceeds to coverage of heredity and environment and
finally to prenatal development through death and dying.
Prerequisites: Psychology 1013 or Education 2113
Course
Goals:
Upon completion of this course the student
should be able to:
1. Identify major theorists and theories
in Developmental Psychology.
2. Recognize and analyze age-level
characteristics of the human from birth to old age.
3. Evaluate and interpret research
concerning life-span development.
4.
Understand
the processes involved in dying and death.
5.
Begin
to integrate one’s Christian faith in one’s understanding of lifespan
development.
Major
Topics:
1.
Studying
the lifespan
2.
Theorists
and Theories
3. Heredity
and environment
4. Prenatal
Development and Birth
5. The
First Two Years
6. The
Play Years
7. The
School Years
8.
Adolescence
9. Emerging
Adulthood
10. Adulthood
11. Late Adulthood
12. Death and Hope
Course
Requirements:
1. Careful reading of the textbook.
2. Completion
of online examinations. Eight (75
multiple choice questions each) will be given. (600 points possible). A seventy-five minute time limit has been
established for each exam. See exam access information within course. You will
be provided immediate feedback as to your score (final score only).
a. 1. Chapters
1-4: The Beginnings
2. Chapters
5-7: The First Two Years
3. Chapters 8-10: The Play Years
4. Chapters 11-13: The School Years
5. Chapters 14-16: Adolescence
6. Chapters 17-19: Emerging Adulthood
7. Chapters 20-22: Adulthood
8. Chapters 23-Epilogue: Late Adulthood
and Epilogue
b. Exams should be taken only after
a thorough study of the assigned chapters and completion of the relevant
portions of the study guide.
c. For the purposes of review and preparation
for unit exams, there are Chapter Practice Quizzes. You may take these as many
times as you wish (no points) as you will see new questions at each attempt.
3. Complete workbook: (200 points possible).
a. To be submitted to the instructor at least
one week or sooner after taking exam
eight..
b. All sections must be essentially
completed to receive full credit.
1. Three to four sentences are sufficient
for discussion questions.
2. Chapter reviews.
3. Progress tests: Multiple-choice and true-false.
4. Thinking critically questions.
c.
The
workbook will serve as excellent preparation for exams.
d.
You
will notice that answers are provided in the study guide. It would be wise to
attempt answers before referring to the answers provided. To shortcut the process
will minimize the value of the study guide for exam preparation.
4. Project: (200 points possible).
a. To be submitted at anytime prior to exam 6. Submit through the course Drop Box. Do not
submit as email attachment.
b. To be typed in an acceptable manuscript
style.
1. 1” margins
2. Pagination
3. All submitted reports must be typed (MLA or APA manuscript style), with
correct spelling, punctuation, etc.
4. Eight
pages, of text, minimum: excluding title page and reference page(s).
5. The projects are to be submitted through
your coursed. See course for instructions
5. Choose from one of the following:
a). Parallel
spiritual development with that of Piaget’s cognitive theory of development and
Kohlberg’s theory of moral development.
b). Support,
for or against, the notion for deepened spirituality near the end of the
lifespan.
c). Observe
a wedding or funeral ceremony. Note the developmental milestones and reactions
of the generations attending. Note specifically the emotional display or
inhibitions of those in attendance. Make note specifically, how faith/spiritual
issues are, or are not addressed.
Lastly, include a section re: your personal cognitive, affective, and
spiritual reactions.
d). Observe
a public school classroom, preschool, or daycare. Describe the setting and
delivery of curriculum and discipline as to how it meets, or fails to meet, the
developmental milestones as described by Berger in regard to that particular
age range.
e). Develop
a program for teaching spiritual principles to preschool, grade school aged, or
adolescence.
f). Using
Naturalistic Observation, do an in depth study of a selected age level noting
physical, cognitive and psychosocial specifics.
This can include infancy, preschool children, adolescence, young
adulthood, middle adulthood, late adulthood, or a terminally ill individual.
You must be granted permission from the parent(s) or individual(s) observed.
g). Visit
a Nursing Home, carefully noting such things as staffing, cleanliness, physical
care of residents, psychological support provided to residents, etc. Residents should be studied relative to
physical, cognitive, psychosocial, and spiritual characteristics and how those
various developmental needs are, or are not, being addressed and met.
h). Argue
for and against Euthanasia—both active and passive forms and how this relates
to your concept of morality and spirituality.
i). Attend
a funeral. Record the reactions of the bereaved, the way the funeral is conducted,
your personal reactions to the funeral, and your feelings toward those who have
been bereaved.
j). Any
other project that interests you. This must be pre-approved.
Grades:
Assignment of final grades will be based on the
total number of points earned from the requirements listed. The following scale
will be used to determine the final grade for the course:
900-1000 = A 700-799 = C
800-899 = B 600-699 = D
Angel will be the primary vehicle used to
provide information, exams, submission of your project, and scores. Exams are
to be scheduled through the Department of Extended Learning and taken on Angel.
Scores earned toward the exams, project, study guide, and final grade will be
posted there. I will make every effort
to report your scores within a two-day period after receiving them. It would be
helpful to me for you to inform me that you have posted your paper by emailing
me at rbrewer@sbuniv.edu so I will know
to check your course.
It is hoped that you will find the resources
on Angel to be helpful, challenging, and that they will enhance your learning
experience. There is a course survey
that you will be completing after the completion of the course. Please provide
candid feedback as to what you like about the course, dislike about the course,
and specific suggestions for improvement should you have any. Your responses
will be invaluable to the continual development and enhancement of this course.
Again, welcome to this course
Please feel free to contact me at any time
should you have questions or concerns. (Email: rbrewer@sbuniv.edu. Phone: (417-328-1726).
Some of the material
is difficult. Plan to spend a good deal of time on those sections. Remember,
there is no substitute for careful reading. Use the study guide to assist you
in your study. Resist the temptation to use the study guide, outlines, and
PowerPoints as substitutes for reading the textbook. Also, resist the
temptation to look up answers in the study guide. Rather, spend time working to
discover the answers on your own. That will insure greater learning, greater
retention, and greater performance on the exams.
Updated 10-10-08