MIDDLESEX COMMUNITY COLLEGE
COURSE SYLLABUS
Course Title: Psychology 201: Life Span Development
Semester: Spring 2009
Instructor: Patricia J. Sawyer
Credit Hours: 3
Course No: 1284
Department: Social Science
Course Prerequisites: Psychology 111
Course Location: Distance
Learning - None
Meeting Time (days/hours): Distance learning 24/7. Since this
is a distance learning course, you are expected to log on a minimum of three
days weekly at your convenience to complete assignments and participate in the
discussion board.
Scope of Course: This course is concerned with the study of patterns
and sequences of human growth from conception to death. The emotional,
mental, social and physical characteristics found in human development will be
explored. Emphasis will be placed on life cycle theories, the role of
heredity and environment, and the role of individual differences. Life
stages will be viewed in terms of a variety of theoretical frameworks.
Textbooks and other required
readings/computer software/materials/library reserve room:
Development Across The Life Span, Robert Feldman, Fifth Edition, 2008, Prentice-Hall
Publishers. ISBN: 10:013601603, ISBN: 13:9780136016106
Office Hours:
Monday 4:00 – 6:00pm Old Saybrook Extension
Site
Wednesday 6:00 – 7:00pm Snow Hall, Room 508
Office Telephone: (860) 343-5813
Email:psawyer@mxcc.commnet.edu
There is internal email built into the course. Please
use that email. Use the above
email in an emergency only.
Attendance Policy: You are required to log on a minimum of three days
weekly and perform tasks and assignments according to the syllabus. Each late assignment will lose one letter
grade for each day the assignment is late
beginning on the first day after the deadline.
Credit will not be given for late postings.
All posting must be completed by Saturday 3:00pm.
Class Cancellation Policy: Non applicable
Evaluation:
1. Five
Multiple Choice Examinations 
50%
There will be 5 multiple choice exams. You will have three hours to
complete each exam. The exam will be available for one week. You must take the
exam anytime you want during the 7 days the exam is available. Exams cannot be
made up after the 7 days. You are to log on anytime during the release times
stated for each exam and complete it. Grades will be available in the grade book.
Exam 1 – Ch’s 1-4 will be available: 2/7 3:00pm – 2/13/09 11:00pm.
Exam 2 – Ch’s 5 – 8 will be available: 2/21 3:00pm – 2/27/09 11:00pm.
Exam 3 – Ch’s 9 – 12 will be available: 10/18 3/7 3:00pm – 3/20/09 11:00pm.
Exam 4 – Ch’s 13 – 16 will be available: 4/18 3:00pm – 4/24/09 11:00pm.
Exam 5 – Ch’s 17 – 19 will be available: 5/9 3:00pm – 5/14/09 11:00pm.
2. Research
Project
20%
You are to write an 8 page double
spaced research paper on a topic related to Life Span Psychology.
You are to use a minimum of four
references. Only two can be the internet unless they are online texts,
journals or magazines.
Your sources cannot be older than 10 years.
Your research paper must be cited using APA documentation. Research
papers without documentation will not be accepted. Use correct grammar,
punctuation and full sentences.
Put your best effort into it
as this will count for a good part of your final grade. Email your
research paper to me through the email built into Blackboard online course.
Your research project
is Due: Friday, 3/13/09 6:00pm
Eastern Standard Time.
3. Weekly
Discussion Board Participation 
30%
In order to receive full credit for the discussion
board, you must log on a minimum of three days weekly and respond to the
current question as well as interact with your classmates. You must
respond to at least two other postings in order to receive full
credit. You will be graded on how completely you answer the assigned
discussion question and by the quality of your responses to the other postings.
Your use of critical thinking skills, conducting research on the discussion
question and applying knowledge from your readings will be assessed. No
credit will be given should you log on after one week. The discussion
board closes at 3:00pm Saturday Eastern Standard Time. No postings accepted
after Saturday 3:00pm Eastern Standard Time.
Course Objectives: Upon completion of this course, the student should be able to:
1. Describe and compare the several theoretical approaches to human development and indicate how each theory explains the key factors involved in emotional, mental, physical, intellectual, social, sex role and language development.
2. Demonstrate a general knowledge of the basic concepts of human development from conception to death.
3. Utilize the course to gain insight into his or her own developmental process.
4. Understand the concept of diversity and how it applies at each developmental stage.
Learning Outcomes:
Upon successful completion of this course, the
student will be able to:
1. An Introduction to Lifespan Development
Understand lifespan development, and what are some of the basic influences on
human development.
Understand the key issues in the field of development.
Understand which theoretical perspectives have guided lifespan development.
Understand what role theories and hypotheses play in the study of development.
Understand how culture, ethnicity and race influence development.
2. The Start of Life: Prenatal Development
Understand our basic genetic endowment.
Understand how environment (culture, race, ethnicity) and genetics work
together to determine human
characteristics.
Gain an understanding of what happens during the prenatal stages of development.
Understand what the threats are to the fetal environment.
3. Birth and the Newborn Infant
Understand the normal process of labor.
Understand what complications can occur at birth, and what are their causes, effects
and treatments.
Understand developmental diversity in overcoming racial and cultural
differences in infant mortality.
4. Physical Development in Infancy
Understand how the human body and nervous system develops.
How the environment affects the pattern of development.
Understand what developmental tasks the infant must undertake.
Understand the role of nutrition in physical development.
Understand the cultural dimensions of motor development.
5. Cognitive Development in Infancy
Understand Jean Piaget's theory of cognitive development
Understand how infants process information and if infant-directed speech is
similar across all cultures.
Understand how infant’s intelligence is measured and how race, ethnicity and
one’s culture influence IQ’s.
Understand what processes do children learn to use language.
6. Social and Personality Development in Infancy
Understand what sort of emotional lives infants have.
Understand what sort of mental lives infants have.
Gain an understanding of the attachment theory and if it differs across
cultures.
Understand what roles other people play in infant's social development.
Understand if child care if beneficial or harmful for infants.
7. Physical and Cognitive Development in the Preschool Years
Understand the state of children's bodies and overall health during the
preschool years.
Understand how preschool children's brains and physical skills develop.
Understand how Piaget interprets cognitive development during the preschool years.
Understand how children's language develops.
Gain a knowledge of what kinds of preschool educational programs are available
around the world.
8. Social and Personality Development in the Preschool Years
Understand how preschool-age children develop a sense of themselves.
Understand how children develop their sense of racial and ethnic awareness as
well as gender.
Understand what sorts of social relationships pre-school children engage in.
Understand what sorts of disciplinary styles parents employ, and what effect they
have.
Understand what factors contribute to child abuse and neglect.
Understand how children develop a moral sense.
Understand how aggression develops in preschool-age children.
9. Physical and Cognitive Development in Middle Childhood
Understand how children grow during the school years, and what influences their
growth.
Understand what are the main health concerns of school-age children.
Understand how children develop cognitively and the importance of multicultural
education.
Understand how language develops.
Understand what some of the trends in schooling today are.
Understand how intelligence can be measured, and how exceptional children are
educated.
10. Social and Personality Development in Middle Childhood
Understand how children's views of themselves change during middle childhood.
Understand the importance of self-esteem during these years.
Understand what stages of moral development proceed as children age.
Understand what sorts of relationships and friendships are typical of middle
childhood.
Understand how gender and ethnicity affect friendships.
Understand how social and emotional factors contribute to school outcomes.
Understand Asian academic success.
11. Physical and Cognitive Development in Adolescence
Understand what physical changes adolescent's experience.
Understand the consequences of early and late maturation.
Understand the nutritional needs and concerns adolescents have.
Understand how cognitive development proceeds in adolescence.
Understand how school performance affects adolescence.
Understand the dangerous substances adolescents use and why. Understand
the relationship between culture and smoking to the less advantaged.
Understand adolescent sexual practices.
12. Social and Personality Development in Adolescence
Understand how the development of self-concept, self-esteem, and identity
develop.
Understand what dangers adolescents face.
Understand family relationships and peers during adolescence. Understand
racial segregation: the great divide of adolescence
Understand how sexuality develops in adolescent years.
Understand teenage pregnancy and its implications in the Unites States.
13. Physical and Cognitive Development in Early Adulthood
Understand how the body develops during early adulthood.
Understand the effects of stress, and what can be done about it. Understand
how cultural beliefs influence health and health care.
Understand how cognitive development in Early Adulthood.
Understand who attends college today, and how the college population is
changing.
Understand how students learn in college, and what difficulties they face.
14. Social and Personality Development in Early Adulthood
Understand how young adults form loving relationships, and how love changes
over time.
Understand how people choose spouses, and what makes relationships work and
cease working.
Understand how the arrival of children affects a relationship. Understand
gay and lesbian relationships.
Understand why choosing a career is an important issue and what factors influence
the choice of a career.
Understand why people work, and what elements of a job bring satisfaction.
15. Physical and Cognitive Development in Middle Adulthood
Understand what sort of physical changes affect people in middle adulthood.
Understand the changes in sexuality in middle-aged men and women.
Understand health issues in middle adulthood and how ethnic and gender
differences influence individual
variation in health.
Understand what happens to a person's intelligence in middle adulthood.
Understand how aging affects memory and how memory can be improved.
16. Social and Personality Development in Middle Adulthood
Understand how personality develops during middle adulthood.
Understand the typical patterns of marriage and divorce in middle adulthood.
Understand
immigrants and job opportunities in America.
Understand the changing family structure.
Understand the characteristics of work and career.
17. Physical and Cognitive Development in Late Adulthood
Understand what it is like to grow old in the United States today.
Understand the physical changes that occur in old age.
Understand how the senses are affected by the aging process.
Understand the general state of health of older people. Understand
how gender, race, and ethnic differences in average life expectancy.
Understand wellness and sexuality in late adulthood.
Understand how older people function intellectually.
18. Social and Personality Development in Late Adulthood
Understand how personality develops during late adulthood. Understand
how culture shapes the way we treat people in late adulthood.
Understand how people deal with aging.
Understand what it is like to retire.
Understand how marriage fares in late adulthood.
Understand what relationships re important in late adulthood.
19. Death and Dying
Understand what is death, and what it means at different stages in the life span.
Understand the ways people face the prospect of their own death and how one’s culture
and religion influence their views on death.
Understand how survivors react to and cope with death.
Helpful Hints: 
1. Don't fall
behind- the most important factor for
achieving success in this course is to follow the schedule closely, and complete your assignments correctly
and on time.
2. Share your
opinions - the Discussion Board is largely
based on your application to the
psychological principals you will learn. While
the actual principles and theories are based on research,
your answers to the questions are based on your personal application to these
principles and theories.
3. Ask
questions - if you are having trouble
understanding any parts of this course, let me know as soon as possible. I will gladly answer any questions you
have about the course materials, lessons, resources and the assignments. So if you have a question,
please ask! 4. Technical
questions - If you have technical questions please contact one of the
following:
Distance Learning Support Staff at Middlesex Community College:
Dr. Yi Guan-Raczkowski, Director of Distance Learning – 860-343-5783. Email: yguan@mxcc.commnet.edu
Unfortunately I cannot assist you with technical difficulties. Please contact the distance learning department. You will be able to access this course through any computer with an internet connection. If you do not have a computer or your computer is not operational or your internet provider is down please use the college computers (we have several for student use) located in the Library in Chapman Hall or the Computer Lab located in Wheaton Hall. You can also use any local library computer in the United States and world free of charge.
4. Please put
your name on all assignments (on the
assignment as well as in the subject line of the email).
ADA Accommodation Statement:
"Students with physical or learning disabilities
who may require accommodations are encouraged to contact the counseling
office. After disclosing the nature of the disability, students are urged
to discuss their needs with individual instructors. This should be done
at the beginning of each semester. Instructors, in conjunction with appropriate
college officials, will provide assistance and/or accommodations to those
students who have completed this process."
Academic Ethics and Classroom Behavior:
"At Middlesex Community College we expect the
highest standards of academic honesty. Academic dishonesty is prohibited
in accordance with the Board of Trustees' Proscribed Conduct Policy in Section
5.2.1 of the Board of Trustees' Policy Manual. This policy prohibits
cheating of examinations, unauthorized collaboration on assignments, unauthorized
access to examinations or course materials, plagiarism, and other proscribed
activities. Plagiarism is defined as the use of another's idea(s) or
phrase(s) and representing that/those idea(s) as your own, either intentionally
or unintentionally." (Board of Trustees' Policy 5.2.1)
Life Span Development 201 
Class Schedule
Spring 2009
Week 1 1/20/09 An Introduction to Life-Span Development Chapter 1
Week 2 1/25/09 The Start of Life: Prenatal Development Chapter 2
Week 3 2/1/09 Birth and the Newborn Infant Chapter 3
Infancy – Physical Development Chapter 4
Exam #1 Ch’s 1 – 4 (2/7 – 2/13/09)
Week 4 2/8/09 Infancy - Cognitive Development Chapter 5
Infancy - Social and Personality Development Chapter 6
Week 5 2/15/09 Preschool Years - Physical and Cognitive Development Chapter 7
Preschool Years - Social and Personality Chapter 8
Exam #2 Ch’s 5 – 8 (2/21 – 2/27/09)
Week 6 2/22/09 Middle Childhood Years - Physical and Cognitive Development Chapter 9
Middle Childhood Years - Social and Personality Chapter 10
Week 7 3/1/09 Adolescence - Physical and Cognitive Development Chapter 11
Week 8 3/8/09 Adolescence – Social and Personality Chapter 12
Exam #3 Ch’s 9 – 12 (3/7 – 3/20/09)
Research Paper Due: Friday, 3/13/09 6:00pm EST
SPRING BREAK – 3/15 – 3/21/09
Week 9 3/22/09 Early Adulthood - Physical and Cognitive Development Chapter 13
Week 10 3/29/09 Early Adulthood - Social and Personality Development Chapter 14
Week 11 4/5/09 Middle Adulthood - Physical and Cognitive Development Chapter 15
Week 12 4/12/09 Middle Adulthood – Social and Personality Development Chapter 16
Exam #4 Ch’s 13 – 16 (4/18 – 4/24/09)
Week 13 4/19/09 Late Adulthood - Physical and Cognitive Development Chapter 17
Week 14 4/26/09 Late Adulthood – Social and Personality Development Chapter 18
Week 15 5/3/09 Endings – Death and Dying Chapter 19
Week 16 Exam #5 Ch’s 17 – 19 (5/9 – 5/14/09)
___________________________________________________________________________________________________________________________
PSYCHOLOGY
201: LIFE SPAN DEVELOPMENT
CRN: 1284
Distance Learning
Spring 2009
Patricia Sawyer, Instructor
This course is important because it will strengthen the student’s critical thinking skills and help them make the connection between human development and everyday life. It will provide the student with an exceptionally clear and coherent understanding of the sequence and underlying process of human development, emphasizing the interrelatedness of all domains – physical, cognitive, emotional and social. They will gain an understanding of development, why psychologists conduct research, and be cognizant of the theories that guide research. The student will become acquainted with the breadth of lifespan development and will obtain the core competencies as stated below, as well as a wealth on knowledge that will excite the student’s curiosity and increase their understanding of human development. The core competencies will provide the tools that will maximize the student’s ability to learn and retain the subject matter of lifespan development psychology.
Middlesex Community College
Core Competencies
1) Communication Skills: Communication skills include reading, writing, speaking and research. We expect our graduates will have good critical reading skills so that they can discriminate between primary and secondary sources and between more and less important ideas in what they read. We expect our students to write and speak clear, correct expository English to communicate their ideas as well as to frame sensible arguments to support their points of view in an intelligent, thoughtful and civilized way. Communication is an interactive process through which there is an exchange of verbal and/or nonverbal information.
2) Conceptual Skills / Critical Thinking Skills: Conceptual skills refer to organized, responsive and critical thought. Many educators and philosophers define critical thinking as skillful, responsible, reflective thinking that facilitates good judgment because it: a) relies upon criteria developed or assessed, b) is self-correcting, and c) is sensitive to context. Critical thinkers can distinguish between fact, inference, and opinion; construct worthwhile questions; arrive at and justify conclusions; prioritize ideas; apply strategies for dealing with error, improbability and ambiguity; value, and access information including that derived from textbooks, lectures and electronic media; give and accept criticism constructively.
3) Quantitative Reasoning: Quantitative reasoning helps us learn about reality by applying measurement, mathematics, data collection and evaluation to the study of specific problems. Quantitative reasoning involves several skills or abilities: 1) to describe research problems or questions in terms of numerical, symbolic, and visual representation; 2) to solve problems by collecting and analyzing data, formulating alternative theories, and making reasonable conclusions based upon a body of evidence; 3) to communicate and critique quantitative arguments.
4) Technological Literacy: Technological literacy requires us to understand the potential and limitations of technology and to identify and effectively use the appropriate technology to achieve a desired outcome.
5) Information Literacy: Information literacy encompasses skills that enable individuals to determine when information is needed, efficiently access information, critically evaluate information and its sources, apply legal and ethical standards in using information, and appropriately apply information to one’s needs.
6) Aesthetic Perspective: The most elusive area in a well rounded education is that of aesthetics. Students should be aware of aesthetics both in daily life and in the context of their academic studies. Aesthetics encompasses forms of personal expression both in the natural world and in the world of man-made things (buildings, objects of art, etc.). In addition, aesthetics can be seen in more abstract, universal constructs such as the symmetry of an equation or the balanced physical structure of an atom. Students should be able to analyze and formulate opinions about the principles of design behind these formal and expressive structures.
7) Understanding of Diversity: Diversity means difference. People may be different with respect to their ethnicity, race, culture, religion or national origin. Or these differences may be social and personal such as class, age, gender, sexual orientation, disability, or appearance. We hope our graduates are able to recognize and appreciate these and other differences. Psychology embraces a global perspective in presenting issues of diversity concerning cultural awareness, gender, ethnicity, sexuality and age.
8) Values, ethics, and responsible citizenship: Psychology will help the student to recognize and analyze ethical issues, make and defend ethical decisions, demonstrate ethical behavior and social responsibility by engaging in community, social, civic, or cultural service.
These core competencies are important personally, academically, and professionally. The learning outcomes, as stated in the syllabus are covered in this course.