Fall 2013
Instructor:Todd Kettler, Ph.D.
Office: Matthews Hall 304D
Officehours:Mondays and Tuesdays from 10:00 to 12:00; Thursdays 3:30 to 5:30
Email:
Course Description
This course explores the basic principles of development and learning in children (focus on ages 3-11). Development is studied in children in three primary areas: physical, cognitive, and social emotional. Students will learn the major theories of child development and some basic principles of research in the field of child studies. Students will learn the sequence of child development and the processes that underlie it, and they will build an understanding of the impact of context and culture on development.
Class Meetings: Tuesdays and Thursdays 2:00 – 3:20;Wooten Hall 322
Required Text: Berk, L. E. (2012).Infants and Children: Prenatal through middle childhood (7thed.).Boston: Allyn & Bacon.
Learning Objectives:
1.Identify the major theories guiding research and practice in the area of Child Development.
2.Describe ways in which information about children is gathered, and evaluate the quality of that information.
3.List historical and cultural perspectives about children, child rearing and child development.
4.Identify various social policy issues which are of significance to children and families, and to professionals who work with them.
5.Link relevant research findings with real world lives of children and families.
Course Requirements:
1.Class attendance and participation in class activities/discussion;
2.Completion of assigned readings and readiness to ask questions and discuss material
3.Observation in the child development lab, with interpretation/analysis
4.Three exams over readings and class lectures
5.Applying What Your Learn (AWYL)assignments (3) throughout the semester
Course Grading: The total number of points earned will determine your final grade. There are a total of 500 points possible.
A = 450 to 500 points
B = 400 to 449 points
C = 350 to 399 points
D = 300 to 349 points
F = Less than 300 points
Points per Assignment:
Exam 1: 100 points
Exam 2: 100 points
Final Exam: 100 points
Observation in Child Development Lab: 80 points
Applying What You Learn: 120 points (There are 3 AWYL assignments worth 40 points each.)
Note on Exams:
The three exams for the course constitute 60% of your final grade. The exams will include multiple choice items based on the assigned readings from the textbook as well as additional readings, lectures, and in-class discussions. The three exams are not cumulative. They cover only the material covered since the previous exam. The schedule of topics and reading is clearly delineated on the class schedule below.Do not miss exams. There are no makeup exams except in documented emergencies at the instructor’s discretion.
Dropping a class: The deadline for dropping classes for this semester without written consent from the instructor is 10/8/2013.For more information regarding the schedule for requesting a drop from the class with the written consent of the instructor, consult the UNT Office of the Registrar website. Never assume you have been added to or dropped from a class without double-checking your Update Status.
Blackboard Learn (will be our primary means of communication. Please get into the habit of checking it regularly. It is where you will find assignment descriptions and rubrics. It is also where you will turn in your assignments. You will need to use your EUID and password to log on. Check Blackboard regularly for announcements. However, if you need to reach me, the fastest and most efficient means of communication is email:
Academic Integrity and Academic Dishonesty
Academic Integrity is defined in the UNT Policy on Student Standards for Academic Integrity. Academic Dishonesty includes cheating, plagiarism, forgery, fabrication, facilitating academic dishonesty, and sabotage. Any suspected case of Academic Dishonesty will be handled in accordance with the University Policy and procedures. Possible academic penalties range from a verbal or written admonition to a grade of “F” in the course. Further sanctions may apply to incidents involving major violations. You will find the policy and procedures at:
EagleConnect
All UNT students should activate and regularly check their EagleConnect (e-mail) account. EagleConnect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via EagleConnect. For information about EagleConnect, including how to activate an account and how to have EagleConnect forwarded to another e-mail address, visit This is the main electronic contact for all course-related information and/or material.
SETE
The Student Evaluation of Teaching Effectiveness (SETE) is a requirement for all organized classes at UNT. This short survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work continually to improve my teaching. I consider the SETE to be an important part of your participation in this class.
Disability Accommodation
The University of North Texas (UNT) is on record as committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 – The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.
As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of disability. If you are a student with a disability, your responsibility primarily rests with informing me of your need for accommodation by providing me with your letter from the UNT Office of Disability Accommodation.
Information regarding specific disability diagnostic criteria and policies for obtaining academic accommodations can be found at Also, you may visit the Office of Disability Accommodation in the University Union (room 321) or phone (940) 565-4323.
Observation of Religious Holy Days
If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.
Student Behavior in the Classroom
Student behavior that interferes with an instructor’s ability to conduct a class or other students’ opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student’s conduct violated the Code of Student Conduct. The university’s expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, and field trips. The Code of Student Conduct can be found at:
If you find yourself struggling in this class, do not hesitate to contact me. I want you to succeed, and I want you to meet your learning goals. If you need help or support, please contact me in a timely manner before it becomes difficult to catch up or stay on pace.
Class Schedule(Readings are to be completed before coming to class on the corresponding date.)
Date / Topic / Readings8/29 / Overview and History of Child Study Research
9/3 / The Field of Child Development / Chapter 1: 2-14
9/5 / Mid-Twentieth Century Theories / Chapter 1: 14-30
9/10 / Studying the Child / Chapter1: 30-46
9/12 / Genetics and Development / Chapter 2: 50-68
9/17 / Environmental Contexts for Development / Chapter 2: 69-88
9/19 / Child Development and Socioeconomics / Blackboard Readings
9/24 / Child Development and Physical Environments / Blackboard Readings
9/26 / Exam 1
10/1 / Physical Development in Early Childhood / Chapter 8: 289-307
10/3 / Physical Development in Early Childhood / Chapter 8: 308-314
10/8 / Cognitive Development in Early Childhood / Chapter 9: 317-329
10/10 / Cognitive Development in Early Childhood / Chapter 9: 329-346
10/15 / Cognitive Development in Early Childhood / Chapter 9: 346-359
10/17 / Social/Emotional Development in Early Child / Chapter 10: 363-377
10/22 / Social/Emotional Development in Early Child / Chapter 10: 378-390
10/24 / Social/Emotional Development in Early Child / Chapter 10: 390-405
10/29 / Exam 2
10/31 / Physical Development in Middle Childhood / Chapter 11: 411-434
11/5 / Obesity in Childhood: Trends and Causes / Blackboard Reading
11/7 / Cognitive Development in Middle Childhood / Chapter 12: 436-453
11/12 / Cognitive Development in Middle Childhood / Chapter 12: 453-466
11/14 / Cognitive Development in Middle Childhood / Chapter 12: 466-477
11/19 / Social/Emotional Development in Middle Child / Chapter 13: 480-492
11/21 / Social/Emotional Development in Middle Child / Chapter 13: 492-503
11/26 / Social/Emotional Development in Middle Child / Chapter 13: 503-523
12/3 / Development of Career and Gender Attitudes / Blackboard Readings
12/12 / Final Exam 1:30-3:30 / Wooten Hall 322
Applying What You Learn (AWYL) Assignments
More detailed explanations of the AWYL assignments are posted on Blackboard. Each AWYL assignment is worth 40 points for a total of 120 points (24% of your final grade). These assignments should be completed with care and accuracy and submitted prior to the deadlines listed below. Check Blackboard for more details.
- AWYL #1Due:September 19th
In this AWYL assignment, you will identify and explain environmental influences that you believe were influential on your personal development during childhood. You are expected to provide explanation or evidence to support your claims. - AWYL #2Due: October 22nd
In this AWYL assignment, you will make a comparison between the cognitive development theories of Piaget and Vygotsky. Furthermore, you will describe how a teacher would apply their learning theories in a school setting. - AWYL #3Due: November 26th
In this AWYL assignment, you will apply what you have learned about the social and emotional concerns of middle childhood to a hypothetical situation where you are advising parents on successful strategies for a blended family.
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