Education | Life Span Development: Conception to Death
P514 | 4985 | Carin Neitzel


Required Materials:
1. Turner, J. S. & Helms, D. B. (1995). Lifespan Development (5th
ed.). New York:
Harcourt Brace.
2.  Reading packet available at Mr. Copy.

Course Description:
	This course is focused on the various changes that take place
in humans from conception to death (e.g., physical-motor, language,
cognitive, social). Aspects of development that are common to persons
at all ages across the human life span as well as individual
differences in development will be studied.

Course Objectives:
	This course has 8 specific learning objectives. By the end of
the course, students are expected to have gained:

1. An understanding of the diverse array of theories of development
and the strengths and shortcomings of each.
2. A grasp of the life span perspective as an integrative approach to
development.
3. An understanding of the major principles governing development
across the life span.
4. Knowledge of the sequence of human development and the processes
that underlie it.
5. An understanding of the dynamic, joint contribution of biology and
environment to development.
6. A sense of the interdependency of all domains of development-
physical, cognitive, emotional, and social.
7. An appreciation of the interrelatedness of theory, research, and
applications.
8. An appreciation of the ethical standards involved in conducting
research and developing social policies related to human development.

Course Format/Policies:
In order to accomplish the objectives, this course will be structured
around a discussion, or information sharing, format. Discussions and
short lectures will be supplemented by films, critical examinations of
research, group problem-solving, and a variety of other class
activities. To support this type of format, it is important to have
knowledgeable and contributing participants. You are responsible for
reading the assigned chapters of the text and additional reading
assignments prior to the date this information is to be discussed in
class. Discussions and activities will be based on the assumption that
you have prepared by reading assigned materials. Occasionally,
students will be asked to provide "on-the-spot" mini-lectures over the
readings.
All policies and regulations (e.g. regarding academic honesty) as
stated in the Graduate Bulletin apply in this course. If you are
unfamiliar with these policies and regulations, then you are required
to make yourself familiar with them immediately.

Grading Scale for P514:

Possible Points

Class Activities	50
Midterm Examination	100
Developmental Profiles	75
Final Examination	75

Total Points Possible	300

The maximum number of points will be 300. Grades will be based on
total point accumulation as follows:

A+ =	293-300	B+ =	263-269	C+ =	233-239	D+ =  203-209
A   =   277-292	B   =	247-262	C   =	217-232	D   =  187-202
A-  =   270-276 B- =	240-246	C-  =	210-216	D-  =  180-186


Assessments:
1. Daily class activities (i.e. "On-the-Spot" mini-lectures over
readings, problem-based learning cases, critical examinations of
research, etc.)
2. Mid-Term Examination
3. Developmental Profiles
Specific details about this paper will be given in class.
4. Final Examination (presented in class)
Specific details about this exam/presentation will be given in class.

Class Schedule and Assignment Due Dates

Following is an approximate schedule of what we will be doing in P514.
Changes may be made as necessary to best accommodate the learning
needs of students in the course.

Dates

Topic

Readings

Class Activities/ Assignment Due

June
Week 1

Monday, 18th

Course Introduction Syllabus, Assignments

Text Chapter 1
Young, 1990

Wednesday, 20th

Research Methods in Development

Text Chapter 2
Kanter, 1998

Week 2

Monday, 25th

Theories of Development

Text Chapter 2
Segal, 1998

Wednesday, 27th

Biological Foundations of Development, Genetics

Text Chapter 3
Rennie, 1993
Begley, 2000

July
Week 3

Monday, 2nd

Environmental Influences of Development, Family

Gortmaker & Wise, 1997
Elkind, 1996
Begley, 1998
Begley, 2000
Brooks-Gunn & Duncan, 2000
Shapiro, 1998

Wednesday, 4th

No Class

Week 4

Monday, 9th

Prenatal Development

Text Chapter 4
Wartik, 1996
Begley, 1993
Wolfe & Brandt, 2000
Chomitz, Cheung, & Lieberman, 2000

Wednesday, 11th

Development During Infancy

Text 175-233
Honig, 1996
Rohner, 2000
Brownlee, 2000
Mandler, 1996
Nash, 1998

Week 5

Monday, 16th

Midterm Examination

Midterm Examination

Wednesday, 18th

Development During Early Childhood

Text 235-297
Tobin, Wu, & Davidson, 1993

Week 6

Monday, 23rd

Development During Middle Childhood

Text 299-359
Gelman, 1996
Bronfenbrenner, 1986

1st  Draft of Developmental Profiles Shared

Wednesday, 25th

Adolescent Development

Text 361-425
Crossen, 2000
Gelman, 1995
Rutter, 1996
Wagner, 1996
Simpson, 1999

Week 7

Monday, 30th

Development During Young Adulthood

Text 427-493
Gross & Scott, 1994
Cowan & Cowan, 1996
Piorkowski, 1996

August

Wednesday, 1st

Development During Middle Adulthood

Text 495-567
Beck, 1996
Gallagher, 1995
Golden, 1995
Rosenfeld & Stark, 1995

Week 8

Monday, 6th

Development During Later Adulthood

Text 569-637
Rusting, 1992
Goleman, 1997
Corstensen & Charles, 2000
MedLetter Associates, 2000

Developmental Profiles Shared

Wednesday, 8th

Course Wrap-Up: Synthesis and Application

Final Exam Presentations