Education | Lifespan Development
P314 | 5996 | Dr. Anne Stright


Required Readings
	
1. Development Through the Lifespan (3rd Edition) (2004) by Laura E.
Berk

2. Articles on electronic reserve via the Web at the following
address:

Course Objectives
	
1. Develop an understanding of the major theories and research in
life span development

2. Apply this research to your future profession.

3. Develop written communication skills

Evaluation

1. 4 exams - Each exam is worth 20% of your grade.

The multiple choice exams will focus on the major themes of the
course. I will make it clear to you as we go through the course what
questions I am likely to ask on the exams. The tests will be multiple
choice and will take about 30-40 minutes to complete.  Some students
may be able to complete a test in less time and others will need the
entire class period of 1 1/4 hours.
	
My goal is to make sure that you learn the most important concepts.
Consequently, I will highlight what these concepts are during class
and test you on them. I will not test you on minor details. I will
emphasize the practical applications of each concept because I
believe that this information will be the most useful to you in your
life and future career.

2. 5-page developmental history paper (see instructions on additional
handout) Worth 15% of your grade

3. Class Questions In order to provide credit for class attendance
and to help me learn more about what you are thinking, each class I
will write a question on the board at the beginning of class. You
write your response on a piece of paper and turn it in at the end of
class. The questions are worth 5% of your grade.

4. Iíll use the following curve to assign final grades. I use the
traditional mathematical procedure for rounding numbers, percentages
at or above .5 are rounded up, below .5 are rounded down. So if your
final percentage was 96.5%, then your rounded percentage would be 97%
or an A+; if your final percentage is 96.4%, then your rounded final
percentage would be a 96% or an A.

Final Percentage Final Course Letter Grade

100-97		A+
96-93		A
92-90		A-
89-87		B+
86-83		B
82-80		B-
79-77		C+
76-73		C
72-70		C-
69-67		D+
66-63		D
62-60		D-		

Make-up Tests.  Because the creation of each test is time consuming,
the tests must be taken on the days that they are scheduled. If you
miss a test, you will earn 0 points. I will make exceptions only for
major illnesses or emergencies. You must notify me before the test,
not after!
	
Posting Grades. I will post your grades on the Web using Oncourse.

Class Attendance
	
I strongly recommend that you attend each class.  Each test will be
based on information in the book and information given only in
class.  Although you can use othersí notes for classes that you miss,
you are gambling that their notes are going to be adequate and that
you will be able to make sense of them.

Note Taking
	
My past experience is that students who do well are students who take
detailed notes that make sense later when they try to study them.  If
your notes are cryptic or incomplete it will be very difficult for
you to do well on the tests.  Be especially careful to indicate in
your notes whenever I state in class that such and such will be on
the next test.
Class Schedule

A * indicates that the article is on electronic reserve via the Web
at the following address:

Introduction
Jan. 13	Developmental Methods and Theories
Berk - Chapter 1

Jan. 15	Biological and Environmental Foundations
Berk - Chapter 2
*Your Baby has a Problem.

Jan. 20	Prenatal Development
Berk - Chapter 3
*Shaped by Life in the Womb.

Infancy and Toddlerhood
Jan. 22	Physical Development
Berk - Chapter 4
*Academy Urges Mothers to Nurse for a Full Year.

Jan. 27	Cognitive Development
Berk - Chapter 5

Jan. 29	Emotional and Social Development
Berk - Chapter 6

Feb. 3	 Emotional and Social Development
Shyness, Sadness, Curiosity, Joy. (I will pass out these two articles
in class.)
The Loving Ties that Bond.	

Feb. 5	Catch up

Feb. 10	Test 1, Theories, Methods, Prenatal,  Infancy, and Toddler

Early Childhood
Feb. 12	Language Development
Berk (pp. 106, 133, 164-169, 236-238, 299-301)
*Baby Talk.

Feb. 17	Language Development

Feb. 19	Early Childhood Cognitive Development
Berk - Chapter 7
*The Secrets of Autism.

Feb. 24 Early Childhood Cognitive Development

Feb. 26	Child Care (Infants, Toddlers, Preschoolers)
Berk (pp. 162-163, 190-191, 233-235)

March 2	Early Childhood, Television, and Computers
Berk (p. 258-259, 234-235, 258-259)
*False Promise

March 4 Test 2, Language and Early Childhood

Middle and Late Childhood
March 9	Physical and Cognitive Development
Berk Chapter 9

March 11 Socioemotional  Development
Berk Chapter 10

March 16 Spring Break

March 18 Spring Break

March 23 Learning Disabilities
*The New Science of Reading.
*Why Andy Couldnít Read.

March 25 Intelligence
Berk (pp. 160-162, 293-299 )

Adolescence
March 30 Adolescence
Berk - Chapter 11
*Blame Their Brains When Teens are Pains.
*The Aís and Bís of Eating Disorders: Eating to Extremes

April 1	Adolescence
Berk - Chapter 12
*Adolescent Suicide: Risk Factors and Countermeasures
*Media Violence and the American Public: Scientific Facts versus
Media Misinformation
		
April 6	Test 3, Middle & Late Childhood and Adolescent Development

Early, Middle, and Late Adulthood
April 8	Early Adulthood
Berk - Chapter 13

April 13 Marriage
Berk - Chapter 14

April 15 Middle Adulthood
Berk - Chapter 15
*Midlife Myths
*Osteoporosis
*Making Time for a Baby

April 20 Late Adulthood
Berk - Chapter 17

April 22 Late Adulthood
Berk - Chapter 18
*How to Live to 100.
*Alzheimerís: Unlocking the Mystery.

April 27 Late Adulthood

April 29 Test 4 Early, Middle, and Late Adulthood
		
Finals Week	
By the end of May 5th (Wednesday), turn in your developmental history
paper via email (astright@indiana.edu) or to my mailbox outside room
4058 in the Education building.