University of Utah
Psychology/Family & Consumer Studies 122 "Psychology of Infancy and Childhood"
David H. Dodd, Ph. D.
Taught each Fall
Intellectual, social, physical, and personality development during childhood. T'he service component will consist of volunteer work for 3 hours per week with a community agency that provides, services for children (schools. treatment. etc.). Students should normally work with the same child or small group of children for the entire quarter. Journal entries of their observations, experiences, and connections to textbook/lecture course material will be made each week and turned in twice during the quarter: a reflections session for students at each agency will be held during the last week of the quarter. Agencies Include: The Children's Center (therapy aide) and The "B" Team working at 3 local elementary schools (tutors, social skills training).
CRITERIA FOR DESIGNATION OF SERVICE-LEARNING COURSE
(1) NEEDED SERVICE: Students will provide services to children in one agency, for example, in elementary schools (through the "B" team) by providing tutoring to individual children in areas (e.g., spelling, reading. Math) where the children need help and, at the same time, providing some mentoring.
(2) SERVICE-SUBJECT MATTER RELATION: The course is a survey courses focusing on development from conception through childhood. Children receiving services will be in the appropriate age range to allow students to see developmental principles in several areas: intellectual, emotional, social, personality,.
(3) CLASS CONTEMPLATES LEARNING THROUGH SERVICE: Students are required to keep a weekly joumal which details their relevant observations of children and interventions, their own development and experience'. and connections to course material.
(4)CREDIT/ASSESSMENTOF LEARNING FROM SERVICE-. Participation and journals are worth 50 points out of approximately 400 possible. The remainder of the course grade is examinations and mini-essay.
(5) SERVICE RECIPIENTS EVALUATE SERVICE: Agency representatives will be asked to provide beekdback on student service at various times during the quarter.
(6) SERVICE DEVELOPS CIVIC EDUCATION: The course evaluation will also include items about the student's attitudes about children with special needs or in difficult circumstances and about the role of community agencies and volunteers in serving those children. The evaluation will also ask about their intention to serve.
(7) KNOWLEDGE ENCHANCES SERVICE: The course will provide information, such as children's capacity to understand ideas, peer relations, etc. that will contribute to their understanding of these children and capacity to provide help (e.g., tutoring).
(8) LEARNING FROM OTHER CLASS MEMBERS: Students will meet together in reflection sessions; also some class time will encourage bringing what individuals are learning to bear on current textbook/lecture material.
Textbook: Vasta, R., Haith, M. & Miller, S. A. (1995) _Child psychology: The modem science_ (Second Edition). New York: Wiley
Grades: Final grades will be based on examinations (300 points total), written assignments (about 40 points), and your social policy paper or service-learning activity (50 points). Final grades will be assigned based on the percent of total points earned (93-100% = A, 90-92% = A-, etc.). ALL EXAMINATIONS AND ASSIGNMENTS MUST BE COMPLETED; the consequence of missing an
examination will be a failing grade; the consequence of a missing mini-essay will be (approximately) 1/3 of a letter grade (e.g., A- to B +)
Exams: There will be three one-hour exams, each covering lectures and assigned readings for one-third of the course. These exams will not be cumulative. Exam questions will be a mixture of multiple-choice and short answer, drawn from material related to the textbook (material targeted by study questions) and lectures. If you have missed an exam, you must take the final; which will be comprehensive. The final will count the same points as a regular exam. Under extraordinary circumstances permission to take the final exam at a different time may be granted by the dean of the college in which you are a major. Each exam will be worth 100 points.
Assignments: Several (approximately 5) mini-essay assignments will
be given; each assignment will be .worth 10
points. Each must be submitted on the assigned date or no credit
will be given; the lowest score
or one missing score will be dropped to provide you some flexibility.
Social Policy Paper or Service-Learning Report:
Each student will be required to develop his/her knowledge of children through: a) writing a social policy term paper OR b) participating in a servicelearning experience at a community agency. This requirement will count 50 points toward the final grade.
The paper should be researched at one or more of the University libraries on one specific topic to be chosen from several to be assigned soon, e.g., evaluating day care centers/homes for quality, mitigating the impact of divorcing parents on children. Starter materials for each topic will be available at the Marriott Library at the Reserve Desk. There are 3 steps, each required, for preparing the paper: 1) On or before April 19th, you must submit a 1 page report indicating your topic and summarizing one of the articles in the relevant file. 2) On or before May 10th, you must submit a 1-2 page report that states the specific theme (social policy intervention) of your report, 3 specific references that you have found through the library, and a general outline of your paper. 3) On or before June 2nd, you must submit the final paper of about 2,000 words (8 pages double-spaced). This paper should meet the normal term paper requirements of introduction, body (with 2-4 sections), and conclusion. References should be cited in the text and alphabetized at the end in the manner used in the textbook. The paper will be graded by the instructor or TF; grading criteria will include the quality of material obtained, the proper organization of the paper, clarity of writing, and the quality of your social policy conclusion.
The service-learning experience will take place through one of the following community agencies: a) The Children's Center, which treats preschool children exhibiting early psychological problems; you would be an observer of a therapy group. b) The "B" team, which works in several local elementary schools; you would be a tutor/mentor for an individual child OR (if you have the background) you could provide Social Skills training for a small group. c) Others may be announced. You will be required to spend 8-10 hours during the quarter on site, at approximately 1 hour per week, which should be scheduled at a consistent time each week so that you can work with or observe the same child or group each week. You will be expected to attend an orientation for the specific agency early this quarter and to participate in a reflection group late in the quarter. You will be required to keep a weekly journal of your experiences and to turn the journal in on April 19th, May 10th, and June 2nd. Your grade on this experience will be based on the completion of the required (at least 8) hours at the agency and the quality of your journal in terms of your providing a specific report of what you observed and learned. Presumably each week will generate about a page (250 words) in your journal. If it is most convenient (and if your handwriting is legible), the journal entries do not need to be typed.
PLEASE NOTE THAT YOU MUST GET STARTED WITH ONE OR THE OTHER NO LATER THAN THE SECOND WEEK OF CLASS,
Study Guide: The instructor will provide study a guide to the textbook, covering all assigned reading. Exam questions will be taken from material on the study guide and/or presented in class time; thus you should review the study guide carefully as part of the reading/review process. For example, notice that the guide for Ch. I does NOT include any reference to Greek & Roman or to Medieval Renaissance time; therefore the examination will not cover this material.
These experiences are for your own learning and development, but they should be valuable to the child/children with which you are involved. Please find a consistent time each week, so that you can be with the same child or group for the same activities. You must fill out the agency's volunteer form and participate in an orientation by their staff before you work with any child.
Mountain View Elementary School. (1415 California Ave., 974-8315), Rose Marie Mandryk, volunteer coordinator; DON'T CALL YET AS SOME ARRANGEMENTS ARE STILL BEING MADE.
Lincoln Elementary School. (1090 Roberta, 578-8180), Maria Thompson, volunteer coordinator; don't call her as she is usually in her class Orientation hours: Friday, March 31 9-9:30 or I I - I 1: 30, Tuesday I 1: 30-12. Capacity: 10- 1 5. Jackson Elementary School. (750 W. 200 N., 578-8170), Vandna Sindha, volunteer coordinator. Orientation: TBA, call Vandna. The after school program can use volunteers right away. M-Th, 3-5 p.m. working with kids from 1st-.6th grade. No academics, but group building, arts, crafts, and sports. Tutoring may be scheduled.
3. Boy's and Girls's Club, Capitol West (567 W 300 N). Call Vandna at Jackson Elementary. Students can t-utor T & Th 5-6 p.m. Other activities are available on Saturdays, but students must go there for 3 hour blocks: 9-12 or .1-4. Mostly Ist-4th.
4. If you have experience with young children and some facility at working with them, you could be involved in social skills training at Mountain View. Call Diane Hale at 328-8817 and leave a message. Please talk to the instructor about this opportunity.
Date: Thu, 28 Dec 1995 11:09:19 MST
From: Renee Buchanan <RBUCHAN@ssb1.saff.utah.edu