SSY 240 Tentative Schedule
All readings are recommended to be completed BEFORE the day in which they are indicated, but particularly for difficult texts, some students find it better to read it immediately following the class in which it is covered. All changes to the schedule will be indicated on the course schedule in red.
*All Hock readings should be brought to class for a more thorough discussion.
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Date |
Topic |
Reading |
Other |
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Unit 1: Introduction (Open: 9/14 through 10/05) |
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1 |
09/14/09 |
Introduction |
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2 |
09/16/09 |
Developmental Theory |
P. H. Miller: 1-22 |
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3 |
09/21/09 |
Theories, Perspectives, Domains, and Studies |
Crain: 1-19 |
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4 |
09/23/09 |
From Data to Understanding |
Group 1 Presentation |
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09/28/09 |
No Classes (Yom Kippur) |
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Unit 2: Biological Development (Open: 9/30 through 10/21; Discussion leaders: Group 4) |
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5 |
09/30/09 |
Epigenesis & Prenatal Development |
“Genetic Diseases” table |
Writing 1: Data Collection 1 |
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6 |
10/05/09 |
Neurons, the Brain, & Connectionism |
Hock: 10-17* (Rozenzweig) Wikipedia: Connectionism |
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7 |
10/07/09 |
Gesell and Norms |
Crain: 20-32 |
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10/12/09 |
No Classes (Columbus Day) |
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8 |
10/14/09 |
Dynamic Systems & Gibson’s Ecological Approach |
Hock: 26-32* (Gibson&Walk) P. H. Miller: 339-365; 432-436 |
Group 2 Presentation |
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Unit 3: Cognitive Development (Open: 10/19 through 11/04; Discussion leaders: Group 5) |
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9 |
10/19/09 |
Learning vs. Development |
Crain: 87-111 |
Writing 2: Research Article Summary & Critique |
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10 |
10/21/09 |
Piaget’s Cognitive Development |
Crain: 112-150 Piaget: 333-336 |
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11 |
10/26/09 |
Vygotsky’s Sociocultural Theory |
Crain: 217-247 |
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12 |
10/28/09 |
Information Processing Theory |
P. H. Miller: 213-276 |
Group 3 Presentation |
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Unit 4: Cognitive Issues (Open: 11/02 through 11/18; Discussion leaders: Group 1) |
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13 |
11/02/09 |
Intelligence |
Hunt: 224-241 Hock: 139-146* (Zajonc&Markus) |
Writing 3: Reference List |
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14 |
11/04/09 |
Language Development |
G. A. Miller: 109-120 |
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15 |
11/09/09 |
Language Theory |
Crain: 348-368 P. H. Miller: 427-429 |
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16 |
11/11/09 |
Sociolinguistics |
Gee introduction |
Group 4 Presentation |
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Unit 5: Socio-Emotional Development (Open: 11/16 through 12/02; Discussion leaders: Group 2) |
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17 |
11/16/09 |
Emotions & Temperament |
Hock: 164-171* (Ekman&Friesen) |
Writing 4: Data Collection 2 |
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18 |
11/18/09 |
Psychoanalysis |
Crain: 248-302 |
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19 |
11/23/09 |
Attachment & Parenting |
Crain: 33-64 |
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20 |
11/25/09 |
The Self & Identity |
Crain: 197-216 |
Group 5 Presentation |
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Unit 6: Developmental Issues (Open: 11/30 through 12/14; Discussion leaders: Group 3) |
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21 |
11/30/09 |
Gender Development & Moral Thinking |
Gilligan: 5-23 Crain: 151-173 |
Writing 5: Rough Draft |
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22 |
12/02/09 |
School |
Carey Tough & Bracey |
Writing 6: Peer Evaluation |
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23 |
12/07/09 |
Race, Ethnicity, & Class |
Hock: 92-99* (Rosenthal&Jacobson) Hock: 211-220* (Triandis et al.) |
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24 |
12/09/09 Monday Schedule |
Problems & Solutions in Childhood |
P. H. Miller: 440-457 Morgan: 1-16; 55-75; 118-120 |
Writing 7: Final Paper with Self-Evaluation and Peer Evaluation stapled to the back |
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12/14/09 |
Final Examination |
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