PSYED 2503: Conception through Early

Childhood Tuesdays, 1:00-3:40pm, Posvar Hall, 5401

At the conclusion of this course,

students should be able to: 1. Describe key developmental

needs and changes of infancy/

toddlerhood, the preschool pe-

riod, and the early school

years.

2. Understand and document the

range of individual, familial,

and cultural differences that

make up development.

3. Know the key principles of

best practice in assessment at

each developmental stage.

4. Be informed about the current

“state of the field” for each

developmental stage.

5. Evaluate the developmental

and cultural appropriateness

of caregiver/teacher behavior.

6. Generate ideas for improving

the quality of care/instruction

in early childhood settings and

for supporting development.

Course Objectives

This course is designed to give beginning graduate stu-

dents an understanding of children’s needs, function-

ing, care, and developmental changes from infancy to

the early school years embedded in both contempo-

rary research and practical applications. Content is

focused on patterns of development, individual and

contextual differences, influences on development, and

developmentally and culturally appropriate practices.

Readings include reviews of research, discussion of

practical implications, and guidelines for implement-

ing developmentally appropriate practices in early

childhood settings. Course assignments integrate

course content with research, practitioner, and policy

applications.

Required Readings

All readings are available either online,

through the Pitt Library System or

will be posted on blackboard.

Course Information

Instructor: Shannon B. Wanless, Ph.D. Email: swanless@pitt.edu Office: 5937 Posvar Hall Phone: 412-624-6946

Office Hours: by appointment Blackboard: http://courseweb.pitt.edu

Grading & Assignments Total 100 points.

1. Remaining Questions (with partner[s]) (10 points) At the end of each class everyone will write down

one thing they know from this week’s work and one remaining question they still have. One week during

the semester, you are responsible for answering two of the remaining questions from the previous week’s

class discussion. Your presentation should be no more than 10 minutes per person and should: (1) state

the questions you are addressing; (2) share any insights from the readings we did for last week [maybe

there were details we did not highlight enough in our class discussion]; (3) share another credible source

you found that also helps you think through the answers to these questions; and (4) share any examples

you find (online or at places you have worked) of ways that real-world organizations have dealt with these

issues. We will sign up for a week during the first class. Finally, you and your partners will type up a list

of the “what we know” statements and any helpful info/links that you will be presenting, and bring that to

class to pass out to the class when you present. This document will be a valuable resource for use during

the mid-term & final exam! DUE: You will sign up for a week during the first class session.

2. Letter to Funder assignment (12 points for your letter + 3 points for peer reviewing classmates’ letters = 15

points total). For this assignment, you will write a letter to a funder that is 2 pages long, including refer-

ences (Following APA Style, 12 pt font, Times New Roman, Double-spaced, 1 inch margins) and is on a

topic that is different from your literature review. In this letter you will write in a convincing and accessi-

ble style about a topic that parents and/or teachers need information about, in hopes that you receive

funding to provide a 3-part lecture series to your audience (parents and/or practitioners) . Your letter

should (1) state your topic and the main message that you want to tell them, 1 point; (2) explain why ex-

actly it is important for parents/teachers to know this message (i.e. there are long term impacts such as…

or there is a new shift in childhood outcomes….etc.), 2 points; (3) provide 2 key points that support your

main message, 2 points, and (4) the credible research that supports your 2 key points, 4 points. Your letter

will be graded for each of the 4 elements listed above, and 3 points for accessible, professional writing style.

We will discuss what quality peer revision looks like, and you will provide feedback to your peers during an

in-class activity for 3 points. DUE: Letter draft (ungraded) due Week 4; Final letter due Week 5.

3. Critical Analysis of Book & Toy (15 points) This assignment involves field research in the setting of your

choice — a store that sells children’s books & toys (e.g., Target, Learning Express, etc.), an Early Child-

hood Education setting (e.g., a daycare, preschool, etc), and/or your own home (if young children live with

you). You will identify one book and one toy designed for use with infants and/or toddlers to analyze

through the lens of a developmental psychologist. You will connect milestones from the 5 developmental

domains to the book and toy — that is, you will be answering the following question: How do the physical

properties, content, goals/instructions, etc. of the book and the toy align or not align with the developmen-

tal milestones of infancy and toddlerhood. This writing assignment should be 2 pages long , including ref-

erences (Following APA Style, 12 pt font, Times New Roman, double-spaced, 1 –inch margins). You will

receive 2 points for the connection you make to each of the 5 developmental domains, 2 points for making

at least two connections to culture/gender, and 3 points for general writing skills. DUE: Week #6.

4. Mid-term Exam (15 points). This exam will be taken individually, in class, open-note. You will apply

what you’ve learned in class to real world early childhood development challenges. DUE: Week 7.

5. Book Club (10 points). A list of books is in the syllabus for you to choose from. You should read one

book before week 9 and we will have an in-class activity and assignment (open-note and open-book), based

on the book you chose, that will be worth 10 points. To prepare for this assignment, you should be able to

summarize the key points of the book, summarize more detail on a chapter/section that you found mean-

ingful, discuss parts of the book that you might disagree with and why, describe what you might write

about if you were to write a sequel to this book, and clearly outline implications of this book for parents,

educators, researchers, and policy makers. DUE: Week 9.

Course Policies Academic Integrity. Students in this course will be expected to comply with the University of Pitts-

burgh's Policy on Academic Integrity Any student suspected of violating this obligation for any reason during

the semester will be required to participate in the procedural process, initiated at the instructor level, as out-

lined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confisca-

tion of the examination of any individual suspected of violating University Policy. Furthermore, no student

may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.

Plagiarism. Plagiarism (use of other authors’ words without quotation marks and citation ) of written ma-

terial from any source, whether hard copy or web-based, will not be tolerated in this course. No excuses will be

accepted for any plagiarism. The instructor reserves the right to upload your assignments to Turn It In (http://

turnitin.com/) as an additional way to check for plagiarism. If you have any questions about what constitutes

plagiarism, please ask the instructor and/or the Pitt Writing Center (http://www.composition.pitt.edu/ writ-

ingcenter/index.html). When Plagiarism is detected, the instructor will alert the student and depending on the

extent of the infraction, a plan will be made to ensure the student understands how to write without plagiariz-

ing. In all cases, the plagiarism will be reported to the Dean’s office.

Accommodations. If you have a disability for which you are or may be requesting an accommodation,

you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 140 William

Pitt Union (412) 648-7890, drsrecep@pitt.edu, (412) 228-5347 for P3 ALS users, as early as possible in the

term. DRS will verify your disability and determine reasonable accommodations for this course. . DRS will

verify your disability and determine reasonable accommodations for this course. Blackboard is ADA Compliant

and has fully implemented the final accessibility standards for electronic and information technology covered

by Section 508 of the Rehabilitation Act Amendments of 1998. Please note that, due to the flexibility provided

in this product, it is possible for some material to inadvertently fall outside of these guidelines.

Classroom Recording. To ensure the free and open discussion of ideas, students may not record classroom

lectures, discussion and/or activities without the advance written permission of the instructor, and any such

recording properly approved in advance can be used solely for the student’s own private use.

Late Assignments. Late assignments will only be accepted when arrangements have been made with the

instructor before the assignment is due.

Departmental Grievance Procedures. The purpose of grievance procedures is to ensure the rights and

responsibilities of faculty and students in their relationships with each other. When a PSYED student or a stu-

dent in a PSYED class believes that a faculty member has not met his or her obligations (as an instructor or in

another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure

described in the Guidelines by (1) first trying to resolve the matter with the faculty member directly; (2) then, if

needed, attempting to resolve the matter through conversations with the program chair; (3) then, if needed,

resolving the matter through conversations with the department chair; (4) if needed, next talking to the associ-

ate dean of the school; and (5) if needed, filing a written statement of charges with the school-level academic

integrity officer. [Dr. Michael Gunzenhauser is the Associate Dean and Integrity Officer.]

6. Literature review (15 points, 8-10 pages including references). Choose a topic related to this course (how

is X related to Y) and write a review of the literature including recommendations for (1) early childhood

practitioners and for (2) early childhood researchers and (3) policy-makers. Your topic, the connection

between two concepts, must be applicable to all four age groups that we study (infancy, toddlerhood,

preschool, and early elementary). A topic idea might be the relation between parental depression and

child social development. This review will be firmly grounded in research and you are expected to de-

scribe at least 8 empirical, peer-reviewed research articles. You will be graded on content, APA style, and

writing skill. Following APA Style, 12 pt font, Times New Roman, Double-spaced, 1 inch margins.

DUE: Draft (ungraded) due to share in class Week 12; Final literature review due Week 15.

7. Final Exam (20 points). This cumulative exam will be taken individually, in class, open-note, and will

require you to apply what you have learned in class to real world early childhood education challenges.

DUE: Week 16

Course Schedule (subject to change)

Week 1 Sept. 1st

Introduction

What you should prepare for class today: -Your enthusiasm for learning about child development! What we will do in class today: -Opening Meeting -Review the syllabus -Sign up for your week to do the “Remaining Questions” presentation -Go over list of Book Club books -Make sure everyone can get on Blackboard

Week 2 Sept. 8th

Attachment

What you should prepare for class today: Sroufe, L.A. (2005). Attachment and development: A prospective, longi-tudinal study from birth to adulthood. Attachment & Human Development. 7(4), 349-367. Riem, M.M.E., Bakermans-Kranenburg, M.J. (2012). Attachment in the brain: Adult attachment representations predict amygdala and behavioral re-sponses to infant crying. Attachment & Human Development. 14(6), 533-551. Feldman, R., Eidelman, A.I., Sirota, L., & Weller, A. (2002). Compari-son of skin-to-skin (kangaroo) and traditional care: Parenting outcomes and preterm infant development. Pediatrics, 110(1), 16-26. What we will do in class today: -Opening Meeting: Everyone shares something interesting, confusing, or connecting from the readings. -Review assignment criteria for “Remaining Questions” assignment. -Review attachment styles. -Learn about the role of theory in child development and get to know key the-ories in the field.

Week 3 Sept 15th

Sleep & Culture

What you should prepare for class today: -Bring Letter to Funder topic idea and at least one article that may be a good reference to use in the letter.

McKenna, J. J., & McDade, T. (2005). Why babies should never sleep alone: A review of the co-sleeping controversy in relation to SIDS, bedsharing and breast feeding. Pediatric Respiratory Reviews, 6(2), 134-152. Super, C.M., & Harkness, S. (2010). Culture and infancy. In J.G. Bremner & T.D. Wachs (Eds.), The Wiley-Blackwell handbook of infant de-velopment (pp. 623-649). Oxford: Wiley-Blackwell. What we will do in class today: -Opening Meeting: Remaining questions presentation; Everyone shares some-thing interesting, confusing, or connecting from the readings. -Talk about your Letter to Funder ideas -Example of Letter to Funder -Review strategies for professional writing and finding quality peer-reviewed articles

Week 4 Sept 22nd

Relation-

ships

What you should prepare for class today: Li, J., & Julian, M. M. (2012). Developmental relationships as the ac-tive ingredient: A unifying working hypothesis of “what works” across inter-vention settings. American Journal of Orthopsychiatry, 82(2), 157. Lally, J.R. (2009). The science and psychology of infant-toddler care: How an understanding of early learning has transformed child care. Zero to Three, 30(2), 47-53.

What we will do in class today: -Opening Meeting: Remaining questions presentation; Everyone shares something interesting, confusing, or connecting from the readings. -Apply research from this week’s readings to developmental milestones of infancy and toddlerhood. -Review mid-term format.

DUE: Bring your Letter to Funder drafts to class (two printed copies) to

peer-review. This rough draft can be in whatever format you prefer (full par-agraphs, outline, etc.) as long as all 4 elements of the assignment are clearly identified.

Week 5 Sept. 29th

Field Re-

search

What you should prepare for class today: NO CLASS THIS WEEK. Use this time to do field research for your book/toy analysis assignment.

DUE: Submit your final draft of the Letter to Funder assignment on

blackboard by the time class begins.

Week 6 Oct. 6th

Gene X Environ-

ment

What you should prepare for class today: Kochanska, G., Philibert, R.A., & Barry, R.A. (2009). Interplay of genes and early mother-child relationship in the development of self-regulation from toddler to preschool age. Journal of Child Psychology and Psychiatry, 50(11), 1331-1338.

National Scientific Council on the Developing Child. (2010). Early ex-

periences can alter gene expression and affect long-term development (Working Paper No. 10). Retrieved from Center on the Developing Child,

Harvard University website: www.developingchild.net What we will do in class today: -Opening Meeting: Remaining questions presentation; Everyone shares something interesting, confusing, or connecting from the readings. -Review temperament -Prepare for mid-term

DUE: Submit your Critical Analysis of Book & Toy Assignment on

blackboard by the time class begins.

Week 7 Oct 13th

Mid-Term

What you should prepare for class today: Organize your notes and readings. What we will do in class today: -Take the Mid-term

Week 8 Oct 20th

No Class Go to your Monday Classes Today

Week 9 Oct 27th

Book Club CLASS MEETS FROM 4:30-7:10pm in Posvar 5404

What you should prepare for class today: -Have your book club book read for today. What we will do in class today: -Your book club assignment in class, and then scholarly conversation with peers.

Week 10 Nov. 3rd

Spanking

What you should prepare for class today: -Bring literature review ideas to class.

Gershoff, E.T. (2013). Spanking and child development: We know enough now to stop hitting our children. Child Development Perspectives. 7(3), 133-137. MacKenzie, M. J., Nicklas, E., Brooks-Gunn, J., & Waldfogel, J. (2015). Spanking and children’s externalizing behavior across the first dec-ade of life: Evidence for transactional processes. Journal of Youth and Ado-lescence, 44(3), 658-669. What we will do in class today: -Opening Meeting: Remaining questions presentations; Everyone shares something interesting, confusing, or connecting from the readings. -Talk about literature review ideas.

Week 11 Nov 10h

Peers &

Race

What you should prepare for class today: -Prepare short outline of literature review.

Bulotsky-Shearer, R.J., Bell, E.R., Carter, T.M., & Dietrich, S.L.R. (2014). Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality. Early Education and Development, 25(6), 815-840. Gottfried, M.A. (2014). The positive peer effects of classroom diversity. The Ele-mentary School Journal, 115(1), 22-48. ONLY CHAPTER 3: Feagin, J. R., & Van Ausdale, D. (2001). The first R: How chil-dren learn race and racism. Rowman & Littlefield Publishers. What we will do in class today: -Opening Meeting: Remaining questions presentation; Everyone shares something inter-esting, confusing, or connecting from the readings. -Talk about literature review outlines.

Week 12 Nov 17th

Pre-

schools

What you should prepare for class today: -Prepare draft of literature review.

Melhuish, E. C. (2011, July 15). Preschool matters: Evidence grows that starting pre-school at age 3 or 4 can produce benefits decades later. Science, 333(6040), 299-300.

Edwards, C.P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reg-gio Emilia. Early Childhood Research and Practice, 4(1), 1-24. What we will do in class today: -Opening Meeting: Remaining questions presentation; Everyone shares something inter-esting, confusing, or connecting from the readings.

DUE: Bring your Literature Review drafts to class (just two printed copies) to peer-

review.

Week 13 Nov 24th

Emo-

tions &

Dis-

crimina

tion

What you should prepare for class today: Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child development perspec-tives, 6(2), 129-135. Bigler, R. S., & Wright, Y. F. (2014). Reading, writing, arithmetic, and racism? Risks and benefits to teaching children about intergroup biases. Child Development Per-spectives, 8(1), 18-23. What we will do in class today: -Opening Meeting: Remaining questions presentation; Everyone shares something inter-esting, confusing, or connecting from the readings.

Week 14 Dec. 1st

Social skills and

temperament

What you should prepare for class today: Chen, X., & French. D.C. (2008). Children’s social competence in cul-tural context. Annual Review of Psychology, 59, 591-616.

Buhs, E.S., Rudasill, K.M., Kalutskaya, I.N., & Griese, E.R. (2014). Shyness and engagement: Contributions of peer rejection and teacher sensi-tivity. Early Childhood Research Quarterly. What we will do in class today: -Opening Meeting: Remaining questions presentation. Everyone shares something interesting, confusing, or connecting from the readings.

Week 15 Dec. 8th

End of Term Re-

view What you should prepare for class today: Bring your organized notes and readings to class. What we will do in class today: Get organized for the final exam. DUE: Final Literature Review Due, submitted on blackboard by the

time class begins.

Week 16 Dec 15th

FINAL EXAM in

class What you should prepare for class today: -Bring your notes to class. -Study for the final exam. What we will do in class today: -Take the final exam.

Gross-Loh, C. (2013). Parenting Without Borders: Surprising Lessons Parents Around

the World Can Teach Us. Penguin. com. Research reveals American kids today lag well behind the rest of the world in terms of academ-

ic achievement, happiness, and wellness. Christine Gross-Loh (who raised her young children

in Japan for five years) asks, are there parenting strategies that other countries are get-

ting right that we are not? This book takes us from Finland, and Sweden to Germany, France,

Japan, China, Italy, and more, and examines how parents successfully foster resilience, crea-

tivity, independence and academic excellence in their children.

Galinsky, E. (2010). Mind in the Making: The Seven Essential Life Skills Every Child

Needs. HarperCollins. Galinsky (Six Stages of Parenthood; Ask the Children) has spent her career

observing and analyzing how children learn. Collaborating with top researchers in the science of

childhood brain development for the past decade, she identifies seven life skills that help chil-

dren reach their full potential and unleash their passion to learn. The skills are presented in a

readable and accessible volume enlivened by parents' narratives about what works and what

doesn't, hints and tips, and over a hundred suggestions (games and family activities) for involv-

ing kids in the pursuit of learning. Each of seven chapters focuses on one skill, most of them in-

volved with the executive (or management) function of the brain, such as focus and self-control,

communicating, and critical thinking.

Bronson, P. & Merryman, A. (2009). Nurture

shock: New thinking about children. New York: Twelve. Nurture Shock offers a revolutionary new perspective on children that upends a li-

brary's worth of conventional wisdom. With impeccable storytelling and razor-sharp analy-

sis, the authors demonstrate that many of modern society's strategies for nurturing children

are in fact backfiring--because key twists in the science have been overlooked. Nothing like a

parenting manual, NurtureShock gets to the core of how we grow, learn and live.

Spears Brown, Christia. (2014). Parenting Beyond Pink &

Blue: How to Raise Your Kids Free of Gender Stereotypes.

Ten Speed Press.In this practical guide, developmental psychologist

Christia Spears Brown uses science-based research to show how over-dependence on gender

can limit kids, making it harder for them to develop into unique individuals. With a humor-

ous, fresh, and accessible perspective, Parenting Beyond Pink & Blue addresses all the issues

that contemporary parents should consider—from gender-segregated birthday parties and

schools to sports, sexualization, and emotional intelligence. This guide empowers parents to

help kids break out of pink and blue boxes to become their authentic selves.

Siegel, D.L. & Bryson, T.P. (2011). The Whole Brain Child.

Bantam Books Trade Paperbacks, New York. In this pioneering, practical book, Daniel J. Siegel, neuropsychiatrist and author of the bestsel-

ling Mindsight, and parenting expert Tina Payne Bryson offer a revolutionary approach to child

rearing with twelve key strategies that foster healthy brain development, leading to calmer, hap-

pier children. The authors explain—and make accessible—the new science of how a child’s brain is

wired and how it matures. The “upstairs brain,” which makes decisions and balances emotions, is

under construction until the mid-twenties. And especially in young children, the right brain and

its emotions tend to rule over the logic of the left brain. No wonder kids throw tantrums, fight, or

sulk in silence. By applying these discoveries to everyday parenting, you can turn any outburst,

argument, or fear into a chance to integrate your child’s brain and foster vital growth.

Book Club Book Choices

Overview of how/when you are earning points in this course:

This is your

grade.

Translate

this percent into a

letter grade here:

A total of 100 points is possible for the course:

98-100% = A+ 77-79% = C+

94-97% = A 74-76% = C

90-93% = A- 70-73% = C-

87-89% = B+ 67-69% = D+

84-86% = B 64-66% = D

80-83% = B- 60-63% = D-

Below 60% = F

Week Assignment Points

Possible

My

Points

1

2

3

4 In-class Peer Review Activity 3

5 Final Letter to Funder Assignment 12

6 Critical Analysis Toy/Book Assignment due 15

7 Mid-Term 15

8

Varied Lead “Remaining Questions” activity 10

9 Book Club in-class assignment 10

10

11

12

13

14

15 Final Literature Review Due 15

16 Final Exam 20

Total 100 _____%