SYLLABUS

EARLY CHILDHOOD THEMES AND LIFE CYCLES SPRING I 2014 HD 300: BA Degree Program
Course Section Information
HD300 Spring I 2014 Early Childhood Themes and Life Cycles
7-weeks. 3 Units Online
Monday January 7, 2014 through Sunday, February 23, 2014
Faculty
Dan Beaman
dbeaman@pacificoaks.edu
608.838.1190
All of life is a constant education.
Eleanor Roosevelt
Course Description
Each stage of life poses a task to be accomplished. These tasks appear as a challenge and bring the chance
for growth, but also a fear of failure and discomforting disequilibrium. Themes which begin in early
childhood - attachment, separation, autonomy, accomplishment and failure - recur later in the life cycle.
Understanding of their beginnings and knowledge of psychosocial developmental theories enables adults to
be aware of the resolution of these themes in their own lives, as well as in children's lives. This class meets
the research competency.
Institutional Learning Outcomes
The curriculum in Human Development, Marital and Family Therapy, and the Teacher Education programs
is organized around five areas in which students are expected to be competent. The competencies are:

Development: Understanding of developmental theories.

Diversity: Understanding and valuing diversity, including an anti-bias approach.
Communication: Ability to communicate with others in a connective way.
Research: Ability to collect, process, and evaluate data through research.
Praxis: Ability to observe, critically reflect, implement theories and empower
others.

Program Learning Outcomes Assessed

While all competencies are expected to be developed and demonstrated in every course, the assessment
focus for this course is:

Primary: Development: Students comprehend and analyze developmental theories.

Secondary: Research: Students are able to distinguish between observations and theory (reality and
fantasy, data and inferences/assumptions). Students collect verifiable and reliable data, present their
findings, and link their research with existing literature in the field.
HD300 Student Learning Outcomes:
For the BA Course Student Learning Outcomes Assessment Rubrics, see Appendix B.

SLO 1: An SLO that addresses the relevant theory/content of the course,

Student demonstrates the ability to summarize and interpret beliefs about developmental change based on
observation, reflection, analysis, and evaluation of the theories presented in the course.

SLO 2: An SLO relevant to the course topic that reflects a critical understanding of oneself from a
developmental as well as a contextual place,
Student demonstrates an understanding of self in relation to theoretical and contextual aspects of human
development by describing and identifying own developmental issues.

SLO 3: An SLO relevant to the course topic that reflects a critical understanding of others from a
developmental as well as a contextual place,
Student demonstrates an enhanced understanding of others through observing and analyzing the impact of
cultural differences and societal bias on development.

SLO 4: An SLO relevant to the course topic that reflects the ability to take those understandings into
action and work toward positive change.
Student demonstrates an understanding of the interrelatedness of theory and practice through creating a
research project based on the human development life cycle.

SLO 5: An SLO that reflects personal growth in the class.

Student demonstrates growth in the class, indicated by an improvement in writing or critical thinking skills,
a willingness to take risks and authentically engage with course material and classmates, or openness to
new information and perspectives.
Signature Assignment:

Complete a research project based on examining and analyzing themes and issues that occur during the life
cycle and effect a persons development.
Course Overview
Welcome to HD300 Early Childhood Themes and Life Cycles. Please review this course Syllabus before
embarking on our 7 week accelerated class. You will be provided with a class calendar and weekly
agendas to assist you in keeping up with the pace of this accelerated course. Please note that the class
readings include four texts. We will focus on chapter 7 of our first book, Childhood and Society by Erik
Erikson. The rest of the books we will read in their entirety.
This course offers you the opportunity to learn about foundational theories of human development. We
will explore, in depth, the eight stages of psychosocial development as developed by Erik Erikson. We will
also explore and evaluate the work of other theorists. You will critically analyze the role of race, culture
and oppression on identity development. You will complete these tasks by the collaborative construction
of knowledge and understanding with your Small Group members. Finally, you will write a research paper
analyzing developmental themes and issues that emerged during your life cycle and effected your own
development. Incorporated into your research paper will be an interview and analysis of an elders
experience of Eriksons eighth stage of psychosocial development.
Building a Responsive Learning Community Online: Online learning can be a powerful experience. One
advantage of learning on line is that most writing occurs in the class so that students and instructors alike
learn from the experience and thoughts of others. This process creates an ideal format for the collaborative
construction of knowledge. Students are able to read, reflect on and respond to each others thinking in
depth. Students greatly benefit from the support, feedback and rich experiences and insights of classmates.
This is truly an educational experience. Remember, each students success depends upon the mutual
support and feedback from the class.

Required Course Textbooks (In order of reading).

Erikson, Joan M. 1988 Wisdom and the Senses(Chapters 3, 4 and 5) New York, N.Y.: W.W. Norton &
Company Ltd.
ISBN 0 393 307107
Gonzalez-Mena, Janet. 2008. Diversity in Early Care and Education: Honoring Differences.(Chapters 1
through 4) Washington, D.C.: NAEYC.
ISBN 13: 978 0 07 352586 0
Cisneros, Sandra. 1984 (2nd edition 2009). The House on Mango Street. New York, N.Y.: Vintage
Contemporaries
Tatum, Beverly Daniel. 1997. Why are All the Black Kids Sitting Together in the Cafeteria? And Other
Conversations About Race.
(Part I [Chapters 1 & 2], Part V [Chapter 1] in addition to the above, choose Part II [Chapters 3, 4,
5) or Part III [Chapters 6, 7] or Part VI [Chapters8, 9].)
New York, N.Y.: Basic Books

ISBN 0 465 09129 6

Assignments
Basic assignments during class additional assignments and discussion sessions may emerge.
Assignment I Autobiography and Goals (SLO 1)
Assignment 2A Theory Reflection Paper (Trust vs. Mistrust). Assignment 2B Theory Reflection Paper
(Autonomy vs. Shame & Doubt)
Assignment 3A Theory Reflection Paper (Initiative vs. Guilt). Assignment 3B Theory Reflection Paper
(Industry vs. Inferiority)
Assignment 4A Theory Reflection Paper (Identity vs. Role Confusion). Assignment 4B Theory Reflection
Paper (Gender Identity)
Assignment 5A Theory Reflection Paper (Adulthood). Assignment 5B Theory Reflection Paper (Themes
and Issues).
Assignment 6A Theory Reflection Paper (Theoretical Models of Racial Identity).
Assignment III Final Research Paper (SLO 4)
Assignment VI Final Self-Evaluation (SLO 5)
Weekly Self-Assessments (SLO 5)
Class Discussions: Book Childhood and Society (chapter 7) Erik Erikson (SLO 4)
Eriksons Background & Theory (SLO 1)
Book Wisdom and the Senses (chapters 3, 4, 5) Joan Erikson (SLO 4)
Book Diversity in Early Care and Education Janet Gonzalez-Mena (SLO 1, 2, 3)
Book The House on Mango Street Sandra Cisneros (SLO 2, 3)
Book Why Are All the Black Kids Sitting Together in the Cafeteria? Beverly Tatum (Parts
I, V, and II or III or VI)
"Other Conversations about Race" (SLO 2, 3)
"Insights from our Elders" (SLO 2, 3)
Study Group Discussions: 2A Trust vs. Mistrust (SLO 1, 2, 3)
2B Autonomy vs. Shame & Doubt (SLO 1, 2, 3)
3A Initiative vs. Guilt (SLO 1, 2, 3)

3B "Industry vs. Inferiority" SLO 1, 2, 3)

4A "Identity vs. Role Confusion (SLO 1, 2, 3)
4B "Gender Identity" (SLO 1, 2, 3)
5A "Adulthood" (SLO 1, 2, 3)
5B "Themes & Issues" (SLO 1, 2, 3)
6A "Theoretical Models of Racial Identity" (SLO 1, 2, 3)
7A "Dying as the Last Stage of Growth" (SLO 1, 2, 3)
Course Format:
Weekly Check In: This is similar to our gathering in a circle and checking in at the start of our face-toface classes. Think of the Check In thread as our class caf where you let us know how you are doing in
your own life. The instructor is required to record attendance; therefore it is essential that you check in
each Monday (Tuesday at the very latest).
Class Discussions: The entire class will participate in discussions focusing on various readings and
topics. Discussion Prompts are provided for your Initial Posts. Students are also encouraged to initiate
their own questions and foci based on what has been gleaned from their readings and experience. It is a
course requirement that students participate in all discussions in a timely and thorough manner.
Study Group Discussions: Significant learning occurs in the small work-study groups. A goal of this class
is to encourage students to take responsibility for their own learning. The Study Group forum offers an
intimate setting to do so. Your study group will develop an understanding of theory through your own
observations and life experiences. Collaboration and communication skills, research skills and regular
attendance are essential to this co-learning process.
Assignments: There are three core assignments; weekly theory reflection paper assignments which will
culminate in a final research paper. Please use your best academic writing for all assignments.
Self-Assessment: At the conclusion of each week, students are required to post a self-assessment of their
progress. Credit for assignments and discussions will be assigned after receipt of the self-assessment.

Course Policies

Participating and Contributing: Participating means being actively engaged and taking
part. Contributing includes the intellectual involvement of sharing and constructing knowledge with
others. At Pacific Oaks, a vital part of your education process has to do with your development as a
thinker. This requires sharing what you think about what youve read, observed, discussed and
experienced. The process of constructing your knowledge base involves drawing from your own
experiences, reading and digesting assigned books and readings, writing your thoughts and ruminations
down and sharing them and participating fully in class discussions. Sharing what we are learning is a key
element of adult learning. Each persons perspective is part of the web we weave together. Respectful

communication as well as risk taking is encouraged. Making connections, exploring ideas, encouraging
others, thinking, listening, pondering and questioning are all ways of making this class a rich experience.
Attending all discussions, submitting and responding to assignments on or prior to the due dates is a
requirement. Remember, a 7-week class is a full 15-week semesters worth of learning! Expect to spend,
at a minimum, 20 to 25 hours per week reading and writing for this accelerated course. Please notify the
instructor if you must be away from online access for more than two days. Absences affect not only your
own work in the class, but also interrupt the collective rhythm of the class (especially in small group
work). Completion of all assignments in a timely manner is expected and needed for successful coconstruction of knowledge. You must obtain permission from the instructor to hand in assignments later
than the due date.
Self-Evaluations: Each week you are required to evaluate and document your weekly progress. You will
assess your weekly participation and contributions by using the
Course Assignment and Discussion Rubric (located in Class Files>Handouts).
As in all Pacific Oaks classes, you will turn in a self-evaluation at the end of the course.
(For Program Learning Outcomes Assessment, see Appendix A of this Syllabus)
(For HD300 Student Learning Outcomes Assessment Rubrics, see Appendix B of this Syllabus)
Assessment
Pacific Oaks views goal-setting and evaluation as part of a shared learning process in which instructors and
students are both actively involved. Narrative evaluations are the primary form of assessment for this
class. A narrative evaluation is a written statement in which the instructor and student have direct
input. These written narrative evaluations become part of the student's transcript as well as a corresponding
grade. Grades are an evaluation of the Student Learning Outcomes based on the quality of participation in
discussions, the quality of written assignments, and the quality of the final research paper.
Incomplete/No Credit Policies
An Incomplete grade is available to students who have contributed substantially to their Study Group
discussions, contributed to more than half of the class discussions and completed at least half of the
required written assignments. If appropriate, a written contract will then be issued, setting out the
conditions for successfully completing the class. Incomplete work must be submitted to the instructor
within three weeks following the one in which the Incomplete is given.
No Credit will be given if the student fails to contribute substantially to their Study Group discussion
sessions. No Credit will be given if the student contributes to less than half of the class discussions and/or
completes less than half of the written assignments.
Course Bibliography
Course Books, Handout Sources and Recommended Reading:
Anderson, M. L. & P. H. Collins, editors (6th Edition 2007). Race, class, and gender. Belmont, CA:
Thomson Wadsworth.

Balaban, N. 2006. Easing the separation process for infants, toddlers, and families. Young Children 61(6)
14-20.
Brooks, R. & S. Goldstein (2002). Nurturing resilience in our children: Answers to the most important
parenting questions. New York: NY: McGraw-Hill
Cisneros, S. (1984). The house on mango street. New York, NY: Vintage Books, a Division of Random
House, Inc.
Cross, W. (1991). Shades of black: Diversity in African American identity. Philadelphia, PA: Temple
University Press.
Davis, L. (1993). Six myths about kids and self-esteem. Meredith Corp. Child Magazine.
Erikson, E.H. (1963. Reissue 1993). Childhood and society. New York, NY: Norton, W. W. and Company.
Erikson, E.H. (1970). Life history and the historical moment. Retrieved from:
www.haverford.edu/psych/ddavis/p109g/erikson.identity.html
Erickson, J. (1991). Wisdom and the senses: The way of creativity. New York, NY: W.W. Norton and
Company
Feeney, S., D. Christensen and E. Moravcik, editors (9th edition, 2012). Who am I in the lives of children?
Columbus, Ohio: Pearson Merrill Prentice Hall.
Frye, M. (1983). The politics of reality: Essays in feminist theory. Berkeley, CA: Crossing Press.
Gilligan, C. (1993). In a different voice: Psychological theory and womens development. Cambridge, MA:
Harvard University Press.
Goleman, D. Erikson in his old age, expands his view of life. New York Times, June 14, 1988.
Gonzalez-Mena, J. (2007). Diversity in early care and education: Honoring differences. Washington,
D.C.: McGraw-Hill Companies.
Gonzalez-Mena, J. (1994). From a parents perspective. Salem, WI: Sheffield Publishing Co.
Helms, J. (1993). A race Is a nice thing to have: A guide to being a white person or understanding the
white persons in your life. Topeka, KA:
Content Communications.
Hudson, Frederic M. (1999). The adult years: Mastering the art of self-renewal. San Francisco,
CA: Jossey-Bass.
Kohn, A. (2001). Five reasons to stop saying good job. Young Children 56(5): 24-28. Mooney, C, G.
(2009). Theories of Attachment: An Introduction to Bowlby,
Ainsworth, Gerber, Brazelton, Kennell, and Klaus. St. Paul, MN: Red Leaf Press.
Jacob, Iris (2002). My sisters voices: Teenage girls of color speak out. New York, NY: Holt Paperbacks.

Kroger, J. (2nd edition 2006). Identity development: Adolescence through adulthood. Thousand Oaks, CA:
Sage Publications, Inc.
Marcia, J., A. Waterman, D., S. Archer & J. Orlofsky. (2011 reprint of 1st edition 1993). Ego identity: A
handbook for psychosocial research. New York, NY:
Springer Publishing Co.
Marcia, J. E., (1966). Development and validation of ego identity status. Journal of Personality and
Social Psychology 3, pp. 551-558.
McBride, James (1997). The color of water: A black mans tribute to his white mother. New York, NY:
Riverhead Trade Publishing.
Molinary, R. (2007). Hijas Americanas: Beauty, body image and growing up Latina. Berkeley, CA: Seal
Press.
Papalia, D. E., S. W. Olds and R.D. Feldman (11th edition 2008). A childs world: Infancy through
adolescence. New York, NY: McGraw Hill Higher Education.
Pausch, Randy & Jeffrey Zaslow (2008). The last lecture. New York, NY: Hyperion.
Pipher, M. (2005). Reviving Ophelia: Saving the selves of adolescent girls. New York, NY: Riverhead
Trade.
Richmond, L. (2012). Aging as a spiritual practice. New York, NY: Gotham Books.
Shaprio, J., Friedman, D., Meyer, M. & Loftus, M. (1990). Invincible kids. US News and World Report,
November, volume 11, 62-71.
Smith, Mark K. (2002, 2008). Howard Gardner and multiple intelligences. Encyclopedia of Informal
Education. http://www.infed.org/thinkers/gardner.htm.
Stout, L. (1997). Bridging the class divide: And other lessons for grassroots organizing. Boston,
MA: Beacon Press.
Tatum, B. (2002). Why Are all the black kids sitting together in the cafeteria? And other conversations
about race. New York, NY: Basic Books.
Wijeyesinghe, C. & B. Jackson, editors (second edition 2012). New perspectives on racial Identity
development: Integrating emerging frameworks. New York, NY:
NYU Press
Website: American Psychological Association
http://www.apa.org/helpcenter/resilience.aspx
Website: About.Com Psychology
http://psychology.about.com/od/loveandattraction/ss/attachmentstyle.htm

Website: Act for Youth

www.actforyouth.net/resources/rf/rf_identityformation_1102.pdf
Website: Dufferin Diversity Network
http://www.diversitydufferin.com/how-to-be.html
Website: Encyclopedia of Informal Education
www.infed.org
Appendices
Appendix A: BA Program Learning Outcomes
Appendix B: HD300 Student Learning Outcomes Assessment Rubrics
Appendix C: Pacific Oaks Academic Policies
Appendix A: BA PROGRAM LEARNING OUTCOMES (PLOs)
Upon the completion of their degree program:
Development: Students comprehend and analyze developmental theories.
Diversity: Students value diversity, demonstrate commitment to social justice, and analyze the dynamics
of institutional and individual biases and use of power.
Communication: Students communicate clearly and effectively. They implement and analyze individual,
dyad and group communications for appropriate audience reception, authenticity, and experience of
empowerment for self and others.
Praxis: Implementation, Field Work, or Observation: Students implement a philosophy of education
reflecting developmental theories guided by observation, and analyze these actions according to results and
impact on other persons (ethics, values, principles and empowerment). Students observe and comprehend
developmentally and culturally appropriate practice with children. Praxis experience may involve activities
such as practica, field work, or students teaching.
Research: Students are able to distinguish between observations and theory (reality and fantasy, data and
inferences/assumptions). Students collect verifiable and reliable data, present their findings, and link their
research with existing literature in the field.
Appendix B: HD 300 Student Learning Outcomes Assessment Rubric
Learning Objectives
SLO 1: Student
demonstrates the ability to
summarize and interpret
beliefs about developmental
change based on observation,

Minimal
Unable to
demonstrate
understandings
of
developmental

Sufficient
Emerging ability to
comprehend and analyze
some elements of
developmental theories
and of life cycle themes

Skilled
Advanced
Satisfactory demonstration of Excellent
understanding of
understanding of
developmental
developmental
theories. Some ability to
theories. Ability to
analyze and evaluate
compare and evaluate

reflection, analysis, and

evaluation of the theories
presented in the course.
(Theory/Content)

theory, life cycle and issues but struggles to theories. Growth in

themes or
apply knowledge to
understanding the effects of
change.
oneself and/or others.
life cycle themes and issues
on development of self and
others.

foundational theories
to lived
experience. Provides
critical analysis of
effects of life cycle
themes and issues on
development of self
and of others.
SLO 2: Student demonstrates Unable to bridge Developing ability to
Understands the concepts of Excellent
an understanding of self in
the gap between connect theory to own life. theory in relation to own
identification of
relation to theoretical and
self and
Beginning to identify
development. Understanding development within a
contextual aspects of human theory. Little different dimensions of
of themes of early childhood theoretical context.
development by describing effort to
identity. Emerging
and how they reappear in
Demonstrates
and identifying own
understand
understanding of
ones life cycle. Satisfactory excellent
developmental issues. (Self) contextual
contextual aspects of own understanding of contextual understanding of
aspects of own development.
aspects of own development. themes of early
development of
childhood as they
self and/or
foreshadow or
others.
reappear in the life
cycle. Excellent
analysis of contextual
aspects of own
development.

SLO 3: Student demonstrates Does not

Emerging ability to see
an enhanced understanding of demonstrate an relationship between
others through observing and understanding of oppression and bias on
analyzing the impact of
the connection development. Developing
cultural differences and
between
an understanding that
societal bias on development. institutionalized cultural differences
(Others/Context)
oppression and impacts human identity
human
development.
development.

Satisfactory understanding of Excellent

dynamics of the influence of understanding of
bias and oppression on
dynamics of bias and
development. Growing
oppression. Critical
awareness of social and
analysis of social and
political contexts.
political contexts.
Critcal analysis of the
impact of culture and
societal bias on
development.

SLO 4: Designs and carries

out a research project based
on life cycle experience and
observation. (action/change)

Satisfactory investigation and Excellent

documentation of life cycle. investigation and
Competent analysis and
documentation of the
scholarly research.
life cycle through
Developing ability to
observation, analysis,
understand how to analyze interpretation and
data and apply findings.
scholarly
research. Critical
analysis of
significance and
application of
research.
Satisfactory growth in
Excellent
willingness to take risks and demonstration of

Unable to
successfully
design,
investigate, and
analyze life
cycle.

Developing ability to
investigate and document
life cycle. Incomplete or
insufficient scholarly
research, analysis of
significance and/or
application of findings.

SLO 5: Student demonstrates Resistance to

Emerging willingness to
growth in the class, indicated new information take risks and be open to

by an improvement in writing or perspectives.

or critical thinking skills, a Resistance to
willingness to take risks and risk taking. No
authentically engage with
advancement in
course material and
levels of
classmates, or openness to
complexity in
new information and
writing or
perspectives. (Growth)
critical thinking
skills

new information and

perspectives.
Beginning to improve
academic writing and
critical thinking skills.

demonstrate openness to
new information and
perspectives. Improved
academic writing and critical
thinking skills.

growth and
development in
applying new
information and
perspectives to self
and others and shows
a willingness to take
risks to fully
understanding life
cycle themes and
issues.

Appendix C: Pacific Oaks College Academic Policies

The following academic policies are applicable to all Pacific Oaks classes. For a complete list of Academic
policies and Students Rights and Responsibilities, please see the current catalog.
Academic Integrity - Participation in Pacific Oaks courses assumes that each student has read, understands
and agrees to abide by the Academic Integrity requirements in the Pacific Oaks College catalog. If you
have questions about Academic Integrity, please contact your instructor, advisor or academic director.
Confidentiality - Classes at Pacific Oaks are interactive, drawing on the rich experiences of faculty and
students alike. Often in the course of these discussions, information of a personal or potentially damaging
nature is shared. It is the expectation of the college that such information will remain confidential,
allowing all to share freely without fear of disclosure outside the classroom. Breaches of confidentiality
damage the building of community and trust and are not acceptable.
Students with Disabilities - Any student in this course who has a disability that might prevent him/her
from fully demonstrating his/her abilities should contact the Director of the CARE center
(pmeda@pacificoaks.edu) immediately to discuss disability verification and accommodations that may be
necessary to ensure full class participation and completion of course requirements.
Narrative Evaluation Grading - Pacific Oaks views goal-setting and evaluation as part of a shared
learning process, in which instructors and students are both actively involved. Evaluation is by written
statement in which the instructor and student have had direct input. The narrative evaluation is also
converted into a letter grade equivalent to meet financial aid and transfer requirements. Both the narrative
evaluation and the grade become part of the students transcript.
Letter Grades (A, B, C, D) - An overall grade for the course is determined based on the narrative
evaluation (see above) when a student has successfully completed all class requirements. Note: a
cumulative 2.0 GPA is required to maintain Satisfactory Academic Progress standing at the BA level.
Incomplete (I) - An Incomplete enables a student who has completed a substantial amount of work for a
class to satisfy the remaining requirements for passing that class within a specific time and according to
specific requirements determined by the class instructor. Students have up to one month prior to the end of
the semester following the term in which an Incomplete was given (until the end of April or November) in
order to submit any written work required to satisfy the completion of the class. If the Incomplete
requirements are not satisfied by the end of the semester following the term in which the I was assigned,
a grade of No Credit (X) will be given.

No Credit (X) - Students will receive a No Credit when: they have received an Incomplete and the
contract period has elapsed without successful completion of the contracted work, or, the instructor
determines that an Incomplete is not warranted. In both instances full payment for the class is required. To
receive credit for the class, it will be necessary to register and pay for the class again. Students should
check with their Financial Aid counselor to determine Financial Aid eligibility for retaking the course.
Withdrawal (W) - Students will receive a Withdrawal if they drop a course after the add/drop
deadline. The tuition of the course will still be charged to students accounts and the students will be
allowed to keep all financial aid funds that have been previously credited to their accounts. Students should
check with their Financial Aid counselor to determine Financial Aid eligibility for retaking the course.