PSYC 5030: Special Topics: The Child in Historical Context

Summer, 2004

Janice H. Kennedy, Ph.D.

COURSE DESCRIPTION: The purpose of this course is to show the ways that children have been conceptualized by adults throughout history and the reasons that their status has changed over time. In exploring how conceptions of children and society’s treatment of them have evolved, we will take an interdisciplinary approach to our study of the child in historical context. We will examine the available evidence in literature, art, and writings by the “experts” on children across the past 1100 years.

PRIMARY READINGS:

Crain, W. (2000). Early theories: Preformationism, Locke, and Rousseau. (pp. 1-19). Theories of development: Concepts and applications. Upper Saddle River, NJ: Prentice Hall. (HO)

Fraser, A. (1992). The wives of Henry VIII. (pp. 9-48). New York: Knopf. (HO)

Hanawalt, B. A. (1993). Growing up in medieval London. Oxford: Oxford University Press.

O’Neill, G. (1999). My East End: Memories of life in Cockney London. London: Penguin.

Weir, A. (1996). Children of England. (pp. 1-19). London: Jonathan Cape. (HO)

REACTION CARDS: You will need a pack of 5" x 8" cards. For each day’s reading assignment, I would like for you to briefly summarize the readings for that day (no more than 2-3 sentences). Then I would like to know your reactions to the readings. You might think about how the reading assignment compares with earlier readings in the course or how it may have enlightened you about your own experiences in childhood. Last, I would like for you to include three questions or comments about the readings to stimulate our discussions in class. By reading the material beforehand and carefully thinking about what you have read and its application, our class discussions will be enhanced. Overall, your reaction cards account for 35% of your final grade.

OUTLINE OF READINGS: A good outline of each assigned reading for the course will enable you to complete most of your reading before you leave home and have good notes to study later on. I would like for you to outline each chapter and turn them in on the first day of class. These outlines account for 20% of your final grade.

FIRST PAPER: This paper describes your views about children, as a representative of the 21^st century (see attached guidelines). Please send the assignment to me via e-mail on the due date. This paper accounts for 5% of your final grade.

FINAL PAPER: A final paper is required that enables you to think about where child development is headed in the next hundred years or so. Consider medical, educational, technological, social and environmental factors that may influence the well-being of children and make a significant difference in the experiences of children in the future. Include information from your readings, lectures, class discussion, and field trips to support your views. This paper should be about 1200-1500 words in length, typed (about 5-7 pages, not counting your title page. This paper accounts for 30% of your final grade.

CLASS PARTICIPATION: Interesting, scholarly class discussions depend on your preparation for and involvement in class. Therefore, your class participation will account for 10% of your grade.

GRADING: As described above, grades will be determined by the following:

Assignment Percentage of Grade

Outline of Readings 20%

Reaction Cards 35%

lst Paper 5% Final Paper 30%

Class Participation 10%

Final Grades will be assigned as follows:

Grade Average

A 90-100

B 80-89

C 70-79

D 60-69

F Below 60

CLASS ATTENDANCE AND PARTICIPATION: The European Council policy is that attendance is mandatory for all classes and field trips, unless you are ill. If you miss a class or field trip, I will check with the site directors to find out whether you are ill. Students who are not ill who miss a class or a field trip will lose one letter grade per absence. Habitual tardiness (3 classes or field trips) will result in a half-letter-grade reduction.

Your thoughtful participation in class discussions will make the course more meaningful to you and make it a more interesting course for you and your peers. For each class, I expect you to have read the assignment and be ready to participate in class activities. Just as you expect me to be prepared for class, I expect you to do your part in preparing for the learning session. In order to encourage you to keep up with your readings 10% of your final grade will be accounted for by your relevant contributions to class discussion. Class time will be spent primarily with lectures, class discussions, and practical exercises, but video clips, and demonstrations will also be included. I welcome your questions and relevant contributions to class discussions.

ACADEMIC DISHONESTY: Academic dishonesty will not be tolerated. Academic dishonesty involves representing any work turned in (whether tests, papers, etc.) completed in any part by others as your own. Any assignment in which academic dishonesty occurs will result in a grade of “0” for that assignment and for the course.

HOW THIS COURSE DIFFERS FROM OTHERS: As you can see this class moves at a rapid pace over the five weeks of the program. Moreover, there are many temptations to distract you from studying while in London. My advice to you is PLAN TO GIVE IN TO THIS TEMPTATION! In order to do this and make a good grade, however, you must do a lot of advance preparation. Try to read all of your assignments before you leave Georgia. Take notes, highlight, write drafts of papers that you can do ahead of time. Then much of the time spent outside of class and field trips can be used for further exploration of London¾a principal reason you signed up for this international experience in the first place. If you spend all your time in London studying, you might as well have stayed home, so do as much preparation for the class beforehand as is humanly possible.

COURSE OUTLINE AND READING ASSIGNMENTS

Date Topic___________________________________________________________

Class 1 Introduction to Course

Childhood in the Anglo-Saxon Period

Class 2 Children as Depicted in Art and Sarcophagi and Inscriptions Across Time

Medieval Period

Reading:

Hanawalt, B. A. (1993). Growing up in medieval London. Oxford: Oxford University Press. (Chs. 1-6)

Field Trip: Westminster Abbey

National Portrait Gallery and/or National Gallery

Class 3 Medieval Period

Fraser, A. (1992). The wives of Henry VIII. (pp. 9-48). New York: Knopf.

Weir, A. (1996). Children of England. (pp. 1-19). London: Jonathan Cape.

Hanawalt, B. A. (1993). Growing up in medieval London. Oxford: Oxford University Press. (Chs. 7-11)

Class 4 1500-1800

Early Conceptions of the Child

Reading:

Crain, W. (2000). Early theories: Preformationism, Locke, and Rousseau. (pp. 1-19). Theories of development: Concepts and applications. Upper Saddle River, NJ: Prentice Hall.

Field Trip: Eton College

Class 5 1500-1800

Family Life

Class 6 Industrial Revolution

Field Trip: Bethnal Green Museum of Childhood

Ragged Museum

Class 7 Children during WWII

Reading:

O’Neill, G. (1999). My East End: Memories of life in Cockney London. London: Penguin.

(first half of book)

Class 8 Victorian Era

Reading:

O’Neill, G. (1999). My East End: Memories of life in Cockney London. London: Penguin.(second half of book)

Field Trip: Freud Museum

Class 9 Freud’s Influence on Child Development

Class 10 Course Evaluations

What the Past Tells Us about the Present and Future of Childhood Paper Due

Wrap up