Course Syllabus-PSY 230

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=140 BGCOLOR="#9966CC" TEXT="#080000" bgproperties="fixed" background="04100a20ezthtv.gif"> <div> <A HREF="index.htm" TARGET="_top" TITLE="Kings Psychology Network"><U><B>home</B></U></A><B>     |     </B><FONT SIZE="5" COLOR="#000099" FACE="Papyrus" ><I><B>King's Psychology Network</B></I></FONT></div> <div> <B>Course Syllabus-PSY 230</B>   |   <A HREF="id313.htm" TARGET="_top" TITLE="Course SyllabusPSY 430UB"><U>Course Syllabus-PSY 430-UB</U></A>   |   <A HREF="id265.htm" TARGET="_top" TITLE="Overview "><U>Overview </U></A></div> <div> <B>Course Syllabus-PSY 230</B></div> <DIV ALIGN="LEFT"></DIV> <div> </div> </td> </tr><tr> <td valign="top" width=210 BGCOLOR="#CCFF66" TEXT="#080000"> <div> <IMG SRC="130dae820.jpg" border=0 width="174" height="130" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> <I><B>___</B></I></div> <div> <A HREF="id313.htm" TARGET="_top" TITLE="Course SyllabusPSY 430UB"><U><I>Course Syllabus-Psy 430</I></U></A></div> <div> <A HREF="id264.htm" TARGET="_top" TITLE="Course SyllabusPSY 230"><U><I>Course Syllabus-PSY 230</I></U></A></div> <div> <A HREF="id103.htm" TARGET="_top" TITLE="Lessons, Case Studies Handouts"><U><I><B>Lessons, Case Studies & Handouts</B></I></U></A></div> <div> <A HREF="id86.htm" TARGET="_top" TITLE="Related Learning Links"><U><I><B>Related Learning Links</B></I></U></A></div> <div> <A HREF="id238.htm" TARGET="_top" TITLE="Related Readings"><U><I>Related Readings</I></U></A></div> <div> <A HREF="id104.htm" TARGET="_top" TITLE="Discussion ForumPsy 230"><U><I><B>Discussion Forum</B></I></U></A></div> </td> <td valign="top" height=340 BGCOLOR="#CCFF66" TEXT="#080000"> <bR> <div> <I><B>PSYCHOLOGY 230 </B></I></div> <div> <I><B> DEVELOPMENTAL PSYCHOLOGICAL SCIENCE</B></I></div> <bR> <div> <I><B>Synposis of Course Syllabus</B></I></div> <div> <I>(Download Complete Syllabus Below)</I></div> <bR> <bR> <div> <B>Required Text & Readings</B></div> <bR> <div> Berger, Kathleen. (2019). Invitation to the Lifespan, 4 ed., <B> </B>New York: Worth Publishers.</div> <bR> <bR> <div> <I><B>Required: E-book &  Access Card to the Development Portal. </B></I></div> <bR> <div> <I> <A NAME="purchase_from_bookstore_or_online_at"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></I><FONT SIZE="3" COLOR="#330099" FACE="Palatino Linotype" ><I>Purchase online or bookstore at:</I></FONT></div> <div> <B> </B></div> <bR> <div> <B><U>___</U></B></div> <bR> <div> Brown, B., Larson, R. & T.S. Saraswathi. (2002). <B>The world’s youth: Adolescence in eight regions of the globe. </B>Cambridge: </div> <div> Cambridge University Press. (Purchase from <A HREF="http://www.amazon.com.)" TARGET="_top" TITLE="http://www.amazon.com.)"><U><U>www.amazon.com.</U></U></A>)</div> <bR> <div> Miller, Lisa. (2015). <B>The spiritual child: The new science on parenting for health and lifelong thriving.</B> New York: St. Martin's Press.</div> <bR> <div> King, Rosalyn (2008/2009). <B>Enriching the lives of children</B>: <B>Creating meaningful and novel stimulus experiences to promote</B></div> <div> <B> cognitive, moral and emotional development. </B> Cambridge, England: Cambridge Scholars Publishing.</div> <bR> <bR> <bR> <div> To order books, click below:</div> <bR> <div>  <iframe src="http://rcm-na.amazon-adsystem.com/e/cm?t=kingspsycholo-20&o=1&p=20&l=ur1&category=home&banner=046QZN7HP2KFGC3R1E82&f=ifr&f=ifr" width="120" height="90" scrolling="no" border="0" style="border:none;" frameborder="0"></iframe>  </div> <div> (You can also order the King book online from the publisher at: <A HREF="http://www.c-s-p.org" TARGET="_top" TITLE="http://www.c-s-p.org"><U><U>www.c-s-p.org</U></U></A> )</div> <bR> <bR> <bR> <div> <I><B>COURSE DESCRIPTION AND OBJECTIVES</B></I></div> <bR> <div> The development of the individual is an exciting process beginning with the rapid metamorphoses of cells at </div> <div> conception and continuing through intricate changes of growth and aging. The study of development is also intriguing </div> <div> because each of us, and everyone we care about, is constantly developing.  Therefore, this course embraces </div> <div> both scientific discoveries and personal insights.</div> <bR> <div> The field of lifespan developmental psychology represents a relatively new approach to a longstanding interest in how</div> <div>  people change with age.  This course will examine the pertinent theories about development and discuss the findings</div> <div>  from research, which reveal solutions, approaches, experimental and clinical evidence from measurement and testing. </div> <bR> <div> This course is designed for you to learn about the best that the field has to offer regarding guidelines, approaches, </div> <div> interpretations and solutions relative to the development of human potential across each phase of the lifespan.  </div> <div> And, as a result, this course will contribute to your gaining new knowledge, understanding and the discovery of </div> <div> solutions to any current problems. Implications for application to everyday life will be drawn </div> <div> from the exploration of theories, research, and discussion. With this in mind, the following objectives are set for</div> <div> this course:</div> <bR> <div>              1.     <B><U>CURIOSITY:</U></B>  To develop and nurture a desire to learn more about development.  This curiosity should</div> <div>        be demonstrated through an enthusiasm for exploring information and knowledge set forth in the textbook</div> <div>        as well as discovering and examining supplementary reading material and research studies.</div> <bR> <div>               2.     <B><U>APPRECIATION:</U></B>  To appreciate the complexities and subtleties of change across the life span, </div> <div>         to appreciate individual differences.</div> <bR> <bR> <div>               3.    <B><U>KNOWLEDGE:</U></B> To become knowledgeable of the current research findings and guidelines about human </div> <div>                       development which contributes to empowerment and individual growth and </div> <div>                       development.</div> <bR> <div> 4.     <B><U>UNDERSTANDING:</U></B>  To learn the basic theories, concepts, principles, approaches and recommended </div> <div>         strategies that comprise the body of knowledge about development.</div> <div> <B>     </B></div> <div> 5.<B>     </B><B><U>APPLICATION:</U></B>  To apply the knowledge gained to your professional and everyday life.</div> <bR> <div> 6.     <B><U>ENJOYMENT:</U></B>  To enjoy the process of dialogue, exploration, inquiry, and learning in this course.</div> <div>           </div> <bR> <div> This course covers both segments of Psychology 231 and 232 (Lifespan Developmental Science) in one semester</div> <div>  instead of two. Therefore, this will be an intense course as the pace will be rapid.</div> <bR> <div>  The course will focus on an overview and history of the field of developmental psychology, the critical questions </div> <div> and issues permeating the field, and the pertinent theories. It will provide an overview of development across the lifespan </div> <div> and include discussions of conception and prenatal development, infants and toddlers, early and middle childhood, </div> <div> adolescence, young and middle adulthood, and mature (or late) adulthood and the processes of aging.  In addition,</div> <div>  explorations will be made of the final transitional period of dying and death.</div> <bR> <div> <B>CLASS SCHEDULE</B></div> <div> Classes will meet at the regularly scheduled time. There will be 16 class sessions. A detailed class schedule is attached.</div> <bR> <div> <B>CLASS PREPARATION</B></div> <div> This course will use a combination of activities in the classroom including lecture, discussion, critiques of books</div> <div> and periodicals, group work, cooperative and collaborative learning, public forums, formal debates, media </div> <div> presentations, etc.<B> </B>The time constraints on this course are such that your professor may not be able to lecture on</div> <div>  all aspects of your readings.<B><U>You will be held responsible for all material assigned in your text or</U></B></div> <div> <B><U>supplementary readings.</U></B></div> <bR> <div> Students are expected to read the assigned chapter(s) and any assigned readings before class and come to</div> <div> class prepared to participate.  Individual students or groups of students may be asked to make special presentations</div> <div>  in class periodically.  </div> <bR> <bR> <bR> <bR> </td> </tr></table></body>