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Child Development: Stepping Stones

Play Overview Video

Child Development: Stepping Stones is an introductory child development course designed for adult students. Over 26 lessons the course provides a comprehensive look at human development from conception to maturity.

Child Development gives students an inside glimpse of life’s most fascinating journey: the development of a human being from conception to adolescence. Each lesson contains video that incorporates original footage of biological processes, historical and contemporary research, and case studies that provide provide insight into key concepts and principles of child development as well as to demonstrate the application of child development theories in everyday life.

Each lesson includes a number of interactive games and practice activities that engage students, reinforce learning, and the lesson ends with a quiz.

The textbook to accompany this course is Developing Person Through Childhood and Adolescence with DSM-5 updates, written by Kathleen Stassen Berger. Additional information is provided under the “How to Adopt Course & Print Materials” tab below. To request an exam and desk copy, please contact Worth Publishers.

For access to Coast Learning Systems’ online course preview site, please complete a Preview Request Form.

Lesson Titles and Descriptions

1. Introduction: Theories of Development – The Developing Person

This lesson introduces students to the scientific study of human development. From John Locke and Jean-Jacques Rousseau through Jean Piaget and Erik Erikson, scholars have considered the impact that nature and nurture have on human development. The video lesson discusses the contexts and influences in which humans develop, focusing on Urie Bronfenbrenner’s ecological model of development. The lesson explores some of the major theories from the study of psychology,such as psychoanalytic theory, learning theory, behaviorism, and cognitive theory. The final segment introduces the life-span perspective, which considers that development occurs throughout the life span and not just in childhood. Several theories have emerged from this perspective, including the notion of gains and losses occurring throughout a person’s lifetime and the changing nature of social interaction as explained by socioemotional selectivity theory.

2. Developmental Study as a Science – A Scientific Approach

This lesson introduces the student to research methodology—how scientists explore and gain knowledge to understand human development. To illustrate how developmental psychologists have used the scientific method, the video lesson traces the evolution of attachment research, including research studies by Harry Harlow, Mary Ainsworth, and Mary Main. Students are introduced to research design and learn how researchers use observational studies and surveys to establish a relationship between the variables—or behaviors and characteristics—that they decide to investigate. The video lesson considers the ethics of conducting and reporting scientific research. It also emphasizes the importance of approaching questions and problems and testing ideas and theories from many different perspectives.

3. The Beginnings: Heredity and Environment – Nature And Nurture: The Dance of Life

This lesson closely examines the role of heredity and environment, or nature and nurture, in development. While genes may be the first chapter in a particular story, it is important to recognize the multitude of influences that shape individuals throughout their lives. Students learn about DNA, genes acting in combination, and the effect that the environment can have on genetic expression. The video lesson considers how studying the similarities and differences between monozygotic twins has yielded a wealth of information regarding the complex interaction between genes and the environment that influences human development at every age.

4. The Beginnings: Prenatal Development & Birth – The Wondrous Journey

This lesson follows the experiences of an expectant couple through the prenatal process to the live birth of their second child. During this journey, students learn about the three trimesters of pregnancy and the developmental expectations associated with each trimester. Students also learn about the germinal, embryonic, and fetal periods of prenatal development. These divisions provide an orderly context in which to understand the environmental and genetic influences on the developing infant. The video lesson examines risk factors, or teratogens, that often influence the success or failure of conception and later the delivery of a healthy baby. It also discusses ways to reduce these risks and ensure that expectant mothers receive the proper prenatal care.

5. The Beginnings: Special Topic – A Delicate Grasp

This lesson illustrates how three families overcame obstacles in their quest to become parents. Each case study illustrates the options available to couples who are struggling to have a child. The first family shares their experience with infertility. Through a medical procedure called in vitro fertilization, they not only became pregnant twice but also eventually gave birth to two lovely daughters. After receiving a host of fertility treatments, the second family eventually decided to adopt a high-risk infant. This infant was born premature with low birth-weight as a result of the birth mother’s exposure to teratogens. The third family was able to conceive but was unable to sustain each pregnancy. The family was assisted by a friend, who agreed to serve as a surrogate mother to carry their developing baby to term.

6. The First Two Years: Biosocial Development – Grow, Baby, Grow!

This lesson highlights the connection between normal physical growth and a supportive social environment—an area of study called biosocial development. Students learn about expected growth patterns, critical periods of brain development, and ways to support and encourage normal development. Experts in developmental psychology and pediatrics talk about gross and fine motor development, about the importance of reflexes for infant survival, and about the importance of nutrition and breast milk during the first two years.

7. The First Two Years: Cognitive Development – The Little Scientists

This lesson focuses on the cognitive development that occurs during the first two years of life. This period of development is referred to in Piaget’s cognitive theory as the sensorimotor stage. Students learn that this is when babies learn about their world through their senses, by touching, feeling, hearing, and experiencing. Language development, another critical area in cognitive development, is discussed in depth. During the first two years, babies’ language abilities progress from cooing, to babbling, to forming simple words, to stringing two or more words together. Babies’ ability to understand and use language can have a profound impact on how they view and experience their world.

8. The First Two Years: Psychosocial Development – Getting to Know You

This lesson focuses on the social and emotional development that occurs in the first two years. Researchers who study the psychosocial development of babies are interested in the factors that play a role in shaping a child’s emotions and personality. Topics covered in this lesson include temperament, social referencing, and attachment. An early example of emotional interaction involves face-to-face social play. Through this coordinated interaction, parents and babies influence each other in a process known as synchrony. The video lesson also considers the research on attachment conducted by the late developmental psychologist Mary Ainsworth.

9. The First Two Years: Summary – Off to a Good Start

This summary lesson focuses on the experiences of three children age 2 and under: Ryan, Omari, and Luke. Their typical daily routines offer living examples of some of the concepts explored in the previous three lessons and show that physical, cognitive, and psychosocial development are interconnected. The video lesson reveals how dependent these children are on their caregivers, and also how they are attempting to assert more independence in thinking and acting for themselves. Students learn that each child negotiates the typical developmental stages at his or her own pace. The lesson also illustrates and discusses how culture, environment, and experiences all affect developmental outcomes.

10. The First Two Years: Special Topic – Fatherhood

This special topic lesson examines the evolving role of the father. It illustrates how a father’s approach can be different than a mother’s and explains how this can play an important role in the healthy development of their children. Now more than ever, fathers are changing diapers, giving baths, and feeding their children. In addition, fathers can affect their children’s gross and fine motor development through play, and their cognitive development through reading and games. The video lesson discusses how researchers have built on general knowledge of parental involvement and child development to consider the unique contribution that fathers make to their children’s development.

11. The Play Years: Biosocial Development – Playing and Growing

The lesson focuses on the physical development of children during the play years. Between the ages of 2 and 5, children’s bodies slim down and elongate. Their gross and fine motor skills are much improved. Children at this age can dress themselves and demonstrate improved coordination, such as hopping on one foot. Creative expression, such as drawing with crayons, demonstrates their newly acquired fine motor skills. This lesson also introduces the topic of child maltreatment and neglect. When caregivers harm children or endanger them in ways that can be avoided, this maltreatment can have long-term consequences on children’s physical development.

12. The Play Years: Cognitive Development – Playing and Learning

Preschoolers learn a great deal through play. This lesson illustrates the ways that children’s experiences with puzzles, building blocks, and other toys during the years between ages 2 and 5 contribute to the development of their cognitive abilities. Every kind of game or puzzle can add to their understanding of themselves and their place in the world. The lesson presents how their mastery of language improves dramatically and their memory skills become more useful to them. Through guided participation and scaffolding, adults can assist children’s learning. The lesson explores the different theories advanced by Jean Piaget and Lev Vygotsky to explain the cognitive development of preschoolers. Language, theory of mind, and memory can be enhanced when children are placed in an enriched environment, such as a preschool.

13. The Play Years: Psychosocial Development – Playing and Socializing

As preschoolers engage in relationships with people outside their family environment, they begin to master the social skills necessary to function in society. This lesson demonstrates how preschool children learn to negotiate relationships with other children through sociodramatic play, rough-and-tumble play, and other interactions with their peers. It further explains that children with a good self-concept and healthy self-esteem have an advantage in learning to get along with others, particularly when they learn emotional regulation—the ability to direct and modify their feelings in a socially acceptable way. Children often express their emotions through their behavior, and parents can take steps to encourage prosocial behavior, such as helping and sharing, rather than allowing children to indulge in antisocial behavior, such as bullying and lying. The lesson explores the three predominant styles of parenting and explains the impact of these styles on children’s psychosocial development.

14. The Play Years: Summary – Developing through Play

In this summary lesson, students meet four preschoolers: Jordan, C.C., and fraternal twins Alex and Maddy. Their typical daily routines offer living examples of some of the concepts explored in the previous three lessons and show that physical, cognitive, and psychosocial development are interconnected. Students learn about the unique family and environmental circumstances that influence these children’s development. Even Alex and Maddy, who share the same environment, demonstrate different interests and competencies. The video lesson demonstrates the level of gross and fine motor skills these children have attained and how such skills might affect their preference for certain play activities. It also reveals clues about the parenting style (authoritarian, permissive, authoritative) exemplified by these preschoolers’ parents and other caregivers. In addition, the lesson offers examples of how these caregivers structure individual learning situations for their children through a process of guided participation.

15. The Play Years: Special Topic – Hazards Along the Way

This special-topic lesson focuses on two developmental hazards for children. First, the lesson looks at the influence the media can have on children, promoting a sedentary lifestyle with advertisements that promote poor nutritional choices. Parents are encouraged to consider all media and whether they want to allow these media messages into their homes. Second, the lesson takes a closer look at the issue of child neglect and its short-term and long-term impact on development.

16. The School Years: Biosocial Development – The Golden Years of Childhood

As physical growth slows down for school-age children, nutrition and genetics continue to play an important role for their growing bodies. This lesson explores how high-fat diets, lack of exercise, and genetics have played a part in the rise of obesity among children this age. These factors affect not only how they play and interact with other children but also their future health. Most children this age are better at sports as a result of their improved eye-hand coordination. They have faster reaction times, can run faster, and have a relatively easy time improving their motor skills. The lesson further discusses how children’s ability in sports has an important impact on their self-esteem. Another area of physical development is biologically based special challenges. The lesson addresses the behaviors associated with attention-deficit/hyperactivity disorder (AD/HD) and offers insights into the impact that AD/HD and other learning disorders have on school-age children’s development.

17. The School Years: Cognitive Development – The Age of Reason

During the school years, new cognitive skills emerge as children pass into a new phase of their cognitive development, often identified as the “age of reason.” This lesson discusses how school-age children’s thought processes become more sophisticated, more logical, and based in reality. In many countries, formal education begins at age 6 or 7. The lesson discusses the cognitive stage that Jean Piaget called concrete operational thought. School-age children use complex language and they become capable of moral reasoning. The lesson explores Lawrence Kohlberg’s theory of moral reasoning and considers the criticisms of this theory. The last segment discusses schoolchildren’s use of code-switching and considers the implications of total immersion, bilingual education, ESL programs, and other ways of learning more than one language.

18. The School Years: Psychosocial Development – A Society of Children

School-age children increasingly come to define who they are in terms of others, are more independent, and begin spending more and more time with their peers. In his psychoanalytic theory, Erickson called this stage a time of industry versus inferiority. This lesson presents the social development of schoolchildren and how it takes place on two fronts. First, adult–child relationships nurture a child and teach basic social skills. Second, peer relationships teach cooperation, competition, and intimacy. Among the topics addressed in this lesson are social cognition, bullying, and the effects of divorce.

19. The School Years: Summary – On the Road of Accomplishment

This summary lesson focuses on the experiences of four school-age children: Jazzmyn, Nikki, Truong, and Sean. Their typical daily routines offer real-life examples of some of the concepts explored in the previous three lessons and show that physical, cognitive, and psychosocial development are interconnected. The lesson demonstrates how each child has individual talents, interests, and backgrounds that make his or her journey unique. Students learn about how these children use language and how this might affect their development in other domains. Improved language skills combined with a developing “theory of mind” and social cognition can allow the school-age child to see another person’s point of view. The video lesson reveals the influence of the school experience on these children and offers evidence of social comparison within the “society of children.” The classroom and the playground provide contexts for development outside the secure and accepting home environment.

20. The School Years: Special Topic – School Days

This special topic lesson explores the role of school in a child’s development. It follows the academic and social transformation of a young boy named Mario, revealing the powerful influence that public schooling and teachers have had on his development. What we teach, how we teach, and how children learn are important factors in a child’s school success. During his early years in elementary school, Mario exhibited disruptive behavior that interfered with his schoolwork and caused him to spend many hours in the principal’s office. Luckily, Mario connected with his fifth-grade classroom teacher, who encouraged his interest in mathematics and helped turn his school experience around.

21. Adolescence: Biosocial Development – Explosions

This lesson explores the physical changes that take place during puberty—a period of rapid growth and hormonal change in early adolescence that produces an adult body capable of reproduction. Adolescents become more concerned about their body image as they undergo these physical changes, and this can impact their self-esteem. Their growing maturity gives them greater freedom to make choices and mistakes. The lesson explores the impact of nutrition on adolescent health, considers various cultural ideals about appearance, and discusses social pressures that can produce anxiety and stress. The final segment discusses the health risks associated with using drugs and drinking alcohol and considers the effects of peer pressure.

22. Adolescence: Cognitive Development – What If?

As adolescents mature, they develop the ability to engage in more complex and sophisticated types of thinking and reasoning. This lesson details the journey that adolescents take from what Jean Piaget called concrete operational thinking to formal operational thought, where they are capable of thinking hypothetically. As teenagers revel in their new-found cognitive powers, they have a natural tendency to express adolescent ego-centrism to focus intently on the physical, mental, and emotional changes they are experiencing. The lesson explains how teens learn in school and how educating adolescents is different from educating younger school-age children.

23. Adolescence: Psychosocial Development – Who Am I?

This lesson explores the psychosocial development of adolescents. Erik Erikson’s theory of psychosocial development identifies this period as one of identity versus role confusion. As adolescents endeavor to adopt adult roles, they are still in the process of discovering who they are and what they want in life. Forging an identity involves integrating a set of values, beliefs, attitudes, and aspirations into a coherent and relatively stable self definition. Although most people continue to form and change their identities throughout their life span, adolescence marks an especially intense time in this process—one in which teenagers explore many different paths when facing the question of who they are.

24. Adolescence: Summary – The Home Stretch

This summary lesson follows three diverse teens: Bayleigh, Ashley, and Alejandro. Their typical daily routines offer living examples of some of the concepts explored in the previous three lessons and show that physical, cognitive, and psychosocial development are interconnected. At age 12, Bayleigh is just entering puberty and coping with the aftereffects of a serious illness. Ashley, in the middle of puberty, is facing the challenges of growing up in an inner-city environment. Alejandro, an exchange student from Mexico, is adapting to the cultural differences of living in the United States while following his dream to compete in the Olympics as a swimmer. The lesson offers evidence of how these three teens view themselves and apply their new abilities to reason and think hypothetically to the decisions they are making about their future. It also shows the role of friendship in the lives of these teens, their strength of will when challenged by peers, and the relative value these teens place on friendships as opposed to personal goals. The lesson highlights the role that parents play in the lives of these kids and the ways in which parents, counselors, mentors, and other adults are meeting the needs of these teenagers.

25. Adolescence: Special Topic – Crashing Hard into Adulthood

This special-topic lesson explores the subject of “at-risk” teens and their resiliency. The lesson discusses a few of the more significant challenges that some children and adolescents face in our society, including poverty, abuse, and parental neglect. Kids who face problems like these are often called “at-risk” because they are more vulnerable to a range of negative outcomes such as unwanted pregnancy, drug abuse, and delinquency. Particularly important to a teen’s ability to cope with problems are his or her competencies and networks of social support. With the help of positive role models and community-based intervention programs, even teenagers who have grown up under the most adverse circumstances may be sufficiently resilient and resourceful in coping with the stresses they face in life.

26. Closing: Developmental Psychopathologies – Different Developmental Paths

Now that students have a good understanding of typical child development, they can better understand developmental psychopathology. This lesson introduces Timmy, Jonathan, and Amelia—three children born with special needs. Timmy, a 5-year-old, is autistic. The lesson explains the advantage offered by several therapies used to help Timmy’s development. Jonathan is 10 years old. He has experienced seizures since birth and underwent radical brain surgery to stop them. The surgery has had an impact on his physical and cognitive development. Amelia is 14. Although she was born blind, she is a typical teen attending mainstream classes in high school and is very involved in extracurricular activities. This final lesson revisits several of the major developmental themes that have guided this telecourse’s exploration of the biosocial, cognitive, and psychosocial changes from conception through adolescence. Students learn that all children can benefit from research on child and adolescent development, even those whose developmental journey departs from the typical path.

National Academic Advisory Team

Pauline Abbott, Ed.D., California State University, Fullerton
Mary Belcher, M.A., Orange Coast College
Joyce Bishop, Ph.D., Golden West College
Fredda Blanchard-Fields, Ph.D., Georgia Institute of Technology
Michael Catchpole, Ph.D., R. Psych., North Island College, British Columbia, Canada
Chuansheng Chen, Ph.D., University of California, Irvine
Donald Cusumano, Ph.D., St. Louis Community College
Linda Flickinger, M.A., St. Clair County Community College
Andrea R. Fox, M.D., M.P.H., University of Pittsburgh and VA Pittsburgh Healthcare System
Ellen Greenberger, Ph.D., University of California, Irvine
Jutta Heckhausen, Ph.D., University of California, Irvine
Sally Hill, M.A., Bakersfield College
Amy Himsel, M.A., University of California, Irvine
Doug Hughey, M.A., Mt. San Antonio College
Jeanne Ivy, M.S., L.P.A., Tyler Community College
Phyllis Lembke, M.A., Coastline Community CollegeSandra J. McDonald, M.S., Sierra College
Mary K. Rothbart, Ph.D., University of Oregon
Susan Siaw, Ph.D., California State Polytechnic University, Pomona
Barbara W. K. Yee, Ph.D., University of South Florida
Judy Yip, Ph.D., University of Southern California
Elizabeth Zelinski, Ph.D., University of Southern California

On-Camera Experts

Diann M. Ackard, Ph.D., L.P., L.L.C., Psychologist
Linda Acredolo, Ph.D., Professor of Psychology, University of California, Davis
Mary Ainsworth, Ph.D., Late Professor Emeritus of Developmental Psychology, University of Virginia
Virginia Allhusen, Ph.D., Research Specialist, Department of Psychology and Social Behavior, University of California, Irvine
Albert Bandura, Ph.D., Professor of Psychology, Stanford University
Ann Barbour, Ph.D., Associate Professor of Curriculum Instruction, California State University, Los Angeles
Elizabeth Bates, Ph.D., Professor of Psychology and Cognitive Science,University of California, San Diego
Jay Belsky, Ph.D., Professor of Psychology and Director, Institute for the Study of Children, Families, and Social Issues, Birkbeck College, University of London
Kathleen Stassen Berge, Ph.D., Professor of Psychology, Bronx Community College, City University of New York
Belinda Biscoe, Ph.D., Psychologist and Program Director, Educational Testing, Evaluation, Assessment, and Measurement, University of Oklahoma
David F. Bjorklund, Ph.D., Professor of Developmental Psychology, Florida Atlantic University
Sandra Bonilla
C. J. Brainerd, Ph.D., Professor of Surgery and Director, Informatics and Decision-Making Laboratory, University of Arizona
Jeanne Brooks-Gunn, Ph.D., Professor of Child Development and Education and Director, Center for Children and Families, Teachers College, Columbia University
Richard Brown, Ph.D., Assistant Professor of Education and Director of the Center for Research in Educational Assessment and Measurement, University of California, IrvineCelia A. Brownell, Ph.D., Associate Professor of Psychology, University of Pittsburgh
Kay Bussey, Ph.D., Child Psychologist and Associate Professor of Psychology, Macquarie University
Joyce Capelle, Executive Director, Crittenton Services for Children and Families
Samara P. Cardenas, M.D., PhysicianLaura L. Carstensen, Ph.D., Professor of Psychology, Stanford University
Susan T. Charles, Ph.D., Assistant Professor of Psychology and Social Behavior, University of California, Irvine
Javier Chavez, M.F.C.C., Clinical Director, Heart Community Group Homes
Scott Coltrane, Ph.D., Professor of Sociology, University of California, Riverside
Michael Connor, Ph.D., Professor of Psychology California State University, Long Beach
Dan M. Cooper, M.D., Professor of Pediatrics and Director, UCI Clinical Research Center, University of California, Irvine
Renatta M. Cooper, M.A., Director, Jones/Prescott Institute, Hixon Center for Early Childhood Education, Pacific Oaks College
Carolyn Pape Cowan, Ph.D., Adjunct Professor of Psychology and Research Specialist, Institute of Human Development, University of California, Berkeley
Phillip Cowan, Ph.D., Professor of Psychology and Director, Institute of Human Development, University of California, Berkeley
Geraldine Dawson, Ph.D., Professor of Psychology, Center on Human Development and Disability, University of Washington
Carley Flam Decker, Ph.D., Clinical Psychologist
David G. Diaz, M.D., Reproductive Endocrinologist and Medical Director, West Coast Fertility Centers

Irene Diego, M.A., M.F.T., Social Worker and Marriage Family Therapist, Optimist Foster Family and Adoption Services
Ronald Dietel, Ph.D., Director of Communications, Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California, Los Angeles
Judith Semon Dubas, Ph.D., Research Scientist, Department of Family and Child Care Studies, University of Nijmegen
Byron Egeland, Ph.D., Professor of Child Development, University of Minnesota
Nancy Eisenberg, Ph.D., Regents’ Professor of Psychology, Arizona State University
Robert Emery, Ph.D., Professor of Psychology and Director of Center for Children Families, and the Law, University of Virginia
Robert J. Ferry Jr., M.D., Assistant Professor of Pediatrics, University of Texas Health Science Center at San Antonio
B. J. Freeman, Ph.D., Professor of Psychiatry and Biobehavioral Sciences and Director, UCLA Autism Evaluation Clinic, UCLA School of Medicine
Wyndol Furman, Ph.D., Professor of Psychology and Director of Clinical Training, University of Denver
Michele J. Gains, M.D., Assistant Professor, College of Allied Health, Charles R. Drew University of Medicine and Science, University of California, Los Angeles
Alberto Gedissman, M.D., FAAP, Pediatrician and Executive Director, Pediatric and Adolescent Comprehensive Care Medical Group, Children’s Hospital of Orange County
Jean Berko Gleason, Ph.D., Professor of Psychology, Boston University
Charles G. Go, Ph.D., Youth Development Advisor, University of California Cooperative Extension, Alameda County
Alison Gopnik, Ph.D., Professor of Psychology, University of California, Berkeley
Richard Gordon, Ph.D., Professor of Education and School Teacher Education, California State University, Dominguez Hills

Jan Gortz, M.S.-S.L.P., Speech and Language Pathologist, Kids First Communication
Carol J. Grabowski, M.D., Obstetrician-Gynecologist and Chief of Staff Women’s Hospital, Long Beach Memorial Medical Center
Ellen Greenberger, Ph.D., Professor of Psychology and Social Behavior, University of California, Irvine
Susan Harter, Ph.D., Professor of Psychology, University of Denver
Jutta Heckhausen, Ph.D., Professor of Psychology and Social Behavior, University of California, Irvine
Beverly Hendrickson, M.D., FAAP, Pediatrician, TLC Pediatrics
Carollee Howes, Ph.D., Professor of Education, University of Californi,a Los Angeles
Doug Hughey, M.A., Instructor of Human Development, Mt. San Antonio College
Daniel P. Keating, Ph.D., Professor of Human Development and Applied Psychology, University of Toronto
Donald B. Kohn, MD, Professor of Pediatrics, Molecular Microbiology, and Immunology, Keck School of Medicine, University of Southern California
Claire B. Kopp, Ph.D., Kopp and Associates, Professor of Applied Developmental Psychology, Claremont Graduate University
Ronald Kotkin, Ph.D., Associate Clinical Professor of Pediatrics and Director of the Child Development Center, University of California, Irvine
David M. Lechuga, Ph.D., Neuropsychologist and Director, The Neurobehavioral Clinic and Counseling Center
Angeline Lillard, Ph.D., Associate Professor of Psychology, University of Virginia
Neil M. Malamuth, Ph.D., Professor of Communication and Psychology, University of California, Los Angeles

Shirley McGuire, Ph.D., Assistant Professor of Psychology, University of San Francisco
Robert McLaren, Ph.D., Professor of Child and Adolescent Studies, California State University, Fullerton
Thomas R. Minor, Ph.D., Associate Professor of Psychology, University of California, Los Angeles
Romelia Morales, Ph.D., Assistant Professor of Teacher Education, California State University, Dominguez Hills
Janette Morey, O.T.R., Clinical Director, Orange County Therapy Services
Robert Moyzis, Ph.D., Professor of Biological Chemistry, University of California, Irvine
Margie R. Sherman Murray, M.A., Career/Life Counselor
Nora S. Newcombe, Ph.D., Professor of Psychology, Temple University
Robert Ortiz, Ph.D., Associate Professor of Special Education, California State University, Fullerton
Ross D. Parke, Ph.D., Distinguished Professor of Psychology and Director, Center for Family Studies, University of California, Riverside
Gerald R. Patterson, Ph.D., Senior Research Scientist, Oregon Social Learning Center
Marlin S. Potash, Ed.D., Psychologist and President, Potash Management Corporation
Nadine Rodriguez, Principal, Roosevelt Elementary School
Erik Rossman , Fifth Grade Teacher, Roosevelt Elementary School
Karen Saywitz, Ph.D., Professor of Medical Psychology, UCLA School of Medicine, Department of Psychiatry and Biobehavioral Sciences, Harbor–UCLA Medical Center

K. Warner Schaie, Ph.D., Professor of Human Development and Psychology and Director Gerontology Center, Pennsylvania State University
Barbara Schwartz, M.D., Obstetrician-Gynecologist
Nancy Segal, Ph.D., Professor of Developmental Psychology and Director, Twin Studies Center, California State University, Fullerton
W. Donald Shields, M.D., Professor of Pediatrics and Neurology, Mattel Children’s Hospital, UCLA School of Medicine
Susan Siaw, Ph.D., Professor of Psychology and Behavioral Sciences, California State Polytechnic University, Pomona
Robert Siegler, Ph.D., Professor of Cognitive Psychology, Carnegie Mellon University
Larry Snyder, M.D., Family Practitioner, Pacific Crest Medical Group, Inc.
Ralph M. Steiger, M.D., Perinatologist and Director of Perinatal Services, Fountain Valley Regional Hospital and Medical Center
Laurence Steinberg, Ph.D., Distinguished Professor of Psychology, Temple University
Susan M. Swearer, Ph.D., Assistant Professor of Educational Psychology, University of Nebraska—Lincoln
Ross A. Thompson, Ph.D., Distinguished Professor of Psychology, University of Nebraska
Tim Urdan, Ph.D., Associate Professor of Psychology, Santa Clara University
Elaine Vaughan, Ph.D., Associate Professor of Psychology and Social Behavior, University of California, Irvine
Bobby Vega
John Zamora, M.S., C.D.M.S., Coordinator, Youth and Career Services, Braille Institute Orange County

Colorado Mountain College Online Learning uses a variety of Coast Learning Systems video products to supplement our online courses. We have found Coast Learning Services to provide outstanding customer service to both our students and staff. They are always fast, reliable, and friendly."
Maureen Richardson, Colorado Mountain College, CO.

Customization

Instructors can customize the course by making learning assets open or closed to student view, add learning assets such as new assignments, discussion forums, web research activities, and extra credit work. Instructors also have the option to request a “copy” of their prior course each term. Finally, there is the option of turning on automatic student tracking that simplifies the evaluation process.

How to Adopt Course & Print Materials

There is no fee paid by an institution or instructor when the online course/content is adopted. Each student is required to purchase a one-time use Access Code. To adopt and offer this course online, instructors complete an Online Course Request Form prior to the start of each term, and a course shell will be provided by the date requested. Instructors also have the option to request a “copy” of their prior course each term.This online course is hosted and provided in a Moodle® (LMS) shell, and instructors can link from their institution’s LMS or send their students directly to the class URL. Coast Learning Systems provides instructor and student technical support via an electronic help desk, which is monitored 7 days a week. Our goal is to make sure you enjoy teaching with our content and that your students have an engaging and positive learning experience.

The Online Course Request Form should be submitted at least two weeks prior to the start of your class.

There are two textbook options:
Developing Person Through Childhood & Adolescence, ISBN: 978-1-4292-4351-3
Developing Person Through Childhood & Adolescence with Updates on DSM-5, ISBN: 978-1-4641-7204-5
Worth Publishers

One-Time Use Online Course Access Code
Coast Learning Systems, (800) 547-4748
ISBN: 978-1-59846-542-6
Access Codes are sold through bookstores only; we do not sell directly to students.

If you are interested in licensing just the videos as a resource for your own online, hybrid, video-based, or traditional course, please contact our office. In areas where connectivity is a challenge, DVDs are a perfect solution. All of the video lessons are available in a professionally produced set of DVDs and are available directly from Coast Learning Systems. Please contact our office for DVD options and pricing, (800) 547-4748.