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CHYS 2P10 (161)
Anthony Volk (136)

Lecture 1.docx

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Brock University
Child and Youth Studies
Anthony Volk

CHYS 2P10 Child Development Dr. Tony Volk [email protected] Today’s Lecture • Review course outline (online only) • Lecture 1 Contact Information • Office and Phone: AS 432a • 688-5550 (ext. 5368) • Office Hours: Wednesday 1-2ish (or by appointment or by chance) • E-mail: [email protected] Course Coordinator • Jo-Anne Sinnige-Egger • [email protected] • AS 446 • Xt. 5893 Course Objectives • The goal of the course is to give students a broad understanding of the principles, theories, and “facts” of child development. In plain English, I want to teach you the fundamental theories and concepts necessary for understanding child and youth development, as well as some of the details of that development • The course tries to strike a balance between teaching the material (giving fish) and teaching the students how to learn the material themselves (teaching how to fish). Evaluation • Mid Term 1- 25% • Final Exam- 30% • Seminar Debate- 20% • Seminar Paper- 20% • Seminar Participation- 5% Tests • The test will be MC, not cumulative, based mostly on the text but also on lecture material • Mid-term will be in this class- show up on time! • Final will be scheduled by registrar Missed Tests • Require documentation (see Sakai) • Contact Jo-Anne Sinnige-Egger, course coordinator • Missed mid-terms will generally be pro-rated to other grades (so the rest of the grades will be worth more) • Missed finals will be re-done in January Seminars • The basic structure of the seminars revolves around debates • Debates are a good way to critical examine issues related to the course • Debate topics will be posted that correspond to topics covered in lectures as a way of building on lectures • During seminars, students will individually (or sometimes in pairs) debate for or against a given topic • These debates must be based on scientific evidence, some of which will be provided for you, some of which you’ll need to find on your own • These debates will also lead to a paper on the topic you debate that includes responses to questions from the class and arguments from your opponent • I expect to see improvements in the paper vs. the debate • Paper formatting is very important in order for it to be universally fair • Debates will be evaluated by the TAs/myself and by your peers • Half and half • Peer grade will be the class average • Good evaluations are also part of your grade- they are you seminar participation component Course Schedule Week 1 – Introduction to Developmental Psychology Read: Chapter 1 Seminar: No seminar this week Week 2 – Theories of Human Development Read: Chapter 2 Seminar: Review of Seminar Structure Week 3 – Hereditary Influences on Development Read: Chapter 3 Seminar: Choose seminar topic Week 4 – Cognitive Development Read: Chapters 6, pg. 228-246; Chapter 8 312-320 & 327-342 Seminar: Nature vs. Nurture Week 5 – Language Development Read: Chapter 9 Seminar: Cognitive Development Week 6 – Mid-Term 1 Read: no required text readings Seminar: cancelled Week 7 – Intelligence and School Achievement Read: Chapter 10 Seminar: Language Development Week 8 – Sexual Development Read: Chapter 15, pg. 614-643; Chapter 4, 152-158 Seminar: Intelligence Week 9 – Social Development Read: Chapter 11; Chapter 7, 285-300 Seminar: Sexual Development Week 10 – Parents & Siblings Read: Chapters12; Chapter 13, 518-547 Seminar: Social Development Week 11 – Peer Relationships Read: Chapter 14, 566-595 Seminar: Parents & Siblings Week 12 – Catch-Up and/or Review Read: no new readings Seminar: Peer Relationships Lecture Outline Science of Development - Science is a method of understanding the physical and mental world - No other branch of knowledge comes even remotely close, is even worth mentioning, in the same breath - This course deals with what you can measure, what you can know, what you can predict, and what you can understand which is a whole lot! Goals of Developmental Scientists - Describe development o Normative development o Ideographic development - Explain development o Why do individuals develop differently? - Optimize development o Apply research findings to “real world” Historical Perspectives - Contrary to a lot of published and popular belief, children have generally been viewed in a very similar light over the course of history (with some exception) - Post-modernist relativism is just silly in this regard - kids ARE different and are treated differently Egyptian Children Universals • They were loved & treasured • Mothers provided the majority of care • Mortality was high, especially as infants (30% 1st year; 50% by age 5) • Were not subject to infanticide • Weaned late (3 years) (breast fed until the age of 3) • Funerals for older (1 yr +) children only • Grew up with extended family • There were distinct roles for boys/girls • Children were expected to help economically after 6 years • All children engaged in a wide range of games and play Historical Examples – Medieval - It was also suggested by some scholars (e.g., Aries) that childhood was not a concept... Family 1530 - Exact same as a family today, children behaved the same way Peasant Family 1620 - Exact same family as today, children still wanted the same thing 1650 Family • Hundreds of year now and the kids have been playing the same games !Kung Mothers Carrying Children Grandmother & Granddaughter !Kung Boy Setting Snare Toddler Imitating Nearby Mother By Digging For Roots Adolescent Boy and Girl Looking At Something !Kung Adolescent Boy Looking At Something! Yanomamo Man With Bow Yanomamo Toddler With Bow Monkeys Grooming Yanomamo Boys Grooming Different Levels of Analysis of Developmental Phenomena Beginning of Developmental Science - Founders of the discipline o G, Stanley Hall  Questionnaire method  Identified adolescence as unique period o Sigmund Freud  Developmental Science - Theories lead to hypothesis - Scientific method Important Terms • A fact is typically meant to be something that is certainly true • However, this is NOT the scientific definition of a fact • Instead, a scientific fact is a phenomenon or observation that is agreed upon by most observers Explaining Science • “I think this is where non-scientists keep getting their ideas of "climate cha
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