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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 391
Course Title: *Child Psychology
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of children from conception to puberty. Students study maturational and environmental factors that shape the physical, cognitive, and social development of the child. Cross-listed as PSYC 391. Prerequisite: PSYC 101.

Prerequisite(s) / Corequisite(s): PSYC 101.
Course Rotation for Day Program: Offered Fall.
Text(s): Most current editions of the following:

Childhood: Voyages in Development
By Rathus, S.A. (Wadsworth-Thomson)
Child Psychology: A Contemporary Viewpoint
By Heatherington, E.M., and Parke, R.D. (McGraw-Hill)
Child Development
By Feldman, R.S. (Prentice Hall)
Course Objectives

MoSTEP Quality Indicators: 1.1, 1.4, 2.1, 2.4, 7.2

• To apply existing psychological principles and theories to child development. • To explore specific theories developed to explain the cognitive and social gains and losses evidence during childhood, including children with special needs.

Measurable Learning Outcomes:

• Describe and explain major biological and psychological changes that occur from conception until puberty. • Identify important developmental theories and be able to describe their range of explanatory power. • Identify the timing and nature of specific gains in cognitive ability during childhood. • Identify the major psychosocial influences on and the concerns of children. • Identify impediments to normative development during childhood, including genetic, chromosomal, and psychological disorders.

Topical Outline:
  • Course introduction
  • The study of human development
  • The role of heredity and environment
  • Conception
  • Prenatal development
  • The birth process
  • The neonate period-physical development
  • The neonate period-cognitive development
  • The neonate period-personality and social development
  • Infancy and toddlerhood--physical development
  • Infancy and toddlerhood--cognitive development
  • Infancy and toddlerhood--personality and social development
  • Early childhood--physical development
  • Early childhood--cognitive development
  • Early childhood--personality and social development
  • Middle and late childhood--physical development
  • Middle and late childhood--cognitive development
  • Middle and late childhood--personality/social development
  • Institutional influences on child development
  • Adolescence: the end of childhood

    Recommended maximum class size for this course: 20

    Library Resources:

    Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

    Prepared by: Paul Hanna Date: December 20, 2010
    NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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