Description
The focus of this course will be on individual development in context from infancy into late childhood. At a general level, we will examine the genetic and biological contributions to individual development, the social contextual contributions, and the interaction between these two general sets of variables. Our discussions will focus on several domains of human development including physical, cognitive, and socioemotional development. In our examination of these topics, we will view child development as a phenomenon that occurs within a cultural context influenced by race, sex, sexual orientation, and social class. This course takes an interdisciplinary approach to familiarize students with history, theory, policy, and research on child development beyond mainstream psychology. Together, students and the instructor will explore how different factors impact child developmental outcomes through selected readings, classroom discussions, activities, and various media (e.g. Images, Ted Talks, YouTube). There is no textbook for this course. Instead, students will read journal articles, chapters from selected books, or online news articles which copies of will be provided. Students are encouraged to bring in, suggest, or post additional images, media, readings, comments, questions, concerns, or other materials to enhance the course.

Format
The course will follow a synchronous structure where students will meet with the instructor for class sessions via blackboard collaborate ultra. During class sessions on Mondays, we will begin with PowerPoint lectures and transition to class discussions. On Wednesdays, we will view a video that connects to the concepts we have discussed in class. Students are required to participate during class discussions and video watching to show their understanding of the material. The field of child psychology is very expansive and diverse; thus, it was difficult to narrow down all of the interesting topics that provide a comprehensive overview of the field. As a result, the course is designed to be a “choose your own adventure” experience where students will choose the TWO readings they are most interested in out of the multiple readings assigned for the day. More details will be provided in the introductory class and in other sections of the syllabus. As your instructor, I will try my best to cover all the relevant materials in class and to be available for questions regarding the readings or assignments.

Learning Objectives
This course will examine theoretical perspectives and research findings that provide insight into the course of child development.  A range of topics will be covered, including theories affecting child development, prenatal development, infancy, toddlerhood, early, middle, and late childhood. Upon completion of the course students should be able to:

1. Understand and critique basic and more advanced psychological theories, principles, and perspectives on child development.
2. Describe, compare, and contrast key changes in the physical, cognitive, and socioemotional characteristics across childhood. 
3. Describe and discuss strengths and weaknesses of research methodologies typically used I the study of child development.
4. Relate our discussions of child development to examples from observations and/or personal experiences outside of the classroom.

Student Expectations
This seminar-based course is grounded in student participation. The collaboration of the students with each other and with the instructor will build the framework for the course. Students are expected to complete the course readings by the date listed on the syllabus and attend class prepared to play an active role in the class discussions. At times, personal information may be disclosed during class discussions, and it is expected that everyone will respect the privacy of their classmates. Information disclosed in class should not be repeated or discussed with anyone outside of the course. It is encouraged to use the classroom as a space to discuss any questions or concerns students might have about the course material or format. The goal is to create a classroom environment that is informative, respectful, fun, and supportive where everyone can openly discuss the issues related to the course materials.

Attendance Policy & Course Withdrawal
Your attendance will be tracked by active participation in the class discussions. If you do not attend the class discussions you will be marked as absent. Excessive failure to participate in class or notify me in the case of an emergency, illness, religious observances, or other reasons for absences will impact your participation grade. In case of an emergency or extenuating circumstance please notify me by email prior to the class meeting of your absence. The last day to withdraw from the course for a grade of “W” is Wednesday, 09/16/2020. Consult the Academic Calendar for other deadlines or the Academic Standards FAQs for more details on the attendance policy.

Academic Integrity
It is expected that all students know, understand, and adhere to Lehman College’s policies of academic integrity. Plagiarism, cheating, forgery, and other violations of academic integrity will be taken seriously and will not be tolerated. Sanctions for violating academic integrity may result in a failing grade for the assignment. To view more details on LEHMAN COLLEGE academic integrity policies please visit http://lehman.smartcatalogiq.com/2019-2021/Undergraduate-Bulletin/Academic-Services-and-Policies/Academic-Integrity.