C H I L D D E V E L O P M E N T : P S Y C H O L O G Y 2 7 0 0

FALL 2021 SYLLABUS

TR 11-12:15 in Newcomb Hall Theater Syllabus last edited on 8 Sept 21

Instructor: Professor Angeline Lillard Office: West Complex 2562B* Office Hours: M 2-3:30, R 1:30-2 or appt (email ahead) Zoom ID: 3562768087 Email: lillard@virginia.edu Prerequisites: PSYC 1010 recommended but okay without

Teaching Assistants, email (and student last name assigned to for questions, primary grading, etc.): Stefen Beeler-Duden, sjb3px, (A-G) Office Hours W 8-10 Zoom ID 690 456 8002 Christina Carroll, cmc3jn, (H-Parsons) Office Hours M 1-3 https://virginia.zoom.us/my/c.m.carroll Sara Espinell, see8tu, (Paul-Z) Office Hours M 3:30-4:30, F 10-11, zoom ID 913 9970 4176 Passcode: 937793

OVERVIEW

Children are fascinating creatures: so like us, and yet so different. Are children just miniature adults, or do they reason in unique ways? What do babies understand about the world? Is television bad for children, or is it okay? What are effective educational practices? And how do we learn the answers to these questions? This course is a scientific study of child development. In addition to learning about children, students will learn how scientists gather information about children, what constitutes good data, and how we draw conclusions from that data. The world is full of faulty reasoning; engaging with the course material will help you think more clearly about what constitutes good evidence generally, as well as specifically with reference to child development research. Learning this research-based information about children should help you be better able to help children (as a parent, teacher, etc.), and hopefully to have more fun with them, too. As a class, we will: 1. Describe key concepts in child development 2. Examine research related to child development and evaluate its claims 3. Realize the value of a scientific study of children’s development

4. Identify sources and resources to learn more about these topics In addition, you will: 5. Engage with and communicate your understanding and extension of the class material. 6. Produce a series of essays expounding on what you find most interesting in the course. * Directions to Lillard Office: From CVS on corner, take Hospital Drive onto Grounds (this is the street below the east Range, which is below east side of Lawn). Front of big building says Medical School, but as you go along Hospital Drive, the first entrance will say West Complex and Infectious Disease Clinic. Do not enter there, but keep walking, and next on your left will be an unmarked stair going down. Take it, and the first door on the left gets to my office— but it will be locked. (Sign on door: Psychology Faculty Offices). I will come open it for you at 2:15; you can call me at 434-982-5232 if concerned. Then we can sit outside or inside as preferred! NOTE: Between COVID, iClicker technology changes, my new use of mastery-oriented Specifications grading, teaching in a new classroom that is not actually a classroom, the Psychology building being under renovation, etc.—this semester might be a wild ride, and we might need to adjust and change what is in this syllabus accordingly. Please be open to the adventure, and know we are doing our best to make this a positive learning experience for you. Also, classes may be recorded; only the instructor and slides will appear on camera, but those who speak in class may have their voice captured on the audio recording. These recordings constitute a reasonable accommodation for students registered with SDAC as having a disability, for which the recordings are used for personal study and review. Recordings will not be reproduced, shared with those not enrolled in the class, nor uploaded to other online environments. Any student copies of recordings must be deleted at the end of the semester. CLASS FORMAT AND EXPECTATIONS Class starts at 11AM with iClicker questions (see below) to register attendance and check your understanding of the course content. We will then have 2 minutes of quiet to clear our minds for our interactive lecture, which will begin with announcements followed by that day’s content, which will sometimes include films and real children (COVID permitting). Please use paper and pencil, not computers or tablets, to take notes in this class; electronic devices should be kept out of view and in airplane mode (see below). UVA is currently under a masking mandate (covering nose and mouth) indoors to minimize the chance of yourselves and others from transmission of COVID-19. 97% of UVA students and 96% of faculty and staff are vaccinated; those exempted from vaccination must be tested weekly. RESOURCES YOU WILL NEED The Textbook: There is more to learn about child development than we could possibly cover in lecture; the textbook will reinforce key concepts from lecture and further your knowledge of the topics we study in class; readings typically follow lecture because lecture establishes a framework and key concepts. Siegler, R., DeLoache, J., & Eisenberg, N. (2019). How Children Develop. (6th Edition). Please be sure to read the 6th edition (two children picking fruits on cover) as some iClicker questions might be on new material only in that edition. This course uses the UVA Bookstore’s new inclusive access program to provide course material at a lower price. ALL students enrolled in the class will have immediate access to the digital course materials through UVA Collab for the first 2 weeks of class—for free. After Sept 7th, your student account will be charged $54.76 to continue access. You must actively opt out by the deadline to

not be charged, should you wish instead to purchase a physical copy from the bookstore or on Amazon (used around $70, new around $140) or read the text on 3-hour reserve in Clemmons library. Due to the special pricing, no refunds can be processed if you do not opt out on the Collab site. If you have any questions regarding the program, please email UVAInclusiveAccess@virginia.edu. iClicker: You will need to purchase, rent, or borrow a stand-alone iClicker remote for in class

assessments. REEF Polling will not be used: UVA technical support tells me the classroom we are in cannot support it. Note that purchase is good towards on line use later.

Notebook & pen/pencil ***

Note: This syllabus, the first (Introduction) class, announcements sent through Collab, and announcements made at the beginning of class contain important information that could influence how well you do in the course and your standing at the University (Honor). All students are expected to know ALL of this information without having to ask the professor or TAs for individual attention. If you have a question, you should go through the syllabus and course announcements and ask your fellow students first, then contact your assigned TA (see first page, top right). Contact me only if you have been unable to get the information through those sources. 350 is a lot of extra emails if everyone asks even just 1 question about what I’ve already said! How will I be graded? You presumably are taking this class because you want to learn about Child Development. UVA requires you receive a grade based on how well you learn/meet the course learning objectives. In this class, your grade will be based on a new system called Specifications Grading, in which you decide what grade you want to get, then successfully complete a bundle of assignments to earn that grade. Each bundle includes a choice of assignments. The more work you put in and the more assignments you complete to specifications, the higher your grade. For each assignment type, the rubric below outlines the expectations and work required to meet specifications. No letter grade will be given for individual assignments; instead, each assignment must meet the specification standard to receive credit; if it does not, no credit is given. The professors and TAs work together to decide whether assignments receive credit. Specification systems often use a token system to allow students to revise work that doesn’t meet standards, obtain extensions, etc.

Token System

Each student has 4 virtual tokens to use for the following purposes (contact your TA): • Revise and resubmit an essay or comment that does not meet specifications (must be resubmitted one

week from date assignment is noted to have not met specification) • Receive a 48 hour extension for an assignment • Excuse a classroom absence and get full iClicker credit for the day missed

Grade Bundles To receive the grade, you need to at minimum fulfill each of these specifications:

A A- B+ B B- C+ C C- D+ D NC Final Essay Bound

Yes

*Essays 14 14 13 13 12 12 11 11 10 10 <10 Essays Posted for Comment

5 5 5 5 5 4 4 4 4 4 <4

*Others’ Essays Commented

15 15 14 13 12 11 10 9 8 7 <7

% of Textbook Completed

100 95 90 90 85 85 80 75 70 70 <70

*iClicker ?s correctly answered

>90% 85% 80% 75% 70% 65% 60% 55% 50% 50% <50%

*# of days attended class after 9/7 (drp/ad)

21 20 19 18 17 16 15 15 14 14 <14

* designates places you can use a token by emailing your TA Assignment and Assessments

• Essays

The bulk of your grade will be based on a series of essays responding to prompts about what you think was most important/interesting in a section of the course, and linking it to an original research article you find on the internet. Each essay is due in Collab/Assignments at section end. For 5 of your essays (you choose which 5, but post about every other essay until you have done 5), you will submit them in a second place as well: Collab/Discussion. This will enable your peers to comment on your essay. At the end of the course, for the highest bundle (A), you revise essays into top form and compile them into a single pdf (book of sorts) that covers highlights of all the course content, particularly showing what was most meaningful to you about each topic. An introduction and conclusion is added as well as illustrations. My hope is that this is something you might keep and refer back to when engaging with children later in your life, give to friends when they are expecting a child, etc.. I will talk more about this in the Intro lecture; be sure to discuss with a classmate or see me if you miss that. Instructions for each week’s 400- to 500-word essay will be under Assignments on Collab. Use a scientific writing style, personally engaging with the material (including text, lectures, films, and child visits). The due date for each essay is in the right column of the syllabus; except for the first one which is due 10 PM Tues 8/31, they are always due Thursdays at 10 AM (both on Assignments and [for the 5 you choose to post for peer comment] Discussion). Collab will shut off submissions at the moment they are due, so I urge you to complete and submit early. Specification: To meet specification, the criteria listed in the Sample Essay document in Resources on Collab site.

Note: We will read and comment on all first essays. Thereafter it is assumed that you submit assignments that meet specifications, so the gradebook will automatically reflect this. We will spot check that this is the case, and will notify you if a mark is changed to reflect failure to meet specification; you will have 1 week after to revise if you plan to use a token to change it.

• Discussion and Response

To further engage with the material and your classmates, write a 50+ word comment on peer essays (choose different peers each time) evenly spaced across the semester (1-2/week for an A). Think about it: What do you like most about the essay? How could the author challenge themselves, perhaps extend their thinking in new directions to make for an even more compelling/interesting essay? Specification: To meet specification, the following 5 criteria must be fulfilled:

- For posting, they simply must be posted - Comments should be at least 50 words and be cogent, kind, and helpful Your comment is considered to have met specification unless you hear from us. Also if a fellow student’s comment does not seem right, please notify us of that.

• iClicker Questions—Comprehension and Attendance

iClicker questions allow you to review important concepts and check your understanding, and your answering also serves as evidence of attendance. The content covered by these questions will come from the readings and from current and prior lectures and baby visits; recent material is most frequent. iClickers register if you answered at all (thus serve to mark attendance for that specification) and if you were correct (meeting the iClicker specification, which will be a % correct for the whole semester). iClickers do not count until after Drop/Add. iClicker points are awarded for being in class and answering the questions, so if you cannot be in class, you might want to use a token. It is your responsibility to be sure that your answers are registering (see information below). Your clicker will confirm every answer, and you should check Collab regularly—I will post scores (Total_PF and Total_PR) every two weeks or so. If you think you registered but are not seeing points by October, please email me your iClicker number so that I can go into the system and fix your registration. I cannot go back and give points after several classes have passed, and I am unable to manually record points if you forget your iClicker or it dies in class; I am sorry but the class is simply too large for this to be feasible. Clicker Performance (PF) points are awarded as 1 per correct answer. If fewer than 70% of the class is correct on an item, then I consider it too hard an item, and everyone who answers gets a point. Attendance information comes from iClicker Participation (PR) points; answering most of the day’s questions considers you present for class, so being tardy can still count as present.

ChildFest Reading and engaging with lectures about child development is just one way of learning—another is to actually see children and observe their behavior. Covid-permitting, along with bringing babies in throughout, at the end of the semester, we will invite several families with children of various ages to visit our class and engage in some of the different studies that you will have learned about. More information about this will be provided in class. Participant Pool Many 2000-level classes in the Psychology Department ask students to participate in experiments for course credit, on the grounds that they will learn about course content through that participation. Because we study children, for whom the methods used are quite different, my class has no experiment participation requirement. However, you might still enjoy participating, and credit would apply for later if you plan to take 2000-level psych classes that require it. Once COVID restrictions are lifted, we will do experiments with children in the laboratories and the Discovery Museum on the Downtown Mall. If you know a child whom you can bring to one of these places to participate in an experiment, this would have pertinent educational value; to see how to go about this, please go to http://www.virginia.edu/psychology/childdevelopmentlabs/. CLASS POLICIES Covid-19: We are still living in the Time of Covid-19, and this requires us all to make adjustments. I will be flexible if you become ill, or if you are exposed and need to quarantine. Be sure Student Health knows if you have Covid. To stay abreast of UVA policies around issues of Covid, see https://coronavirus.virginia.edu/. Attendance and Lateness

If you must miss a lecture here and there, please do not write to me or your teaching assistant about it. Get classmates’ notes to help with essays and future iClickers. iClicker questions give credit for answering questions while in class, and therefore they cannot be made up, but a certain number of classes can be missed without penalty, and beyond that you can use a token by notifying your TA and Collab. If you arrive at class after iClickers begin, please wait until we begin announcements to take a seat. Technology To support your learning, this is a no-technology class; tablets kept flat on desk or lap and in airplane mode are the exception. Research has shown that people learn better when they take notes by hand and when not distracted by others’ (or their own) devices (Fried, 2008; Glass & Kang, 2019; Kuznekoff et al., 2015; Mueller & Oppenheimer, 2014; Ravizza et al., 2016; see Collab). Please keep laptops and cell phones outside the classroom, or hidden in bags, in airplane mode and with audible notifications off. If I see one out in class (without permission) you will have the option to withdraw from the class (if it is not too late in the semester) or write me a 5 page research paper (due 1 week after the error) discussing at least 8 peer-reviewed academic studies of the effects of technology on student learning. Please understand that this is to enforce the policy, and the reason for the policy is to help the whole class learn. I am sorry that when I see a student have a device out, I have to disrupt the class to address it—nobody likes this, me least of all! I will appreciate everyone abiding by the policy so as to avoid this kind of disruption to the class. There may be legitimate reasons (e.g., accessibility concerns) that require you to use a laptop or tablet in class. Please make an appointment to see me if you need an accommodation to this policy and we will work with you. Office Hours Office hours are a time when you can come to ask for assistance in understanding course material or assignments, or they can simply be an opportunity to chat with me about the course or college more generally. I enjoy these conversations, and getting to know students in my classes. You are encouraged schedule office hours even if you have no specific question or problem you want to ask about. We can meet in person or in my zoom room. Honor Code I trust that you will comply fully with all provisions of the UVA Honor system (www.virginia.edu/honor), which includes reporting violations you witness. Violations will be forwarded to the Honor Committee, and the violator may, at my discretion, receive an immediate zero on that assignment regardless of any action taken by the Honor Committee. The following acts are Honor violations in this course:

• Consulting classmates' responses or outside sources (your own notes are fine) when taking iClickers • Asking someone to use your clicker for you in class, and operating a classmate's clicker for them • Copying someone else’s work (5 or more words in a row) on an essay or elsewhere without attribution

TIPS AND TRICKS FOR SUCCESS To get the most out of this course, attend and engage with all lectures, take organized notes, and review those notes frequently; we know that spaced learning is much better than cramming. In general, a 3-credit college class like this one requires 6 hours of study outside of class, for a total of 9 hours/work/week for this class. I suggest you schedule that into a weekly planner. Most students who do not do well do not spend enough time actively studying, really thinking about the information they have learned. How to Tackle the Textbook: Like many textbooks, this one has a lot of information. I recommend you first peruse the chapter headings and get the gist of what it will cover. Then read it, making note of the keywords in the margins. Jot down anything you find super-interesting, for your essays. Ask yourself the questions at the end of the chapter. A few days later, go back to it (preferably in a new place, which helps learning). Go through the section headings, asking yourself what you learned in

that part. Connect it to other things you learned, in lecture or the chapter or other courses. Think of your own examples. Ask yourself what the keywords mean. Know all the figures and why the information in them is important enough to put in a figure. Know what is in the boxes. Do this again a few days later. Sit down with a friend and quiz each other, giving in-depth answers that tie together different aspects of the course and that tie it to other material from your lives. These are the ways one learns information well, in this class and beyond! iClicker registration and checking for points:

- iClicker use is your responsibility, from registration to technical issues. - You can purchase an iClicker at the UVA bookstore or online, or you can borrow or rent one. - To earn iClicker credit, you must register your iClicker. Register on Collab BEFORE ADD PERIOD

IS OVER. - To register, follow these steps:

1. Enter your Collab site for this course 2. click i>clicker 3. enter your remote id from your iClicker into the text window 4. click register.

- If you lose your iClicker, get a new one ASAP and register that number; you will not lose your old points when you add a second or even a third iClicker to your name. If you think you registered but are not seeing points by February, email me your iClicker number and I’ll look into it.

- Be sure to set to classroom’s frequency (AA). - Keep spare batteries on hand if you worry they might run low.

Essay Suggestions: I recommend you take notes and make an outline for each essay/question, then study the outline to consider whether there is a better way to organize your thoughts. Then – write! Once you’re done writing, reread it and edit to make it read as smoothly as you can. Then read it aloud, and ask a friend (especially one who does a lot of writing!) or the writing center to review it. Remember we need word limits—500 words; learning to write succinctly is important. When it’s as good as you can make it, cut and paste it into the Assignments box. At the end of the semester, for the highest bundle, you collate all your essays (revised for improvement) into one long “book”, add a few illustrations/decorations and an introduction (previewing material) and conclusion (summarizing material), and upload it all as a pdf. Your Wellbeing I encourage all students who might benefit, including those with disabilities like chronic diseases, learning differences, head injuries, attention deficit/hyperactivity diagnoses, or psychiatric problems, to discuss appropriate accommodations with me if they so choose. The Student Disability Access Center is available to facilitate the removal of barriers with reasonable accommodations: http://www.virginia.edu/studenthealth/sdac/sdac.html Once approved, it is your responsibility to follow up with me about implementation of accommodations. Over half of UVA students benefit from seeking some form of wellbeing counselling during their time here. If you are among the many students feeling overwhelmed, stressed, or isolated at some point or another, there are many people at UVa who want to help. The Student Health Center offers Counseling and Psychological Services (CAPS) for all students. Call 434-243-5150 to speak with an on-call counselor and/or schedule an appointment. If you prefer to speak anonymously, you can call Madison House’s HELP Line at any hour of any day: 434-295-TALK. Furthermore, I am committed to an equitable and safe campus. Discrimination, harassment, and violence, in any form, are unacceptable at our university and in our community, and I will find a way to do or say something in any situation that feels like it could make a student or colleague feel unsafe or lead to violence. Information related to

Diversity and Equity at the University of Virginia can be found at: http://vpdiversity.virginia.edu. The Office of Equal Opportunity Programs has additional resources related to discrimination and equity, including Title IX and ADA resources, and can be found at: https://www.virginia.edu/eop. In addition, if you or someone you know experience stalking, partner violence or sexual assault, please know you are not alone. There are resources that can help: http://www.virginia.edu/sexualviolence. You are all strongly encouraged to discuss questions or concerns with me at any time.

Tentative Schedule Date Lecture Topic Textbook Chapter/Reading/iClicker

Topic Do Before This Day’s Lecture* Essay Due- Upload to Collab by 10AM

8/24 Introduction Syllabus, go to Collab Site (iClicker registration; Assignments)

8/26 Theory 1 (Introduction, pp. 1-23) See Sample Essays-Collab.

8/31 Methods 9 (Theories of Social Dev, pp. 316-26, 334-51 but skip box on ADHD-later)

1. Theory and Methods NOTE: FIRST ESSAY DUE 10PM TUES

9/2 Prenatal & Brain

1 (Methods for Studying Child Dev, pp. 23-39); 2 (Prenatal Dev and the Newborn Period, pp. 40-53)

9/7 Films: To Walk, Edison 2 (Prenatal Dev and the Newborn Period, pp. 53-77)

LAST DAY TO ADD/DROP

9/9 Attachment 3 (Biology & Behavior, pp. 78-116) 2. Biology and Behavior 10 AM THURS; iClickers begin to count

9/14 Attachment 11 (Attachment, pp. 389-401)

9/16 Perception 12 (Family, pp. 424-57) 3. Attachment

9/21 Perception 5 (Perception, Action, Learning pp. 158-76)

9/23 Piaget 5 (Perception, Action, and Learning in Infancy, pp. 176-96)

4. Perception

9/28 Cognitive Development 4 (Theories of Cognitive Dev, pp. 117-40)

9/30 Language 4 (Theories of Cognitive Dev, pp. 140-57) 5. Cognitive Development 10/5 Language 6 (Dev. of Language, pp. 197-211) 10/7 Self 6 (Dev. of Language, pp. 211-34) 6. Language 10/12 READING DAY 10/14 Social Cognition 11 (Self, pp. 401-13) 7. Self 10/19 How Children Learn &

Montessori Education 9 (Theories of Social Cognition, pp. 326-33) 7 (Conceptual Dev, pp. 235-55)

LAST DAY TO DROP WITH W

10/21 Montessori Education 7 (Conceptual Dev, pp. 255-74) 8. Social Cognition 10/26 School and Culture Film 8 (Intelligence, to p. 296) 10/28 Gender 8 (Intelligence, pp. 296-315) 9. Education

11/2 Gender 15 (Gender Development, pp. 526-32, 544-52)

11/4 Race & Ethnicity 15 (Gender Development, pp. 533-44; 552-70); 11 (Sexual Identity, pp. 417-20)

10. Gender

11/9 Race & Ethnicity 11 (Ethnic and Racial Identity, pp. 413-16)

11/11 Psychopathologies 12 (Family: Review 444-9) 13 (Peer Relationships, pp. 458-65)

11. Race/Ethnicity

11/16 Psychopathologies 13 (Peer Relationships, pp. 465-87); box on p. 247 and on 340-41

11/18 Moral Development Guest Lecture: Vaish 12. Psychopathologies

11/23 Emotions Guest Lecture: Beeler-Duder

14 (Moral Development, pp. 488-525)

11/25 THANKSGIVING BREAK

11/30 Children and Nature 10 (Emotional Development) 13. Moral and/or Emotional Development

12/2 Summary 16 (Conclusions, pp. 571-601)

12/7 CHILDFEST! 14. Summary

* Note that reading topics follow lectures. Because the textbook is dense, I like to introduce a topic in lecture, and then have you read up on it.