Schedule & Assignments

Article Responses

5 Article Reading Responses out of 10 (5 points each) – 1 Paragraph

To actively engage with the course material and foster critical thinking, you will submit concise written responses (approximately 1 paragraph) to ONE assigned article per week listed on the syllabus (but only for 5 responses total out of the 10 opportunities). These responses are an opportunity to demonstrate your understanding of the material and thoughts on the readings. It will allow you to come to class prepared for discussions. I value your participation and anticipate engaging reactions in the form of questions, critiques, observations, or personal impressions. Responses are due before each class session they’re listed for, and remember that you may skip 5 without penalty. Please note that readings may adjust based on course progress and student interest.

  1. Poletti et al. (2022) article talks about how recent crises – economic instability, climate change, COVID-19, and the Ukraine war – have impacted adolescent future thinking and mental well-being. They argue that uncertain times stop adolescents’ ability to envision and plan for the future, potentially increasing their risk for mental health issues. I can relate to what this article says because during COVID-19 pandemic I had a really hard time focusing and caring about doing anything because it felt like the world was ending. Simiarly to what is happening now in the Middle East, it makes me feel hopeless about my future. I can’t imagine what adolescents must feel like since their perspective is limited because they are still young. Like the article states, we need greater support for adolescents because they do can understand what is happening in the world and its affecting them. With children they may not remember or understand, but adolescents do.
  2. I think that what this study was trying to do was look at how Mexican-heritage 5th graders adapt to American culture. I think they found kids fit into 5 groups based on how much they liked American and Mexican culture. Most kids fit their expected group based on how long their family had been in the US, meaning the longer they stay in the US, the more Americanized they become. Which I think makes sense because they are being exposed to US culture all the time. But a small group didn’t really like either culture, even though they’d been exposed to both. Maybe there is another culture they prefer. This study shows that adapting to a new culture can be complicated, especially for young kids. I had a hard time understanding the analysis part since I never heard of latent class analysis. Could we review this in class. I was a little confused.
  3. I really liked this article because it shows that college success isn’t just about grades and test scores. It also matters how stressed, confident, and socially connected you are. Many students only care about how well they do on assignments and neglect their mental health. This may not affect them at first, but over time it becomes worse. The study showed that students who don’t cope with the stress end up taking longer to graduate, which can lead to even more stress. Colleges should really focus on helping students feel more calm and less anxious. Doing things like getting involved in academic clubs and socializing can help, but there has to be a balance because if you party too much it can affect your grades in a negative way. Colleges should support students’ mental and social well-being, not just their academics, to help them succeed and stay in school.

4 Chapters Quizzes (10 points each) –  10-15 questions, take-home

Four take-home quizzes will assess your grasp of the material, each focusing on specific areas:

  • Quiz#1: Intro-Theories
  • Quiz#2: Prenatal-Toddlerhood
  • Quiz#3: Early Childhood
  • Quiz#4: Middle Childhood
  • While you have the flexibility of tackling these quizzes at your own pace, each assessment will have a strict time limit of 30-45 minutes once you begin. Expect 10-15 questions per quiz.
  1. A 15-year-old teenager is suddenly withdrawn and secretive, spending most of their time online and avoiding social interactions. Based on your understanding of adolescent development, what is the MOST likely explanation for this behavior:
    (a) They are experiencing the typical hormonal changes of puberty.
    (b) They are developing a strong sense of identity and independence.
    (c) They might be struggling with depression or anxiety.
    (d) They are simply going through a normal phase of teenage rebellion.
  2. A 13-year-old student expresses strong opinions on social and political issues, often contradicting their parents’ views. This behavior leads to frequent arguments at home. Which concept best illustrates the process the student is going through?
    a) Punishment
    b) Harmony
    c) Autonomy
    d) Guilt
  3. Which scenario best describes Alicia’s (16 year old) main developmental process based on Erikson’s stage 5 (Identity v. Role confusion)?
    a) Erin is struggling to develop basic trust with her parents.
    b) Erin knows she wants to be a doctor and is going to med school once she finishes high school.
    c) Erin is ashamed to tell her friends she doesn’t like boys.
    d) Erin isproud that she did well on her exams and wants to tell her parents.
Article Facilitation

1 Article Discussion Facilitation – summary and in class discussion (5 Points)

To deepen our engagement with the readings and give you a chance to practice your presentation skills, throughout the semester, each student will co-facilitate the discussion for ONE assigned reading in a particular week. This means you’ll take the lead in sparking conversation, posing thought-provoking questions, and guiding the class through key points. Feel free to get creative! You can bring in additional images, media, or even brief supplemental readings to enrich the discussion. Your classmates will be actively involved, ready to share their insights and raise questions based on the readings.

You can submit your Article Facilitation here: Submit AF

Paper & Presentation

1 Final Paper (700 words) and Presentation (15 points) – 700 word paper, 5 minute presentation (5 points)

This paper is your chance to bridge the gap between theory and reality, showcasing your understanding of child psychology through a 700-word paper. Choose ONE of the following options (or propose your own!) and include at least 4 peer-reviewed journal articles from the course reading list:

  • Case Study: Analyze a child’s development (real or fictional) through the lens of course readings. Explore their physical, cognitive, and socio-emotional domains, highlighting strengths and potential challenges. Remember, this is about understanding development, not suggesting any type of treatment or policy implications.
    Example: Paper Presentation
  • Toy: Imagine you are invited to a birthday party for a child and have to bring a present. What toy would you bring to the child? Your choice must be developmentally appropriate and backed up by the scientific research. In order to do this, you must discuss at least readings that support your choice of toy. Your job is to explain what the evidence is based, and how this toy reflects the scientific evidence reviewed during our class discussions. 
    Example: Paper Presentation
  • Media Analysis: Choose a specific media piece (song, movie, social media trend, image, news, hashtag results) and analyze how it portrays children through the lens of course concepts.
    Example: Paper Presentation
  • Other: Get creative! Propose your own unique project that applies course knowledge to a real-world context.

Then it’s time to showcase your work. You will prepare a 5-minute presentation to share your final paper and course readings. You have the creative freedom to choose any media platform that suits your style, such as a PowerPoint slide presentation, a poster presentation, or any other format that allows effective communication of your insights.

You can submit your final paper and presentation here:

Rubric for Final Paper

Description  Provides a clear and accurate description of the person’s observed behaviors, including specific examples.2
Physical Development  Describe at least one aspect of the person’s physical development relevant to what was discussed in class (e.g. body changes, nutrition, sleep, etc).1
Cognitive Development  Describe at least one aspect of the person’s cognitive development relevant to what was discussed in class (e.g. memory, attention, reasoning, etc).1
Socioemotional Development  Describe at least one aspect of the person’s socioemotional development relevant to what was discussed in class (e.g. emotional regulation, relationships, identity, etc).1
Article 1Demonstrates clear and effective integration of research findings from at least 4 peer-reviewed journal articles from the course reading list or outside source from a peer-reviewed journal.2
Article 22
Article 32
Article 42
Organization, Clarity, Grammar, and SpellingPaper presents a clear and logical flow of ideas. Sentences are well-constructed, clear, and concise. Paper is free of grammatical and spelling.1
In-text CitationCitations are formatted according to APA formatting guidelines.1

Active class participation and engagement are integral to the learning experience in this course. I encourage you to share insights, ask questions, and collaborate with your peers. I undestand there may be some days that being actively engaged may not be possible, but consistent engagement will be key to your success.

Extra Credit

This section offers diverse opportunities to demonstrate your grasp of course material beyond regular assignments. Choose ONE option to complete for extra credit:

You can submit your Extra Credit here:


Topics & Slides







No Readings

No Articles

No Assignments

No Facilitations


-Lesko (2012)
-Uprichard (2008)
-Woodhead (2005)
-Berlinsky (2015)

No Facilitations


-Ling (2023)
-Garandeau (2022)
-Fairchild (2017)
-Crouch (2021)

No Facilitations


-Crenshaw (1989) -Suarez-Orozco (2018) -Garcia-Coll (1996) -Spencer (1996)

No Facilitations


-Coussons-Read (2013)
-Lee (2017)
-Schaal (2020)
-Combellick (2021)

Bercaris A.
Eboni C.
Leticia G.
Yeneri A.
Submit AF


-Libertus (2016)
-Kozlowski (2011)
-Huang (2016)
-Demeusy (2018)

Awa D.
Angel O.
Briana B.
Giselle M.
Submit AF


No Facilitations


-Keller (2018a)
-Keller (2018b)
-Rigato (2019)
-Campagna (2021)

Raphael D.
Arianna C.
Sayra S.
Luismairy P.
Submit AF


-Hemmingson (2018)
-Mandalaywala (2019)
-Kit (2017)
-Siyambalapitiya (2021)

Evelyn M.
Cesar S.
Geika D.
Kadija W.
Submit AF


-McCoy (2017)
-Perry (2019)
-Ansari (2016)
-Watts (2023)

Melissa P.
Finley R.
Noella P.
Jiovanna S.
Submit AF


-Whitten (2019)
-Leung (2020)
-Pagliaccio (2019)

Briana S.
Lene M.
Mayrenis C.
Submit AF


-Rogers (2012)
-Gloger-Tippelt (2016)
-Schmidt (2020)
-Dumas (2016) 

Terra R.
Natalie R.
Johan S.
Aaron B.
Submit AF

4/22/2024-4/30/2024: Spring Recess


Student Presentations

No Readings

No Articles


No Facilitations


Student Presentations

No Readings

No Articles

Paper and Presentations

No Facilitations


No Class

No Readings

No Articles

Extra Credit

No Facilitations