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Lecture 1

PSY 302 Lecture Notes - Lecture 1: Child Development, Philosophical Perspectives, Active Child


Department
Psychology
Course Code
PSY 302
Professor
Lixia Yang
Lecture
1

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PSY302/W2014/YANG 1
PSY302: Child Development (Winter 2014)
Jan. 13, 2014, Week 1, Reading: Ch. 1
Course Outline
Who is teaching this course? Dr. Lixia Yang at lixiay@ryerson.ca (JOR918)
Teaching Assistants:
Elisabeth Leroux, E-mail: elisabeth.leroux@arts.ryerson.ca
Brain Mainland, E-mail: bmainland@arts.ryerson.ca
TA office hour room (if applicable): POD 360B
Office hours: Wed. 11 am 12 pm or by appointments
Textbook : Siegler, R., DeLoache, J., & Eisenberg, N. (2010). How Children Develop (third
edition). New York: Worth Publishers.
Assignments and Evaluation
o Exams: Non-cumulative.
o Essay Assignment: A report based on two recent research articles (published after 2005) on
a specific topic. (research questions, research findings; potential future directions; practical
applications).
o In-Class Activities (ICA): 3 in-class activities (worth 1% each) where you will have the
opportunity to evaluate your learning, formulate your thoughts, and/or present your ideas.
Course Policies
o Class Environment: cell phones off, no private conversations or internet surfing.
o Plagiarism Detection (Turnitin.com).
o Office Hours and E-mail Contacts. ith PSY302 as the sujet lie.
o Special Arrangements: please speak to the instructor by the 2nd week.
o Missing Exam/Assignment/ICA Policy:
Must inform me before the due date or within 12 hours
A missed exam/assignment/activity, without granted extension, will be graded 0.
Extensions only based on medical and compassionate grounds (following appropriate
academic consideration procedures) but not beyond the date when the feedback/work is
returned to the class
o Late Essay Assignment Policy: A penalty of 10% deduction per day, until the work is returned
to the lass  at hih poit
Other Policies & Resources (see course outline)
Academic Considerations
o Students with disabilities:
Access Centre www.ryerson.ca/accesscentre/.
Ifo the istuto though a Aoodatio Fo fo Pofessos.
o Regrading or recalculation:
Instructor: within 10 working days of the return of the graded work.
o Other situations: Their own program office
An Academic Consideration form, in addition to:
Medical certificates a medical certificate (within 3 working days).
Religious observance a Request for Accommodation form (2 weeks prior )
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PSY302/W2014/YANG 2
Other requests for Academic Consideration must be submitted in writing (a letter) that
clearly states the reasons for the request and describe the events or circumstances.
o In any event, please NOTIFY YOUR INSTRUCTOR as soon as possible.
What Level of Detail Should You Know?
o WHO: major theorists, historical figures
o WHAT: Main findings, the design, development or human nature
o WHEN: certain milestones and in what order they acquire certain skills
o WHERE: e.g., ultual diffeees o he the hee is ipotat to the esults
o WHY: why the research was done, why it is important to the field
Goals and Strategies
What are your goals in this course?
How to succeed or at least survive the course?
o be active
o be engaged
o be open
o be prepared and be on time
Ask your professor or TAs
INTRODUCTION TO CHILD DEVELOPMENT
Outline
o Why study children?
o Historical foundations of developmental psychology
o Major themes in child development
I. Why Do We Study Children?
A. Raising Children
Gain knowledge and information that can help parents and teachers rearing and educating
children. e.g., Effective approaches helping children manage anger and other negative emotions.
e.g., tutle tehiue
B. Choosing Social Policies
Knowledge of child development permits informed decisions about social-policy questions that
affect children. e.g., Research can inform social policies, such as those involving testimonies from
preschool children.
C. Understanding Human Nature
Child-development research provides insights into intriguing questions regarding human nature.
e.g., Children adopted from iadeuate ophaages i ‘oaia: hua atue is suffiietl
fleile, ut the tiig of epeiees is also ipotat
II. Historical Foundations of Developmental Psychology
A. Early Philosophical Perspectives
4th Century B.C.: The beginnings of the nature-nurture debate
o Plato: innate knowledge; Self-control and discipline.
o Aristotle: knowledge comes from experience; Fitting to the needs of the individual child
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