Dr. Sherry Lynn Kinslow
Spring, 2003

Orientation Letter

E-MAIL:         PHONE:  (301)322-0532     OFFICE: MARLBORO - 2024

COURSE DESCRIPTION: A survey of the physical, intellectual, emotional, and personality development of the child.  The period of development from conception to adolescence is studied.  Prerequisite: PSY 101.
GENERAL COURSE OBJECTIVES:   After completing this course, you should: 
1) Better appreciate the complexity in the growth of every child.
2) Be sensitive to many of the issues relating to child development which are of prominence in our society.
3) Be aware of  research strategies to study children.
4) Understand the major theoretical approaches to the study of the developing child. 
5) Be able to delineate major changes in the physical, mental, social, emotional, and moral growth of the child associated with the development of the newborn, infant, toddler, young child, older child, and adolescent.
6) Be a better-informed parent, teacher, and/or child caregiver.
REQUIRED TEXTS:   Santrock, John W. (2001). Child Development, 9th ed., New York, New York: McGraw-Hill, Inc.  This book may be purchased at the bookstore or on-line.  Phone 301-322-0912 for the bookstore hours or visit for more information. 
COURSE REQUIREMENTS:  You will earn 3 semester hour credits for this course.  Your final grade will be based on your performance on the following requirements:
Four Examinations (100 points each) 400 points
Class Project 130 points
Discussion Board Activities (10 points each)       120 points
Total 650 points
For this course, you will need to:
1) Log-in at least every few days to keep up with announcements,  assignments, etc.
2) Read chapters one through eighteen in your text.
3) Use the online study materials to help you master the text material.
4) Participate in weekly Discussion Board activities.
5) Take two tests online and two tests in the Campus Assessment Center,  301-322-0090.
6) Complete a class project.
GRADING SCALE: Your grade will be assigned according to the number of points you achieve:
  A    (90% and above)     585-650 points  
  B   (80% and above)   520-584 points
  C   (70% and above)   455-519 points
  D   (60% and above)   390-454 points
  F   (59% and below)   389 and below
DOCUMENTED DISABILITY: Any student with a documented disability, including learning disabilities, that a student feels may affect classroom performance should discuss the matter privately with the instructor at the beginning of the semester so that reasonable accommodations can be made.  It is also recommended that the student make contact with Disability Support Services at 301-322-0803 (voice) or 301-322-0122 (TTY) for additional assistance with classes and campus activities.

EXAMINATIONS: Exams will consist primarily of multiple choice questions supplemented by some short answer essay questions.  The best way to prepare for the exams is to read and study the chapters carefully being guided by the learning objectives for each chapter (posted in the Course Documents section) and using all the study aids (particularly the practice tests) available there as well.  Being well acquainted with the key terms at the end of  each chapter in the text will prove especially helpful..

WEEKLY DISCUSSION BOARD ACTIVITIES:  In an on-line class, one of our primary vehicles for interaction is on-line activities.  Each Monday you will find an activity posted to the Discussion Board section of our Blackboard class.  You are expected to participate in these activities, and you will receive 10 points for each one you successfully complete.  You must successfully compete all portions of the activity in order to receive all 10 points.  Although 14 Discussion Boards will be posted, you will only be required to participate in 12 of the 14 to secure the allotted 120 points for   "Discussion Board Activities."  However, if you do complete more than the 12 required, you may receive an extra 10 points for assignments 13 and 14, for a possible additional 20 points.  Each weekly Discussion Board  must  be completed by midnight of the following Monday for you to receive any credit for it.    Remember that a feature of Blackboard is that it records the exact time each student's response is posted to the Discussion Board.  If your posting(s) is not made by the designated time, you will not receive credit for it.  
CLASS PROJECTIn this course through working with your text and its on-line study aids, you should learn a great deal about children.   But to really apply what you have learned about child psychology, you will need to observe and interact with children. Your class project will help provide this experiential component of your education so that you can have the  opportunity to see and apply what you are learning.  The class project will focus on a series of observations and interactions you will have with one child and his/her parent during this semester.   First you must select a child who you will be able to work with for four different sessions throughout  the semester.  You will need to select a child between the ages of 3 and 10. You may want to work with the child of a neighbor or a friend or a child you are given parental and school permission to work with at a public, private, or parochial school (or "Sunday school").  While much can obviously be learned from observing you own child(ren), I would like you to work with a child other than your own for the purposes of this project.  A child who is a relative who does not live with you and is more distant (perhaps a niece or nephew) would also be acceptable. Obviously you must have the permission of the parent(s) or guardians(s) of the child to conduct your observations and interactions with him or her.  Additionally, you will also be interviewing the parent about the child, so the parent of the child you select needs to be comfortable discussing the child with you  knowing that you will be sharing information about the child with your instructor and possibly in a general way with your classmates.   

Your observations and interactions along with your analysis of these will be presented in the form of a case studyl of your sessions with your child and his/her parent.  Your case study must be typed on a computer, double spaced and placed in a 1/2inch,  three hole hard binder.  The sections of your project will include:

Title Page (including your name, course name, and course section number)
Table of Contents
Prenatal and Birth History  (Taken at Session 1)
Physical Development (Session 1)
Cognitive and Language Development (Session 2)
Socioemotional Development (Session 3)
Social Contexts of Development (Session 4)
Project Assessment and Evaluation

The focus of your sessions with the child and his/her parent will be different at each of your meetings.  As we study different aspects of child development, you will construct your sessions with your child with this new information in mind, as you try to relate what you are seeing what what we have been studying. Your case study entries will reflect how well you apply what you are learning.   Through my instructions and recommendations in the Assignment section of Blackboard and through several of our Discussion Board activities, we will explore what to look for when observing and interacting with your child and his/her parent.  Several of our activities for your Discussion Board points will thus relate to your final project.  The Project is due in my office on  May 8th.  Five points will be deducted for each day the project is overdue.  No projects will be accepted after May 12th.

[Note-An alternate project option is available for students who can  work at the Children's Developmental Clinic on campus at the Novak Field House or at UM-College Park in the Health and Human Performance Building on Saturday mornings from 8:30 a.m. to 12:30 p.m.   Students who select this option will be trained as clinicians and work at the Clinic for 11 Saturdays beginning with training on the first two Saturdays and then working with a child at the Center for the remaining Saturdays.  Upon completion of the Clinic experience, students choosing this option will be awarded a state approved workshop certificate in motor development for exceptional children. For the class project, the student must submit a certificate of completion and a weekly journal which will document the student's clinical experiences while focusing on many of  the same issues as the traditional class project.  If you are interested in this option, please email me for more information.  A brochure on the Clinic is available online at the PGCC web page under Continuing Education].       


1 1-22 2-3  1. Introduction 
      2. The Science of Child             Development 
2 2-3 2-10 3. Biological Beginnings
      4.  Prenatal Development and Birth
3 2-10 2-17 5. Physical Development in Infancy

6.  Physical Development in Childhood and Puberty

TEST 1 2-17 2-24  Chapters 1-6
4 2-17 2-24 7. Cognitive Developmental Approaches
5 2-24 3-3 8. Information Processing
6 3-3 3-10 9.Intelligence
7 3-10 3-17 10. Language Development
TEST 2 3-11 3-19  Chapters 7-10
8 3-17 3-24 11. Emotional Development
9 3-24 3-31 12. The Self and Identity
10 3-31 4-7 13. Gender
11 4-7 4-21 14. Moral Development
TEST 3 4-7 4-22 Chapters 11-14
12 4-21 4-28 15. Families

16. Peers

13 4-28 5-5 17. Schools

18. Culture

14 5-5 5-12  
15 5-12 5-19  
TEST 4 5-5 5-15 Chapters 15-18