Active Outline

General Information

Course ID (CB01A and CB01B)
PSYCD014.
Course Title (CB02)
Developmental Aspects of Psychology
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course is an exploration of the biological, social, cognitive, and psychological aspects of human development and their interactions across the life span.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is a major preparation requirement in the discipline of Psychology for at least one CSU or UC. This course meets a general education requirement for °®¶ą´«Ă˝, CSU GE, and IGETC. It belongs on the Psychology ADT degree. It is a survey course in developmental psychology, which applies areas such as personality, cognition, learning, clinical and physiology to developmental stages throughout one's life.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶ą´«Ă˝ GEArea(s)StatusDetails
2GDX°®¶ą´«Ă˝ GE Area D - Social and Behavioral SciencesApproved
2GEX°®¶ą´«Ă˝ GE Area E - Personal DevelopmentApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
CGEXCSU GE Area E - Lifelong Learning and Self-Development (Non-Activity)Approved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved
C-IDArea(s)StatusDetails
PSYPsychologyApprovedC-ID PSY 180

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class exploration of Internet sites

Homework and extended projects

Field observation and field trips

Guest speakers

Collaborative learning and small group exercises

Collaborative projects

Assignments

  1. Assigned readings from required text and references
  2. Writing assignments that require students to apply course material (lectures/discussions, reading, videos to their life experience and/or observations.
  3. A writing assignment and/or presentation that examines a significant contemporary issue or problem in developmental psychology selected by the student or instructor. The assignment requires critical analysis and synthesis of relevant research and its application to course material.

Methods of Evaluation

  1. Mid-term examinations and a comprehensive final examination using a combination of objective, short answer and essay questions to evaluate the student's grasp of the theories, core concepts, methods of inquiry and significant empirical data that comprise the course content. The essay component will require critical thinking and analysis and/or synthesis.
  2. Written assignments that require the analysis of major psychological, biological, ecological, and social evolutionary theories regarding development. The assignment is evaluated according to instructor's grading rubric for writing assignments.
  3. A writing assignment and/or presentation that examines a significant contemporary issue or problem in developmental psychology with instructor approval. If a presentation is involved, group presentations may be chosen over individual ones due to time constraints. The assignment requires critical analysis and synthesis of relevant research and its application to course material. Evaluation is based on instructor's writing/presentation grading rubric.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Boyd, D., & Bee, H. Lifespan Development, 8th Ed. New York: Pearson, 2019.
Santrock, J. Lifespan Development, 17th Ed. New York: McGraw-Hill, 2018.

Examples of Supporting Texts and References

AuthorTitlePublisher
Benson, J., Sabbach, M. Theory of mind and executive functioning: A developmental neuropsychological approach. In P. Zelazo, M. Chandler,
Bjorklund, D., & Causey, K. Children's thinking: Cognitive development and individual differences (6th ed.). Thousand Oaks, CA: Sage, 2018.
Bowman, P. A strengths-based social psychological approach to resiliency: Cultural diversity, ecological, and life span issues. In. S. Price-Embury & D. Sakloske (Eds.), Resilience in children, adolescents, and adults: Translating research into practice (pp.299-324). New York, NY: Springer Science + Business Media, 2013.
Edalati, H., & Krank, M. Childhood maltreatment and development of substance use disorders: A review and a model of cognitive pathways. Trauma, Violence, & Abuse, 17, 454-467, 2016.
Eisenberg, N. Handbook of child psychology (Vol. 3): Social emotional and personality development (6th Ed.). Hoboken, NJ: Wiley & Sons, 2006.
Feldman, D., & Beehr, T. A three-phase model of retirement decision-making. American Psychologist, 66, 193-203, 2011.
Godman, S., & Brand, S. Infants of depressed mothers: Vulnerabilities, risk factors, and protective factors for the later development of psychopathology. In C. Zeanah (Ed.), Handbook of infant mental health (3rd., pp. 153-170). New York, NY: Guilford Press, 2009.
Golombok, S., Rust, J., Zervoulis, K., Golding, J., & Hines, M. Continuity in sex-typed behavior from preschool to adolescence: A longitudinal population study of boys and girls aged 3-13 years. Archives of Sexual Behavior, 41, 591-597, 2012.
Henkel, L., Kriss, A., Birney, S., & Krauss, K. The functions and value of reminiscence for older adults in long-term residential care facilities. Memory, 25, 425-435, 2107.
Karantzas, G., & Gillath, O. Stress and well-being during chronic illness and partner death in later life: The role of social support. Current Opinion in Psychology, 13, 75-80, 2107.
Li., G., Kung, K., & Hines, M. Childhood gender-typed behavior and adolescent sexual orientation: A longitudinal population-based study. Developmental Psychology, 53, 764-777, 2107.

Learning Outcomes and Objectives

Course Objectives

  • Examine and analyze the basic concepts in lifespan development
  • Evaluate the Research Designs in Lifespan Development
  • Analyze major psychological, biological, ecological, and social evolutionary theories regarding development including: Freud, Erikson, Piaget, Kohlberg, Vygotsky, and Object Relations
  • Recognize and appraise the major features of prenatal, infancy, and childhood
  • Examine the biological, cognitive, psychosocial, gender role and gender identity development during adolescence
  • Distinguish the cognitive, psychosocial, and physical development of the early adult, midlife adult and late adulthood

CSLOs

  • Analyze and apply the major developmental theories in psychology including Freud, Erikson and Piaget.

  • Identify the cognitive, psychosocial and biological development across the lifespan.

Outline

  1. Examine and analyze the basic concepts in lifespan development
    1. Definitions
      1. Lifespan perspective and definition of development
      2. Domains and periods of development
      3. Multi-disciplinary perspectives and considerations
      4. Goals of developmental Science
      5. Bio-psycho-social approach
    2. Areas or strands of development
      1. Physical
      2. Cognitive
      3. Emotional
      4. Social
      5. Personality
    3. Key issues in the study of human development
      1. Nature vs. nurture
      2. Continuity versus discontinuity
      3. Three kinds of change
      4. Social cultural factors (e.g., race, ses, gender, ethnicity, culture)
      5. Philosophical and theoretical perspectives on growth and change
    4. Age related changes or states life span development
      1. Prenatal (conception – birth)
      2. Infancy (birth to 2 years)
      3. Early childhood (2 to 6 years old)
      4. Middle and late childhood ( 6 to 11 years old)
      5. Adolescence (11 to 18 years old)
      6. Early adulthood (18 to 35 years old)
      7. Middle adulthood (35 to 65 years old)
      8. Late adulthood (65 to death)
  2. Evaluate the Research Designs in Lifespan Development
    1. Descriptive vs. experimental methods
    2. Cross cultural research
    3. Developmental methods
      1. Cross-Sectional
      2. Longitudinal
      3. Sequential designs
      4. Cohort effects
      5. Testing over the life span
      6. Case histories and baby biographies
    4. Research ethics
  3. Analyze major psychological, biological, ecological, and social evolutionary theories regarding development including: Freud, Erikson, Piaget, Kohlberg, Vygotsky, and Object Relations
    1. Psychoanalytic theories
      1. Freud’s model and psychosocial stages
      2. Erikson’s psychosocial theory and stages
      3. Evaluation of psychoanalytic theories
    2. Learning theories
      1. Behavioral theories
      2. Bandura’s social cognitive theory
      3. Evaluation of learning theories
    3. Cognitive Theories
      1. Piaget’s cognitive-developmental theory
      2. Vygotsky’s sociocultural theory
      3. Evaluation of cognitive theories
    4. Biological and ecological theories
      1. Behavior genetics
      2. Ecological theories
      3. Bronfebrenner’s bioecological theory
    5. Moral development
      1. Moral reasoning
      2. Kohlberg's stages of moral reasoning
      3. Carol Gilligan's caring vs. justice
      4. Moral action vs. moral belief
  4. Recognize and appraise the major features of prenatal, infancy, and childhood
    1. Conception and genetics
      1. How genes influence development
      2. Epigenetic factors
    2. Prenatal development
      1. Stages of prenatal development
        1. Gametes and fertilization
        2. Germinal stage
        3. Embryonic stage
      2. Environmental and genetic influences on prenatal development
        1. Teratogens, drugs, diet, and emotional factors
        2. Hormone exposure and brain changes
        3. Birth defects
        4. Blood type and maternal illnesses
    3. Genetic and chromosomal disorders
    4. Pregnancy and Prenatal Development
    5. Substance-related problems in prenatal development
    6. Maternal Influences and Fetal Health
    7. Physical, sensory, and perceptual development in infancy
      1. Physical Development
        1. Cephalocaudal
        2. Proximal-distal
      2. Neurological and behavioral changes in infancy
    8. Growth, motor skills and developing body systems
    9. Infant health and wellness (nutrition, malnutrition, healthcare)
    10. Infant mortality
    11. Cognitive changes and intelligence in infancy
      1. Piaget’s sensorimotor stage
      2. Alternative approaches
      3. Measuring intelligence in infancy
    12. Learning, Categorizing and Remembering
    13. Language Development
      1. Theoretical perspectives
      2. Influences on language development
      3. Language development milestones
      4. Language development across cultures
    14. Social and Personality Development in Infancy
      1. Theories of social and personality development
      2. Attachment theory and Research
      3. Factors influencing attachment
      4. Personality, temperament, and self-concept
    15. Physical and cognitive development in early childhood to infancy
      1. Physical Changes in early childhood
      2. Health and wellness in early childhood
      3. Piaget’s preoperational stage of cognitive development
      4. Perspectives on cognitive development
      5. Individual differences in intelligence
    16. Social and personality development in early childhood
      1. Theories of social and personality development
        1. Psychoanalytic perspectives
        2. Social cognitive perspectives
        3. Cross-Cultural perspectives
      2. Personality and self-concept
      3. Gender development
      4. Family relationship and parenting
      5. Family structure
      6. Peer relationships in Early childhood
      7. Cross-cultural factors in social and personality development
    17. Physical and Cognitive development in middle childhood
      1. Physical changes in middle childhood
        1. Growth and motor development
        2. Brain and nervous system
        3. Health and wellness
      2. Cognitive changes in middle childhood
        1. Piaget’s concrete operational stage
        2. Direct tests of Piaget’s view
        3. Advances in information Processing
        4. Schooling in middle childhood (Literacy,Second-language learners, Social Cultural factors)
        5. Children with special needs (Learning disabilities, Attentional-deficit/hyperactivity disorder, Social inequities and health services)
    18. Social and personality development in middle childhood
      1. Theories of social and personality development
      2. Social cognitive changes and development
        1. Moral reasoning
        2. Theory of mind
      3. Self-concept in middle childhood
      4. Family and peer relationships in childhood
        1. Relationship with parents
        2. Friendship
        3. Gender and self-segregation
        4. Aggression
      5. Sociocultural factors
        1. Poverty, race, and ethnicity
        2. Cross cultural factors
        3. Media influences
        4. Social identities
  5. Examine the biological, cognitive, psychosocial, gender role and gender identity development during adolescence
    1. Puberty and Sexuality
      1. Brain development and physical growth
      2. Milestones of puberty
      3. Primary and secondary sex characteristics
      4. Timing of puberty
    2. Adolescent Sexuality
      1. Sexual health and developmental changes
      2. Sexual minority youth
    3. Eleanor Maccoby’s views of gender role and gender identity
    4. Adolescent health
      1. Risk-taking behaviors
      2. Psychological disorders and mental health (depression, drugs, alcohol, and tobacco use, suicide, other disorders)
      3. Risk and resiliency factors
    5. Changes in thinking and memory
      1. Piaget’s formal operational stages
      2. Social cultural factors in cognitive development
    6. Adolescent schooling
      1. Transition to secondary school
      2. Gender, ethnicity, and achievement in science and math
      3. High school completion
      4. Achievement behaviors
    7. Social and personality development in adolescence
    8. Theories of social and personality development
    9. Self-concept in adolescence
    10. Moral development
      1. Kohlberg’s theory
      2. Carol Gilligan’s caring vs. justice
      3. Social cultural factors
      4. Theory criticisms and applications
    11. Social, family, and peer relationships
    12. Myth of adolescent “storm and stress”
    13. Identity vs. role confusion
      1. Peer relationships
      2. Sexual Problems during the genital period including sexual identity and ambivalence
      3. Dependency vs. independence and ambivalence
      4. Cross cultural differences and sexual behavior and expectations
      5. Identity conflicts and identity resolutions
  6. Distinguish the cognitive, psychosocial, and physical development of the early adult, midlife adult and late adulthood
    1. Major theories of adulthood
      1. Psychological and sociocultural factors
      2. Biological factors
    2. Primary and secondary aging
      1. Brain and nervous system changes and development
      2. Health and wellness
        1. Risk and resiliency factors
        2. Intimate partner abuse
        3. Psychological disorders (Mental health, substance use/abuse)
        4. Sexual health
      3. Cognitive changes in early adulthood
      4. Postsecondary education
        1. Developmental impact
        2. Gender, ethnicity, and disability and the college experience
      5. Social and personality development in Early adulthood
        1. Theories of social and personality development
        2. Erikson’ stage of intimacy versus isolation
        3. Intimate relationships (Heterosexual intimate relationships,Same-sex intimate relationships, Parenthood and other relationships)
      6. Career development
      7. Work-life balance
      8. Gender, cultural and ethnic factors
    3. Physical and cognitive development in middle adulthood
      1. Reproductive changes in men and women
      2. Sexual activity
      3. Physical changes in middle adulthood
        1. Brain and nervous system
        2. Sensory changes
      4. Biological and social cultural factors in aging
      5. Psychological disorders and mental health
      6. Cognitive changes in late adulthood
      7. Social and personality development in late adulthood
        1. Ageism
        2. Physiological changes
        3. Cognitive changes
        4. Psychopathology
        5. Work and retirement
        6. Social relationships in late adulthood
        7. Changes in living arrangements associated with aging and health outcomes/quality of life
        8. Social cultural factors
      8. Death dying and bereavement
        1. The meaning of death across the lifespan
        2. The fear of death and preparation for death
        3. The process of dying (Kubler-Ross’s stages of dying)
        4. Grieving (theoretical perspectives on: grieving, gender, ethnicity, and social cultural factors, widowhood)
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