HDEV 307I: Human
Development Childhood
Spring 2008, Section 5, RM AS-235, Tues. 7:00 - 9:45
Professor: Heather Rae-Espinoza
Tel: (562) 985-4209
Email: hre@csulb.edu
Office: Psy 125
Office Hrs: Tues. 2-6
Course focus We examine changing ideas about
children and child development. We use materials from the disciplines of
sociology, history, anthropology, developmental psychology, and cultural
studies, to look at research on children, the treatment of children, and policies
regarding children. Because we examine children in their social and historical
context, we learn not only about children but also about families, schools,
media, and both local and global culture.
Pre-requisites:
Required texts:
·
Diessner, R., & Tiegs, J. (2001)
Notable Selections in Human
Development. (2nd
Edition).
·
Reading Packets: There are 4 reading packets [“What is a Child?,” “What Makes a
Family?,” “Studying Children,” & “Parenting”] to be downloaded from Beachboard
or purchased at Copy Pro, 1785-H Palo Verde Ave, (562) 431-9974. Please
ask for # ____.
·
Access to beachboard. Grades, lecture outlines, announcements,
examples papers, and assignments will be posted on beachboard.
Course Requirements & Grades:
Participation (15 points): You are
expected to attend class, complete the assigned readings prior to each class,
and contribute to all class discussions. Your participation grade requires you to be
prepared for class (having completed assigned readings before class) and
requires you to participate in classroom activities, including discussion. I will take attendance. I realize you are adults, but attendance
allows me to learn your names and to reward people who participate. While some people are uncomfortable talking
in a group, part of your education is learning to express yourself verbally. Therefore, I ask that everyone make an effort to
participate in discussions. I expect you to voluntarily participate in class
discussions, but I will also call on people to speak. Please also keep in mind that class
participation is not only about speaking in class, but also involves listening
attentively and encouraging other speakers. If you do not attend class, you receive a 0. Up to two documented, excused absences may
receive a 6. Attendance receives a
12. Participation will increase these
points and disruptive behavior (including coming to class late, sleeping in
class, chatting with your neighbors, texting on your cell) will decrease them.
Calibrated Peer Review
(50 points):
·
Here I address the questions “What is a
reading journal?,” “How do I hand in the reading journal?,” and “How do I earn
points with a reading journal?” Please
feel free to ask me any questions you may have.
o
What is a reading journal? A reading journal is a
collection of one-page, typed entries on the class readings to demonstrate that
you have thought further about the reading before we discuss that reading in
class. (You can handwrite the entries,
but then the length would depend on the size of your handwriting.) There are four types of entries to choose
from for each reading:
1.
Summary: A journal entry can summarize the main
theoretical framework of the reading.
This means addressing the author’s overall point, rather than copying
over an example. The online reading
outlines may help you with summaries.
2.
Contribution: A journal entry can discuss a contribution of the reading. This means addressing what can be done to
help someone with the information in the reading. Informing people is not a contribution if
that information cannot help someone.
For instance, can the information in this reading help to improve
children’s wellbeing somehow? Help parents
to parent better? Help society to
function better? Such applied concerns help
us to use the class information in future careers.
3.
Critique: A journal entry can critique a reading. Do you see a problem with the author’s
methods to get information? Does the
reading lack a practical way to apply the information? Would you like to know more about what might
happen in the future? Is there a part
that needs further explanation as to why something happens? Do NOT write a literary critique. Your critique should not address length or
writing style.
4.
Case: A journal
entry can present a case. This means
using a person that you know (or know about) as an example person for the
reading. If the person who is the
example confirms what the reading says, then write how the reading helped you
to understand this person. If the person
who is the example contradicts what the reading says, then write how the person
demonstrates that the author’s claims are missing something.
o
How do I hand in the reading journal? Since journal entries are to encourage class discussion, the
entries are due on the day that we discuss the reading you are responding
to. Do not work on entries during
class. Journal entries must be handed in
at the start of class. I suggest
you have a separate notebook to hand in the entries or a three-ring binder to
keep loose-leaf pages together. Please
indicate your name, the author of the reading (& title if there is more
than one reading for that author), and kind of response you are writing
(summary, contribution, critique, or case).
If
you are absent and want to hand in an entry, you must hand in the entry before
class starts to the instructor’s mailbox in Psy-205. I will
not accept any email submissions or late journal entries. (If you are a person who
is perpetually late or absent, you may want to consider taking the
midterm.)
o
How do I earn points with a reading
journal? There
are 41 readings in the semester and to earn your 30 points with the reading
journal you have to pick at least 30 readings you want to write an entry about
because each journal entry is worth up to 1 point. This means that you have to
have 30 entries for a chance at a perfect score. You may receive a Ö+ (1 point), Ö (.85 points),
or Ö- (.70 points) per entry. You
may do more than or fewer than 30. The
entries determine how many points you earn total.
Field Project (35 points): The purpose
of this project is for you to further consider some of the ideas we have
studied by checking them against your own observations. The field project requires you to conduct
research and to have independent data. Data
should be seen as empirical (not necessarily numerical) information collected
and analyzed independently. The data
should shed light on the course readings and discussions. This is not a library research project. It requires creativity and the investigation
of your own ideas. Have fun, be original, but be sure that you also incorporate a minimum
of four readings. The topic is open
for student selection, but since we have limited time, the project needs to be
feasible. The student may choose to
analyze a child’s discussion of gender differences in play, compare parents’
concerns over children’s needs across class, attempt to refute a reading’s
prediction for a particular ethnicity, or any other project that can complete
the requirements. Depending on your
topic, you should read relevant articles ahead in order to design your
study. For instance, if you design a
project on language, you may want to read those articles in advance of the day
we discuss them in class. Please see the
instructor for help with ideas, logistical considerations, or further
explanation of assignment expectations. Extensive
comments will be given for each step in the creation of this project and I
encourage you to meet with me if you have any questions or concerns. Only the paper itself and poster are graded,
but the previous steps aid considerably in completing the project.
1.
Proposal:
(0 points) In one typed, double-spaced, page, the
proposal should describe the topic you will address, your unique contribution
to the study of the topic, and who you will research. The purpose of the proposal is to have you
begin to focus your project and receive feedback. It is not graded but the comments and
direction prove helpful. The proposal is due on 3/11.
2.
Meeting: (0 points) In individual 20 minute
meetings we will discuss your research plan, any difficulties, and
methodological concerns. You are always
welcome to come to my office hours or schedule an appointment. The meetings are not required but the
comments and direction prove helpful. Extended
office hours to accommodate appointments will begin the week of 3/25.
3.
Outline: (0 points) In a bulleted format
(meaning do not hand in a draft of our paper), the outline will present your
paper’s organization. It should include
each section of the paper and how you will incorporate your research and class
readings into each of those sections. While
you may not have your data, based on your research methods, you should be able
to create a framework for presenting the data. It is not graded but the comments and
direction prove helpful. The outline is due on 4/22.
4.
Paper:
(30 points) The student should address the topics below as
described. If completed, you should attach the proposal and outline
to your paper. The 6 to 8 page papers
(not including bibliography and any appendices) should be typed, double spaced with
one-inch margins. Please number
pages. A cover page should indicate
name, section #, date, and project title.
Please subtitle the sections of your paper. Cite appropriately. Bibliographic information for course readings
can be found on this syllabus. The paper is due on 5/13. I will not accept any email submissions
and late papers will receive a ten point deduction. No papers will be accepted after the final
exam deadline. Writing style and
proof-reading will be considered as a portion of the grade for all written
assignments.
a)
Concept of the Child (5 points): Your paper should include a clear and
well-supported concept of the child regarding
the topic that you chose. Do not
attempt to summarize all course readings.
Instead, as with the models we learn in class, you are not expected to
explain all aspects of child development.
Your concept should incorporate some of the complexities that we have
discussed in class (expert models), and can include examples from your own
experience and/or from popular culture (folk models). Your concept of the child should lead to your
research hypothesis. You should describe
expected results from your study based on the logic of your concept of the
child. This section would likely be 1 ½
to 2 pages. This is the introduction
to your research.
b) Research Construction (2 points): You
should describe how your research can contribute theoretically to a greater
understanding of child development. What
applied benefits might your research
have for improving the wellbeing of children, helping parents to parent better,
and/or for society overall? This section
would likely be ½ to 1 page. This is
the motivation for the research.
c)
Methods (4 points): Your research methods should be capable of evaluating your hypothesis. Your methods should be closely tied to the
area of child development you chose and should be logistically feasible. Explain your data collection methods. (Be careful not to include data in your methods
section). Include surveys and interview
questions in an appendix (inserted before bibliography and referred to in text—“See
Appendix A.”), and in your methods section describe the topics of discussion
rather than specific questions. Address
considerations regarding the validity
of data and possible confounds to
your methods. This means discuss the strength
and drawbacks. This section would likely
be 1 to 1 ½ pages. This is the plan for the research.
d) Data Presentation (5 points): Systematically
present analyzed, relevant data.
This should not be a transcript of your interviews. Choose representative samples from your data
to support the patterns/themes/trends you found in your data and discuss your
interpretation of their meaning or significance. You should use concepts and categories from
the readings or your own ideas to organize your data into analytic units. Each unit
should include a topic sentence, a well-introduced excerpt of data, and
commentary on the group of data. This
writing format will not only help you learn to present fieldwork, but also to
better integrate the claims of literature into your own arguments and
organizing your written work. For
instance, you could have an analytic unit for “discipline,” “education,” and
“physical needs” to present parenting ideas of needs or have one analytic unit
for consumerism trends amongst each of a certain class or each of a certain
ethnicity. The units will help to
elucidate the comparisons/categories you found in your research. Use readings to aid in your interpretation,
if appropriate, but do not use results from readings as your data. This section would likely be 1 ½ to 2 pages. These are the results of your research.
e)
Conclusion (3 points): Tie together the previous sections of your paper
briefly. Although you may feel inclined
to present the logic in the analysis of your data here, it should be done in
the previous section. Evaluate
your own project’s theoretical contributions, if any, and make suggestions for
future research which can expand or better evaluate your own findings. Try not to focus on methodological
limitations, as these should be addressed in the methods section, but possible
variables that should be looked at and why.
For instance, researching with a different class may reveal different
categories of parental needs because of the ability to pay for different luxury
items. This section would likely be ½ to
1 page. This is a final review of
your research.
f)
Writing (3 points): Writing style, formatting, and
proof-reading will be considered.
g) Citations (8 points): You are to use four
course readings. The use of each is
worth 2 points.
5.
Poster
(5 points): For the poster presentation on 5/13, you should create a poster
that includes your project title, name, section, along with a brief version of
each part of your paper described above.
Posters will be graded on both clarity of information and appearance.
Participation 15
Calibrated Peer Reviews 50
Field Project & Poster 35
Withdrawal Policy: I will not sign drop slips after the third week of class without
documentation of extenuating circumstances.
Course
Grades: Your student handbook defines the
letter grades in the following fashion (see page 80):
|
“The following definitions apply to grades
assigned in all undergraduate and graduate courses. ‘A’ – Performance of the student
has been at the highest level, showing sustained excellence in meeting all
course requirements and exhibiting an unusual degree of intellectual
initiative. ‘B’ – Performance has been at a high level, showing
consistent and effective achievement in meeting course requirements. ‘C’ – Performance has been at an adequate level,
meeting the basic requirements of the course. ‘D’ – Performance has been less than adequate,
meeting only the minimum course requirements. ‘F’ – Performance has been such that minimal course
requirements have not been met.” |
Scholastic
Dishonesty: Scholastic dishonesty includes
both plagiarism and cheating. Scholastic dishonesty will be treated seriously. It
will result in a zero on the assignment and may result in a failing grade for
the course. Therefore, it is imperative that you understand how to properly
attribute words and ideas. If you are at all uncertain about the proper way to
cite or attribute another person’s words or ideas, please discuss your
questions with me. I strongly urge you to be absolutely certain that you
understand how to properly cite your sources. You can also check Professor
Martine Van Elk’s helpful description of how to document sources at: http://www.csulb.edu/~mvanelk/document.html.
More information about the University’s policies regarding plagiarism and
cheating can be found in the Student Handbook, in the class schedule, or by
contacting the Office of Judicial Affairs at 985-5270. [how bout if caught
plagiarizing have to do CPR on plagiarism first time and second time fail class.]
Writer’s
Resource Lab and
CLASS SCHEDULE
Tuesday 1/29
Course overview
I. What is a child? Childhood in HIstorical
Context
Tuesday 2/5
Creation of Childhood
Postman,
Neil. (1994) “When There Were No
Children” & “The Printing Press and the New Adult” in The Disappearance of Childhood.
Children’s Culture
Zelizer,
Viviana A. (1998) “From Useful to Useless: Moral Conflict over Child Labor” in The Children’s Culture Reader. Henry
Jenkins, ed.
Giroux,
Henry A. (1998) “Stealing Innocence: The
Politics of Child Beauty Pageants” in The
Children’s Culture Reader. Henry Jenkins, ed.
Tuesday 2/12
Cultural Variations in Childcare
Benedict,
Ruth. (1938). “Continuities and Discontinuities in Cultural Conditioning.” in Personality
in Nature, Society and Culture.
Consumerism & Children
Flanagan,
Caitlin. (2004). “Bringing Up Baby: Parents spend billions to keep their
children safe and happy” in The New Yorker.
November 15, 2004. pp. 46-51.
Schorr,
Juliet B. (2004). “How Consumer Culture Undermines Children’s
Well-Being” in Born to Buy.
Tuesday 2/19
Functions of the Family
Spiro,
Melford E. (1954) “Is the Family
Universal?” in American Anthropologist. pp.
154-160.
Scheper-Hughes,
Distributive Care
Hewlett,
Barry. (2001). “The Cultural Nexus of
Aka Father-Infant Bonding.” in Gender in
Cross-Cultural Perspective. Caroline Brettell and Carolyn Sargent, eds.
Prentice Hall. pp 42-53.
Weisner,
Thomas S. and Ronald Gallimore. (1977). “My Brother’s Keeper: Child and Sibling
Caretaking.” in Current Anthropology, vol. 18: 2.
pp. 169-180.
Tuesday 2/26
Paid Care
Scarr,
Sandra. (1998) “American Child Care Today.” in American Psychologist. February 1998. pp. 95-108.
Hochschild,
Arlie. (2003) “Love and Gold.” in The Commercialization of Intimate Life.
No Care?
Toth,
Jennifer. (1997) “Introduction” in Orphans
of the Living: Stories of
Tuesday 3/4
Psycho-Sexual Development
Freud,
Sigmund. (1838). “The Development of the Sexual Function.” in Notable Selections. pp. 3-7.
Freud,
Sigmund. (1920). “The Sexual Life of
Human Beings.” in Introductory Lectures
on Psychoanalysis.
Psycho-Social Development
Erikson,
Erik. (1950). “Eight Ages of Man” in Childhood and Society. W. W.
Norton Co.:
Tuesday 3/11
Cognitive Development
Piaget,
Jean. (1960). “The Genetic Approach to the Psychology of Thought.” in Notable Selections. pp. 8-15.
Piaget,
Jean. (1939). “Conservation of Continuous Quantities.” in Notable
Selections. pp. 190-195.
Piaget,
Jean, Bärbel Inhelder, and Edith Mayer.
(1956). “The Co-ordination of
Perspectives.” in Notable Selections. pp. 137-142.
Moral Development
Kohlberg,
Lawrence. (1968) “The Child as a Moral
Philosopher.” in Notable Selections. pp.
26-37.
Crain,
W. C. (1985). “Theories of Development.”
in Prentice-Hall. pp. 118-136.
Field
Project Proposal Due
Tuesday 3/18
Development through
Learning & Discipline
Maier,
Henry W. (1965). “The Learning Theory of Robert R. Sears.” in Three
Theories of Child Development: Contributions of Erik H. Erikson, Jean Piaget,
and Robert R. Sears, and Their Applications.
Baumrind, Diana. (1967). “Child
Care Practices Anteceding Three Patterns of Preschool Behavior.” in Notable Selections. pp. 162-173.
Enculturation
Spiro,
Melford E. (1997). “Introduction.” in Gender
Ideology and Psychological Reality: An Essay on Cultural Reproduction.
Tuesday 3/25
Attachment Theory
Bowlby,
John. (1969). excerpts from Attachment,
Volume 1: Attachment and Loss. Basic
Books. pp. 210-228.
Ainsworth,
Mary D. Salter. (1979). “Infant-Mother Attachment.” in Notable Selections. pp.
127-136.
Development through Evolutionary Truces
Kegan,
Robert. (1982). The Constitutions of the
Self. in The Evolving Self: Problem and Process in Human Development.
Tuesday 4/1 — No Class for Spring Break!!!
Tuesday 4/8
Instilling Motivation
McClelland,
David C. (1961). “The Achievement Motive: How It Is Measured
and Its Possible Economic Effects.” in The
Achieving Society.
Veale,
Angela, Max Taylor, and Carol Linehan.
(2000). “Psychological
perspectives of ‘abandoned’ and ‘abandoning’ street children.” in Abandoned
Children.
Watson,
John B. (1928). “Against the Threat of Mother Love.” in The Children’s Culture Reader. Henry Jenkins, ed.
Tuesday 4/15
Language Development
Bruner,
Jerome. (1983). “From Communicating to Talking.” in
Ochs,
Elinor and Bambi B. Schieffelin.
(1984). “Language Acquisition and
Socialization: Three Developmental Stories and Their Implications.” in Culture Theory: Essays on Mind, Self, and
Emotion. Richard A. Shweder and Robert A. LeVine, eds.
Tuesday 4/22
Formal
Education: Different Goals, Different Practices
IN
CLASS VIDEO: Tobin, Joseph J., David Y. H. Wu, and Dana H. Davidson. 1989. Preschool in Three Cultures:
Heath,
Shirley Brice. (1982). “What no Bedtime Story Means: Narrative
Skills at Home and School.” in Language
in Society 11: 49-76.
Field
Project Outline Due
Tuesday 4/29
Informal
Education: The Work of Play
Schwartzman,
Helen B. (1977). “Children’s Play: A Sideways Glance at
Make-Believe” in The Study of Pay:
Problems and Prospects. Leisure
Press:
Lancy,
David. (1977). “The Play Behavior of Kpelle Children During
Rapid Cultural Change” in The Study of
Pay: Problems and Prospects. Leisure
Press:
Parenting & Poverty
Duncan,
Greg and Jeanne Brooks-Gunn. (2000) “Family Poverty, Welfare Reform, and Child
Development.” Child Development. January/February
2000. pp. 188-196.
Tuesday 5/6
Gender Socialization: Cooties Re-Visited &
Explained
Thorne,
Barrie. (1993) “Gender Separation: Why and How.” in Gender Play: Girls and Boys in School.
Whiting,
Beatrice and Carolyn Pope Edwards. (1973)
“A Cross Cultural Analysis of Sex Differences in the Behavior of
Children Aged Three Through Eleven.” in Notable
Selections. pp. 210-224.
Tuesday 5/13
Poster Presentation & Course
Evaluations
Field Project & Poster Due