Collin College

Instructor’s Syllabus

Fall 2013

Course Number: TECA 1354.SO2, PHED 1304.SO2

Course Title: Hopscotch Through Life: A class on Health Concepts and Child Development

Course Description: To improve the quality of one’s life, protect yourself from disease and become an informed consumer through studying the physical, emotional, social, and cognitive factors of growth and development of children, birth through young adult.

Course Credit Hours:  6        Lecture Hours:  6      Lab Hours:  0    Clinical/Recitation Hours:  6  

Prerequisite:   None       Course Delivery Method:  Lecture, Lab

Instructor’s Information:

        Instructor’s Name: Dr. Linda J. Muysson, Dr. Elaine Zweig

        Office Number: B 132, A219D Office Hours: By Appointment


        Contact Information: (972) 881-5777,  (972) 881-5967  FAX: 972-881-5700

Email:, or

Class Information: You may repeat this class once after receiving a grade, including W.

        Class meeting times: T., TR.  10-12:45    Class meeting location:  SCC: A-216

Textbook: Required: Rathus, Spencer, A. (2011). CDEV. Wadsworth, Cengage Learning.  ISBN#-10: 0-495-90553-4 or 13: 978-0-495-90553-0.

Recommended Text:  Insel and Roth: Core Concepts in Health, 12th edition (McGraw Hill Publishing)


Method of Evaluation:



Final Exam


Project #1

Summarize an article that discusses a current health issue for a child aged birth through adolescence. Use proper APA style.  Text must be typed, proofread, contain no typographical errors, have a cover page, double space text, contain appropriate page numbers and be at least 2 pages in length and come from a professional journal. Describe how the article affects children. Attach a copy of the article you’re your report. Assignments must be received on time or will not be accepted.


Project #2

Put together a scrapbook of  5 articles on a social problem, disease or health issue of children, birth through adolescence. Articles must be cited.


Project #3

Nutrition: Choose an age of a child from birth through adolescence and create a 5 day menu for the particular age group. Include breakfast, snacks, and lunch.  Check USDA requirements, minimum standards, and food guide pyramid. Type a summary of findings (caloric intake) according to results from your research. Include ways to foster healthy eating habits and the importance of parent and educator involvement in child health and nutrition. Hand in age appropriate food guide pyramid, menu, and summary of your findings. 




Project #4

Use a type of childhood disease assigned to you and your group to develop an informative skit, which you will present to the class. Include symptoms, treatments, explanation of the type of illness and any other pertinent information that your group feels the class should have. Costumes and props are required. Hand in computer generated script for a grade.




Project # 5


Child Observation Project










F=599 and below



Tentative Course Calendar: DUE DATES

                                   T. TR.




Dec. 10th




Sept. 26th


Oct.  10th


Nov. 07th


Nov. 26th



Tentative Course Outline 2013

 Instructor reserves right to change at any time by announcement in class!





Aug 27

History, Theories and Methods

Intro to Wellness                                                       




Sept. 3

Heredity and Conception




Sept. 10

Prenatal Development

 Psychological Health



Sept. 17

Birth and Newborn

 Intimate Relationships, Families



Sept . 24

Infancy: Physical Dev

Sexuality and Pregnancy




Oct. 1

Infancy : Cognitive Dev

Contraception and Abortion



Oct. 8

Infancy: Social and Emotional Dev

Psychoactive Drugs, Physiological Changes in Body



Oct. 15

Early Childhood : Physical

Alcohol and Tobacco




Oct . 22

Early Childhood: Cognitive





Oct . 29

Early Childhood :  Social and Emotional

Weight Management



Nov. 5

Middle Childhood:  Physical/Cognitive

Cardiovascular Disease, Risks of Heart Attack and Stroke

11, 12


Nov. 12

Middle Childhood:  Social and emotional





Nov. 19

Adolescence : Physical

Aging, Death and Dying



Nov. 26

Adolescence: Cognitive

Environmental Health





Dec. 3

Adolescence:  Social/Emotional

Environmental Health



Dec. 10

Final Exam










Class Policies and Procedures 

Attendance Policy: Attendance is required.  A large part of your grade is attendance and you are expected to be there every day.    Makeup of class activities is ONLY available for those with a doctor’s note or if I approve the absence before the class AND you e-mailed us about it. Missing a lot of your class time can result in a failing grade even if your grades are high. 


3 FREE Absences…..After 3 absences have been exhausted 10 points will be deducted  from the attendance grade for each successive absence. This will impact the final grade for this class. If you are late 10 minutes or more to class you will be counted absent. If you decide to nap in class that will also be counted as an absence. Excused absences: include illness, family death, Collin College school sponsored activity or approved religious holyday. Appropriate documentation (a physician’s return to school/work form, mortuary statement, field trip roster, copy of airline ticket, etc.) must be provided on the day that the student returns to class, and NOT after. 7 or more absences excused or unexcused you will fail the class.


Students are expected to attend class regularly, to notify the professor if they will be absent, and to make arrangements to complete any work missed. It is your responsibility to keep up with information discussed in class when absent.  (Do not call us for the missing information—make a friend in class and cover for each other).  Students are encouraged to discuss extenuating circumstances with the professors.  

An excused absence will not deduct points from your attendance grade.  These are defined as illness, family death, CCCCD school-sponsored activity, or approved religious holiday-however, appropriate documentation (A physician’s return to school/work form, mortuary statement, field trip roster) must be provided within two class periods of your return date to class!  Note: a verbal explanation is appreciated but will not suffice as documentation.   

DO NOT DROP THIS COURSE UNLESS….you have talked to us.  There are often circumstances in student’s lives that cause them to get behind or miss school and they will sometimes drop when they didn’t really need to.  Please talk to us first and we will see if there are ways to work out things!  Students are responsible for withdrawing themselves from the course. Failure to do so will result in a performance grade of “F”.

Mandatory Library Tutorial: All students in Child Development and Education courses are required every semester to complete a tutorial on using library databases to access professional articles.  The tutorial can be found at You will need to complete the tutorial and the quiz at the end and make copies of the last page to turn in to your professors.  You only need to take it once each semester and then turn in copies of the last page to every professor in Child Development as they request.

Confidentiality:  Because we are a “captive audience,” subject matter and personal experiences discussed in class shall remain confidential with classmates and professors. In other words, what is discussed in class remains in class.

Classroom Information:

1.  Late Work:  All assignments, activities, and projects are due on the dates indicated on the syllabus calendar.  Discuss extenuating circumstances with professors.  Late work will receive a deduction in points or may not be accepted. 

2.  Written Work.  All written work must be typed, double-spaced, 12 pt. font, 1 inch margins, on one side of the page only, stapled, with rubric, if applicable, attached to the front of the work. 

3. Class “Buddies”  It is recommended that students exchange phone numbers and cougar e-mail addresses with one or two other students.  In the case of an emergency, inability to attend class, personal conflicts, etc., students should contact their “buddy” to determine what was missed in class (handouts, discussion notes, etc.).  Buddies should also contact the one missing class to find out if there is a problem.

4.  Respect:  Respect is the cornerstone of quality childhood guidance.  Please practice respect in our classroom as well.  Please refrain from “sidebar” conversations, or entering class late/leaving class early.  You will lose attendance points for arriving late and leaving early. 

5.  Cell Phone Policy/Computer Policy:  Students must turn off all cell phones or place them in “silent” mode during class.  Students may not answer a call in class, may not place a call during class, may not use text messaging in class, may not use “games” mode in class, and may not leave class to answer or to place a call. If your phone goes off and you have forgotten to turn it off, do so immediately!  Abuse of this policy may result in your cell phone being confiscated and turned over to the Dean of Students.


  NOTE:  A copy of the generic syllabus, as well as the Collin academic honesty statement are available in the division office and on the college web site at: 


NAEYC Accreditation Standards


Standard 1: Promoting Child Development and Learning

1a: Knowing and understanding young children’s characteristics and needs

1b: Knowing and understanding the multiple influences on development and learning

1c: Using knowledge of development to create healthy, respectful, supportive, and challenging learning environments


Standard 2:  Building Family and Community Relationships

2a: Knowing about and understanding family and community characteristics

2b: Supporting and empowering families and communities through respectful, reciprocal relationships

2c: Involving families and communities in their children’s development and learning


Standard 3:  Observing, Documenting, and Assessing to Support Young Children and Families

3a: Understanding the goals, benefits, and uses of assessment

3b: Knowing about and using observation, documentation, and other appropriate assessment tools

3c: Understanding and practicing responsible assessment

3d: Knowing about assessment partnerships with families & other professionals


Standard 4:  Teaching and Learning

4a: Knowing, understanding, and using positive relationships and supportive interactions

4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education

4c:  Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines

4d: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes


Standard 5:  Becoming a Professional

5a: Identifying and involving oneself with the early childhood field

5b: Knowing about and upholding ethical standards and other professional guidelines

5c: Engaging in continuous, collaborative learning to inform practice

5d: Integrating knowledgeable, critical & reflective perspectives on early education

5e: Engaging in informed advocacy for children and the profession


Supportive Skills

Supportive Skill 1:  Self –assessment and self-advocacy

Supportive Skill 2:  Mastering and applying foundational concepts from general education

Supportive Skill 3:  Written and verbal skills

Supportive Skill 4:  Making connections between prior knowledge/ experience and new learning

Supportive Skill 5:  Identifying and using professional resources





Rev. 08.26.13