Developmental Psychology (three credits - one semester)
This course provides a comprehensive account of human development across the life span. It also provides a blend of basic and applied research in order to demonstrate the connections between the laboratory and life and the dynamic science of human development.

Prerequisite:
PSYC 111 - Introduction to Psychology

Instructor and Contact Information:
Thalia Esser
e-mail address: Thalia_Esser@littlehoop.cc
Phone number: (701) 766-1375

Course Objectives:

1. Define Human Development
2. Examine Developmental Theories
3. Explain how Developmental Research is done and describe different types of research
4. Examine the biological foundations
5. Discussion of the newborn including the newborn's reflexes, states and temperament. Also discussion of the growth, motor skills and perceptual development of infants and young children
6. Examine the emergence of language and thought and the major theories
7. Examine the social development in infancy and childhood, and Erickson's stages of early psychosocial development
8. Examine cognitive development, and address assessment in education, special education, special education needs, effective schools and teachers, and cross-national comparisons of American schools
9. Examine the socializing forces in the child's life, the effects of parenting style, and the nature of peer interactions
10. Examine the physical and emotional changes that accompany puberty, the search for identity, the impact of work on education and identity, romantic relationships and problems during adolescence
11. Examine the transition from adolescence to adulthood
12. Examine the relationships in adulthood, lifestyle factors, marriage, divorce, friendships, and the important transition in the family life cycle which is the decision to have children
13. Examine the importance of work in adulthood, beginning with the selection of an occupation and the meaning of work. Factors related to job satisfaction, diversity in the workplace, transitions in occupation, the relationship between work and family, and the role of leisure activities in adults' quality of life
14. Examine the major life events of middle adulthood such as parenting and work, and other significant developmental events, such as reproductive capacity and transitions in family roles
15. Description of older adults, and review lifestyle and biological factors that influence one's life expectancy. Review of cognitive changes and psychopathology in old age
16. Define old age from a psychosocial perspective, personality development in late life, retirement, relationships with friends and family, and other social issues of aging
17. Examine death, understanding death at different developmental stages, the significance of death, and the process of death across the lifespan

Evaluation Procedures and Criteria:
To receive college credit, a student must complete and conform with the course policies described below. Failure to do so will result in the student failing this course.

Course Policies:
Tests: There will be a test after each chapter. Each test will be worth 200 points. The student is responsible for the e-mailing the work back to the instructor. Late assignments will be accepted only one week after the due date unless arrangements have been made ahead of time with the instructor.
Overall test points: 3000
Overall assignment points : 200
Total possible points: 3200
Grades will be figured by dividing the total number of points earned by the student by the total number of points available. The result will be a percentage figure with grades to be determined as follows:
A = 100% - 90%
B = 89% - 80%
C = 79% - 70%
D = 69% - 60%
F = 59% - 0%
REMEMBER A GRADE OF D OR F DOES NOT TRANSFER.

Required Student Resources :
Human Development: A Lifespan View 2nd edition. Robert V. Kail and John C. Cavanaugh
Publisher: Wadsworth - Thomson Learning, 2000

Americans with Disabilities Statement about Students with Special Needs:
Any student with disabilities or other special needs, who will need special accommodations in this course are encouraged to share these concerns or requests with the instructor as soon as possible.

Date Syllabus prepared: August 2004, by Thalia Esser

Pre-Test
Chapter 1
Chapter 1 Test
Chapter 2
Chapter 2 Test
Chapter 3
Chapter 3 Test
Chapter 4
Chapter 4 Test
Chapter 5
Chapter 5 Test
Chapter 6
Chapter 6 Test
Chapter 7
Chapter 7 Test
Chapter 8
Chapter 8 Test
Chapter 9
Chapter 9 Test
Chapter 10
Chapter 10 Test
Chapter 11
Chapter 11 Test
Chapter 12
Chapter 12 Test
Chapter 13
Chapter 13 Test
Chapter 14
Chapter 14 Test
Chapter 15
Chapter 15 Test
Post-Test