UT Dallas Syllabus for hdcd6320.001.11s taught by Jacoba Geertje Vanbeveren (jtv013100)

8/8/2019 UT Dallas Syllabus for hdcd6320.001.11s taught by Jacoba Geertje Vanbeveren (jtv013100)

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Developing Child: Toddler and Preschool Years Syllabus Page 1

The Developing Child: Toddler and Preschool Years (HDCD 6320; HCS 6359)

Spring 2011; Tuesday, 8:30-11.15; FO 2.702

Dr. Toosje VanBeveren

Professor Contact Information:

Toosje VanBeveren, M.A., Ph.D. E-mail: [email protected]

Office: Green Hall, 4.820 Phone: 214-662-6789

Office Hours: Before and after classand by appointment

Course Pre-requisites: The Developing Child: Infancy (HDCD 5311) or instructor approval

Course Description: Parents, teachers, early intervention specialists, doctors, psychologists, and many others are

interested in early childhood development for two primary reasons. First, individuals who work with children of all

ages need to have an accurate understanding ofyoung childrens behavior, thoughts, and abilities. Second, early

childhood is fascinating because it is a time of rapid growth and change. This course will explore the ways that

children change (and how they stay the same) in their physical, motor, cognitive and psychosocial development. We

will examine the development of 24-60 month old children across several domains, the mechanisms of developmental

change, individual differences in development, and the practical applications of this development.

Course Goals: Upon completion of this course, students should: 1) have knowledge about milestones in early

childhood development, 2) be able to comprehend and apply major developmental theories, 3) understandmethodologies used in early childhood research and 4) be able to critically evaluate published research in early child

development. It is also hoped that this course will promote students independent and critical thinking, further develop

students abilities to communicate more effectively, and give students greater appreciation for the science of childhood

development.

Primary Competencies: This course will also cover information relevant to the following competencies specified by

the Texas Interagency Council as required for future recognition as an early intervention specialist (EIS).

PD1- The EIS knows basic principles of child development and recognizes typical developmental milestones

in children birth to 36 months of age.

PD9- The EIS knows the types and significance of interactions among infants and toddlers, and utilizes both

spontaneous and planned activities to promote positive peer interactions.

PROF 12- The EIS understands how adult expectations influence childrens development.

Student Learning Objectives/Outcomes:1.1. Students will identify and describe key milestones of early childhood development across several domains,

including physical, cognitive, and social development.

1.2. Students will comprehend and have the ability to apply and describe major developmental theories and themes in

early childhood development.

1.3. Students will recognize and describe social influences on development.

6.1. Students will develop the ability to critically evaluate published research in early childhood development.

Required Textbooks and Materials:

There is no formal textbook for this course. Students will be assigned readings for each topic that they must retrieve

through the electronic course reserves or through the library. Most readings do not provide comprehensive informationabout the lecture topic, but provide additional perspectives on and more in-depth analysis of class subjects. Reading

these chapters and empirical articles will help the students to be an active participant in class discussions and will

promote mastery of class material. Information from these readings will also be included on exams.

Grading Policy: I am most concerned that students in this course gain skills that will help them be productive in their

future roles as students, professionals, or parents. Nevertheless, I need to qualitatively assess students knowledge of

course material. Thus, course requirements and how points will be distributed are outlined below. Final grades will be

calculated as follows: A = 90 points and above, B= 80-89 points, C= 70-79 points, F= below 70 points. +/- will be

given at the discretion of the professor.


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Class Attendance and Participation (total 10%). Students are expected to participate in class and they should be

actively involved in class discussions. To do this, course readings should be completed before coming to class.

Article Presentation and Discussion (10%). Each student will read an empirical article on specific areas of early

child development or on social influences on development (reflecting the students interest) and will prepare a brief

presentation for the class summarizing the research. The student will then engage his or her peers in discussion about

the article. Students should work with Dr. VanBeveren to select an appropriate article. More details will be outlined in

class.

Three Exams (each worth 20%; total 60%). Three exams are scheduled over the course of the semester. Each examwill consist of definitions and short essays. Exams will require you to display your knowledge about information from

lectures and supplemental readings.

Final Paper (20%). You will be asked to complete a 6-10 page report that will allow you to demonstrate your mastery

of course material. More details will be provided in the coming weeks.

Course Policies:

Attendance: I cannot provide detailed notes for missed classes.If you miss a class, please get the notes from another

student.

Make-up Exams: Make-up exams will only be given under uncontrollable, special circumstances. Please contact meas soon as possible about missing an exam (and only before an exam is given). Make-up exams are different from the

exam given on test days and are often more difficult than the regular exam. An unexcused missed exam will earn a

grade of 0.

Preparing for Class: Students are expected to come to class prepared. This means completing the assigned readings

before class, so that you can ask questions and be prepared for the days lecture and discussion. Remember, active

participation in this course is part of your grade. Please bring the assigned readings to class.

Quality of Work: All assignments (including the final paper) turned in for this class must be proofread, typed and on-

time! No exceptions! All assignments will lose one letter grade per day that they are late. Grades will be lowered two

letter grades if the assignments are not typed. Papers will not be accepted through e-mail.

Respect for Others in the Class: It is expected that students listen to and respect each others insights, comments and

suggestions during class. It is expected that students will work together in a collegial manner. Any problems or

difficulties should be brought to the course instructor for resolution.

Please turn off cell phones and pagers during class meetings, as they can be a distraction to your fellow classmates.

Also refrain from e-mailing, messaging or other forms of entertainment during class.


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Date Topics Required Readings

1/11 Introduction

Testing your Knowledge of Child

Development

Issues in Child Development

1/18 Physical Development: Growth, the Body

and the Brain, Motor Skills and Health

Berk, L. E. (2008). Physical development in early childhood.

Infants and children (6th ed, pp. 293-317). Boston:

PearsonEffects of Exposure to Lead.http://ehso.com/ehshome/Lead_effects.htm

Lead Exposure in Children linked to Violent Crime (2008)

http://articles.latimes.com/2008/may/28/science/sci-lead28

1/25 Young Childrens Thinking:

Cognitive Development andPiaget Theory and

Alternative Theories

Denham (1991). Teaching thinking skills: The what and

how of young childrens thinking. Early Child

Development and Care, 71, 35-44

DeLoache, J. S. (1987). Rapid change in the symbolic

functioning of very young children. Science, 238, 155

1557.

2/1 Young Childrens Thinking:Language, Memory, and Academic Skills Berk, L. E. (2008). Language development. In Infants andchildren: Prenatal through middle childhood(6th ed),

355-361. Boston: Pearson.

Marcus, G. F. (1996). Why do children say breaked? Curre

Directions in Psychological Science, 5, 81-85.Nelson, K. (1993). The psychological and social origins of

autobiographical memory. Psychological Science, 4,

60-67.Rosenkoetter, S., & Barton, L. R. (2002). Bridges to literacy:

Early routines that promote later success.

http://www.zerotothree.org/site/DocServer/Vol_22-

4f.pdf?docID=1182&AddInterest=1145 Ginsburg, H. P., Cannon, J., Eisenband, J., & Pappas, S. (200

Mathematical thinking and learning. In K. McCartney

D. Phillips (Eds). Blackwell handbook of early

childhood development, 208- 229.

2/8 EXAM # 1 BRING BLUE BOOK

2/15 Psychosocial Development:

Self-Regulation

The Developing SelfEmotions

J.P. Shonkoff & D.A. Ohillips (Eds.). (2000). Acquiring self-

regulation. In Neurons to Neighborhoods: The Scienc

of early childhood development. 93-123.Verscueren, K., Marcoen, A. & Buyck, P. (1998). Five year

olds behaviorally presented self-esteem: Relations to

self-perceptions and stability across a three-year perioThe Journal of Genetic Psychology, 159, 273-279.

Jambunathan, S., & Burts, D. C. (2003). Comparison of

perception of self-competence among five ethnic grou

of preschoolers in the US. Early Child Development a

Care, 173, 651-660.

Kieras, J. E., Tobin, R., Graziano, W., & Rothbart, M. K.

(2005). You cant always get what you want.

Psychological Science, 16, 391-396.Denham, S. A., Zoller, D., & Couchoud, E. A. (1994).
http://ehso.com/ehshome/Lead_effects.htmhttp://ehso.com/ehshome/Lead_effects.htmhttp://articles.latimes.com/2008/may/28/science/sci-lead28http://articles.latimes.com/2008/may/28/science/sci-lead28http://www.zerotothree.org/site/DocServer/Vol_22-4f.pdf?docID=1182&AddInterest=1145http://www.zerotothree.org/site/DocServer/Vol_22-4f.pdf?docID=1182&AddInterest=1145http://www.zerotothree.org/site/DocServer/Vol_22-4f.pdf?docID=1182&AddInterest=1145http://www.zerotothree.org/site/DocServer/Vol_22-4f.pdf?docID=1182&AddInterest=1145http://articles.latimes.com/2008/may/28/science/sci-lead28http://ehso.com/ehshome/Lead_effects.htm


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Socialization of preschoolers emotional understandin

Developmental Psychology, 30, 928-936.

2/22 Psychosocial Development:

Gender DevelopmentGender Differences

Moral Development

Ruble, D., Taylor, L., Cyphers, L., Greulich, Fl., Lurye, L., &

Shrout, P. (2207). The role of gender constancy in eargender development. Child Development, 78, 1121-

1136.

Kochanska, G. & Aksan, N. (2204) Conscience in childhood:

Past, present and future. Merrill-Palmer Quarterly, 50(3), 299-310.

3/1 Psychosocial Development:Temperament

Attachment

Aggression and Prosocial Behavior

Ross, A. T. (1999). The individual child: Temperament,emotion, self, and personality. In M. H. Bornstein &

E. Lamb (Eds). Developmental psychology: An

advanced textbook. (4th

ed), 377- 409. Mahwah, NJ:Erlbaum.

Rimm-Kaufmann, S. E., & Kagan, J. (2005). Infant predictor

of kindergarten behavior: The contribution of inhibiteand uninhibited temperament types. BehavioralDisorders, 30, 331-347.

Thompson, R. A. (2000). The legacy of early attachments.Child Development, 71, 145-152.

Murray-Close, D. & Ostrov, J. (2009). A longitudinal study o

forms and functions of aggressive behavior in early

childhood. Child Development, 80, 828-842.Farver, J.A.M. & Branstetter, W.H. (1994). Preschooler

prosocial responses to their peers distress.


3/8 Psychosocial Development

Theory of MindImaginary Companions

Giftedness

Barr (2006). Social understanding in a social context. In K.

McCartney & D. Phillips (Eds). Blackwell handbook

early childhood development, 188-207.

3/15 SPRING BREAK NO CLASS


3/29 Social Influences on Development:Parenting and Discipline

Fathers and Siblings

Kazdin, A. E., & Benjet, C. (2003). Spanking children:Evidence and issues. Current Directions in

Psychological Science, 12, 99-103.

Pratt, M. W., Kerig, P., Cowan, P. A., & Cowan, C. P. (1988Mothers and fathers teaching 3-year-olds: Authoritativ

parenting and adult scaffolding of young childrenslearning. Developmental Psychology, 24, 832-839.

Rohner, R. (1998). Father love and child development: Histor

and current evidence. Current Directions in


Pike, A., Coldwell, J., & Dunn, J. (2005). Sibling relationship

in early/middle childhood: links with individualadjustment. Journal of Family Psychology, 19, 523-5


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4/5 Social Influences on Development:Play, Peers, and Friendship

Vandell, D. L., Nenide, L., & Van Winkle, S. (2006). Peerrelationships in early childhood. In K. McCartney & D

Phillips (Eds). Blackwell handbook of early childhood

development, 455-470.

4/12 Social Influences on Development:

Child Care

Early Childhood Development in Various

Contexts

Cultural Differences

J. P. Shonkoff & D. A. Phillips (Eds.). (2000). The challenge

studying culture. In Neurons to neighborhoods: The

science of early childhood development, 57- 69.

Washington D.C.: National Academy Press.

J. P. Shonkoff & D. A. Phillips (Eds.). (2000). Growing up inchildcare. In Neurons to neighborhoods: The science

early childhood development, 297-327.WashingtonD.C.: National Academy Press.

Hirsch-Pasek, K (1991). Pressure or challenge in preschool?

How academic environments affect children. In L.

Rescoria, M.C. Hyson, & K. Hirsh-Pasek (Eds.).

Academic instruction in early childhood: Challenge o

pressure? 39-46. San Francisco: Jossey-Bass.

4/19 Research Methods in Child Development

Navigating Research Articles

Baum, A.C., & McMurray-Schwartz, P. (2007). Research 10

Tools for reading and interpreting early childhood

research. Early Childhood Education Journal, 34, 367370.

4/26 Finishing up and putting it all together


Topics may be rescheduled as needed during the semester.

Required readings may also be added and/or revised.Student Conduct & DisciplineThe University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility ofeach student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on studentconduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in theRules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3 , and in Title V, Rules on Student Services and Activities of the universitysHandbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available toassist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the RegentsRules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus,or whether civil or criminal penalties are also imposed for such conduct.Academic IntegrityThe faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the workdone by the student for that degree, it is imperative that a s tudent demonstrate a high standard of individual honor in his o r her scholastic work.Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as onesown work or material that is not one s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academicrecords. Students suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy onplagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.Email UseThe University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raisessome issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to astudents U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the univers ity tomaintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free emailaccount that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T.Dallas mail forwarded to other accounts.Withdrawal from Class


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The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog.Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw anystudent. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.Student Grievance ProceduresProcedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys Handbook of Operating Procedures.In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a seriouseffort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent ). Individual facultymembers retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to therespondent with a copy of the respondent s School Dean. If the matter is not resolved by thewritten response provided by the respondent, the student may submit a written appealto the School Dean. If the grievance is not resolved by the School Dean s decision, the student may make a written appeal tothe Dean of Graduate or Undergraduate Education,and the dean will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be

distributed to all involved parties.Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rulesand regulations.Incomplete Grade PolicyAs per university policy, incomplete grades will be granted only for work unavoidably missed at the semesters end and only if 70% of the course work has been completed. Anincomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove theincomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade ofF.Disability ServicesThe goal of Disability Services is to provide s tudents with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.The contact information for the Office of Disability Services is:The University of Texas at Dallas, SU 22PO Box 830688

Richardson, Texas 75083-0688(972) 883-2098 (voice or TTY)Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it maybe necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirementmay be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may haveto be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance.It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to facultymembers to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during officehours.Religious Holy DaysThe University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places ofworship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused,

will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week.A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignmentwithin the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether thestudent has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executiveofficer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructorwill abide by the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

INTRODUCTION

Name: Jacoba, explain Toosje (Toesha)

Educational background

Explain about work at New Connections (15 years)

Phone, office at UTD, only 30-45 minutes before and after class. Use UTDemail address to make an appointment.

Substitution for Dr. Holub: Some changes in format, in exams, and in material, but I will try to offer the

same information (in general) Dr. Holub offered.


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Lectures: Electronically challenged.

Some lectures (from Dr. Holub) on Power Point, others (my own) I will use the

document projector. But in the end it is all the same. As long as you get theinformation, the method is irrelevant.

Teaching Assistant: No teaching assistant

Course Pre-requisites: The Developing Child (Infancy (HD 6319) or special approval

Course Description

Course GoalsPrimary Competencies Texas Interagency Council for standardizing and recognition requirements for

Early Intervention specialist

Student Learning Objectives/Outcomes

Required Textbooks All readings for this class should be available through the library electronic

and Material: course reserves.

All familiar with this?

Due to copyright restrictions, electronic reserve materials need a password. I

cannot publicly display this password (f.e. in this syllabus), but I can give it toyou now, so that you can write is down somewhere and use it. The password

for this class HDCD 6320 is love. Do not lose this, only your classmates and I

will know this password. The library staff does not.

Requirements for this class:Three exams

One final paper, due on the last day of class, April 26 or earlierArticle presentation and discussion

Class participation and discussion

Grading policy: Three exams 20% each

Final paper 20%

Article presentation and discussion 10%Class attendance and participation 10%

Notes: I do NOT give out my notes. Make sure you get one of the other students emailaddress or phone number to get the notes if you have to miss a class.

Make-up exams: Only when the student is absolutely unable to come to school, like in case of

illness, an accident or a serious family situation. Your boyfriend or mothercoming into town on the night of an exam is not a serious family situation.

Make-up exams are different and more difficult from the original exam.

Prepare for class: I expect you to have read the assigned articles every week before you come toclass. This will help you in being familiar with some of the lecture material, in

taking part of class discussions, and it will give you an opportunity to askquestions about the material that may be on a test.

Quality of work: Read yourself

E-learning and No idea what those are, thus that will not be part of this class.

and Turnitin.com


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Respect for others in class: Read yourself

No cell phones, pagers, emailing, texting, or checking your laptop for information, not related to the

material that is being discussed.

Readings: Remember each one particular class is a combination of two classes as they

were presented in other years. Thus that means that per week, there is a double

load of readings. Some weeks more than others, but again, read the articlesbefore you come to class. I may ask questions about the articles for classdiscussion and it would not be a good idea if you had no idea what the article

was about.


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TEST YOUR KNOWLEDGE OF CHILD DEVELOPMENT

1

TRUE

FALSE

GENES HAVE BEEN FOUND TO PLAY A ROLE IN THEDEVELOPMENT OF ALMOST ALL BEHAVIORS THAT HAVE BEEN

STUDIED

2

TRUE

FALSE

DARWINS CONCEPT OF THE SURVIVAL OF THE FITTEST MEANS THAT THE STRONGEST ANIMAL IS MOST LIKELY TOSURVIVE

3

TRUE

FALSE

FEMALES ARE MORE LIKELY TO HAVE A GENETIC DISORDERTHAN MALES

4

TRUE

FALSE

WHEN A CHILD IS CONCEIVED, THERE IS A 50-50 CHANCE THECHILD WILL BE A MALE

5

TRUE

FALSE

CHILDREN WHO WERE BREAST-FED HAVE HIGHER IQ SCORESTHAN THOSE WHO WERE NOT

6

TRUE

FALSE

INFANTS WHO QUICKLY GROW BORED WHEN THEY AREREPEATEDLY SHOWN A SIMPLE OBJECT TURN OUT TO HAVE AHIGHER INTELLIGENCE LATER IN CHILDHOOD

7

TRUE

FALSE

EVEN IF RESEARCH CONSISTENTLY FINDS THAT MOTHERSWHO TALK TO THEIR CHILDREN A GREAT DEAL, HAVECHILDREN WITH HIGH SELF-ESTEEM, WE SHOULD NOTCONCLUDE THAT FREQUENT CONVERSATIONS WITH PARENTSBUILD SELF-ESTEEM

8

TRUE

FALSE

RESULTS FROM INTELLIGENCE TESTING INDICATE THATPEOPLE ARE GETTING SMARTER AND SMARTER

9

TRUE

FALSE

USING FLASH CARDS, REPETITION, AND WORD DRILLING IS A

GOOD WAY TO ENSURE THAT A CHILD DEVELOPS EARLYLITERACY SKILLS

10

TRUE

FALSE

THE AVERAGE CHILD TODAY REPORTS MORE ANXIETY THAN ACHILD IN PSYCHIATRIC TREATMENT IN THE 1950S DID

11

TRUE

FALSE

ABOUT HALF OF CHILDREN WHO SHOW PROBLEMS WITHAGGRESSION OR WHO ARE IMPULSIVE DURING THE


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THE TIME THEY ENTER SCHOOL

12

TRUE

FALSE

A YOUNG CHILD SEES HIS MOTHER SMILE WHEN SHE EATSBROCCOLI AND MAKE A FACE WHEN SHE EATS AN APPLE.GIVEN A CHOICE, THE CHILD WILL GIVE HIS MOTHER THEAPPLE BECAUSE THAT IS WHAT HE LIKES THE BEST AND THAT

IS ALL AN INFANT UNDERSTANDS

13

TRUE

FALSE

THE FAST PACE USED ON THE TELEVISION PROGRAM SESAMESTREET SHORTENS THE ATTENION SPAN OF CHILDREN WHOWATCH IT.

14

TRUE

FALSE

CHILDREN WHO ARE RAISED BY PERMISSIVE PARENTS AREMORE LIKELY TO GROW UP TO BE SELF-RELIANT, CONFIDENT,AND EXPLORATIVE

15 TRUE FALSE IN THE UNITED STATES, ONE CHILD DIES FROM CHILD ABUSEOR NEGLECT EVERY 4 DAYS


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performance is considered average.

9.False These techniques make the child passive learners. Children learn literacy skills muchmore effectively when you use techniques that are interactive and that actively involve the

child in the process. Vygotsky introduced the concept ofdialogue learning which particularlyeffective in developing early literacy skills. As an adult and a child look at a picture in a booktogether, they actively talk about it. The adults engages the child in the process by asking

questions and encouraging a dialogue about what is going on in the story.10.True Although we do not know the reason why children now experience more anxiety than

they did In the past 50 years, some evidence points to an increase in threats from the

environment (such as high crime rates and terrorism), combined with less social support from

families (as indicated by factors such as divorce rates and single parenting).

11.True Although aggression and impulsivity are the most common forms of childhoodmaladjustment,

half of aggressive and impulsive children will outgrow these problems by the time they are

ready for school.

12.False Within the first 2 years of life, young children begin to understand some of the basicAspects of other peoples mind in their interactions with them. They begin to develop a theory of

mind. Which means that they can understand the internal thoughts and feelings of another person .

In this case, even though the infant would prefer the apple, he understands what his mother likes

and would want to eat.

13 False The fast pace of Sesame Street does not seem to shorten childrens attention span. To

the contrary, children who watch this program have increased academic competence so thepace must be working for them.

14 False Contrary to what you might think (or what permissive parents may expect),children raised with a permissive parenting style have been described as less self-reliant, explorative,and self-controlled than children reared by other parenting styles. Permissive parents provide a greatdeal of warmth and acceptance to their children but this acceptance is coupled with few, if any, rulesor restrictions. Children are free to express their ideas and opinions (often have an equal say withparents in decision making in the family) and parents usually do little monitoring or restricting of thechilds activities. 15. False In fact, more than 4 children (4.7) die every single day as a result of abuse or neglectin the U.S. That means that in 2008, 1,740 children died due to child maltreatment.


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WHY WE STUDY CHILD DEVELOPMENT

Take a moment to think about why you want to learn about children and their development. Most ofyou are interested in child development because it may be your career goal. You may want to1.work with children and help them overcome certain developmental delays and disabilities.

Others may want to become a

2.developmental psychologist and use the degree you obtain here as a stepping stone to get into aPh.D. program. Others may consider a

3.career in pediatric medicine and believe that a first step towards that goal is to learn more aboutthe development of typical children. Some of you may want to become4.teachers and you feel that you need to know more about the growth and maturation of children

and there may be a few of you who just like to5.interact with infants, children, and adolescents and you want to understand them better. And

several of you have a position

6.working with children suffering from specific disorders (autism) and you want to pursue adegree in Early Childhood Disorders to become more an expert in the field in which you have

been working. Or your interest may be more

7.scientific and you want to focus on understanding the research that explains the processes ofdevelopment.

Your particular goal will influence how you approach the information I will give you in this class. If yourgoal is

to help children, you will be trying to figure out how to use and apply the information you are going to

receive when working directly with the children. You may also want to use the information

to make changes that will help children develop in an optimum way such as advocating for children throughthe passage of new laws and policies. If your goal is

to teach children you will want to take information about how children learn and grow from this course in

order to maximize how much your young students can benefit from your teaching and if your goal is to

understand the scientific research on the nature of child development you will be wondering what new

understandings of each piece of research provides and what new questions it opens up.

It is my responsibility to provide you with information and activities that will hopefully stimulate yourthinking in all these different ways. I want to share with you the excitement that I feel about the topic of

infant and child development and I want to encourage your curiosity so that you will want to learn even more

about it.

We can, of course, begin with talking about a number of theories of child development, but I assume that

most of you already know about these theories. In addition, in other classes you will undoubtedly get moreinformation on the different views how children develop and mature. Thus, we skip the theories here.

Instead I will begin with a number of important topics on the development of young children from about 2 to

about 5 years of age that will come up in different forms in the coming weeks.

ISSUES IN THE FIELD OF CHILD DEVELOPMENTSeveral issues that reflect the way we can think about the nature of childhood and the process of child

development. Just a few

OVERHEAD: SEVERAL ISSUES IN THE FIELD OF CHILD DEVELOPMENT

1.Relative influence ofNature vs Nurture


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Nature genetic makeup, Nurture influence of environment including experiences and learning

Now we know both nature and nurture paly a role.

Example: physical development tall parents, tall children. Ill child malnourished child may notreach potential of being tall.

Example: language development genetic hardwiring LAD, environment influences richness and

complexity of child vocabulary

2.Continuous vs Stagelike Development (Discontinuous)`Is development a series of small steps or does it proceed by leaps and bounds? Freud

Psychoanalytic theory and Cognitive Development Theory - Piaget vs Behaviorism (Pavlov and

Watson and Skinner), Ecological Theory (Bronfenbrenner)

Other way to think about this is: Quantitative Changes and Qualitative Changes:Quantitative is amount or quantity of change (growing taller, increase in vocabulary, increase in

amount of knowledge)

Qualitative is when overall quality changes, result is altogether different (walking is different from

crawling, abstract thinking is different from concrete thinking).Stage theories describe qualitative changesin development.

3.Stability vs ChangeRelated to the question how much we change during the process of development. As we grow,develop, and mature are we basically the same people we were at an earlier age or do we change

along the way? For example, characteristics such as anxiety and aggression appear to be relativelystable over time. However, the specific way in which these characteristics are expressed changes

with age.

Anxiety for young childrenseparation anxiety, school-age children social phobia or fear ofachievement evaluation, adolescents - fear of failure and criticism.

Because some characteristics seem stable does not mean that development is on a fixed or predictable

course. Many other personality traits show variation in development.

4.Adaptive and Maladaptive DevelopmentSome children develop in a way that is optimally adapted to the environment, while others developmaladaptive accommodations to the environment. The field ofdevelopmental psychopathology

examines behavioral and emotional disorders as distortions of normal development. Rather than

looking at a problem such as depression separately, this approach ties the development of depressionto normal processes that have gone awry. Same example of abused and neglected children. Some

overcome the maltreatment others dont.

In order to understand atypical development, it is important to understand normal development. The

approach focuses equally on childrens resilience and their disorders.

Developmental pathways may progress in a number of ways. Different pathways may result in the

same outcome, a process known as equifinality (equi = final, finality = ends). For example,

depression may result from biological and genetic processes, but it may also result from earlytraumatic experiences.

The same pathways may also lead to different outcomes which is called multifinality. For example,child abuse may result in many different long-term outcomes for children that can include depression

but can also include resilience or healing.

5.Individual Differences and Diversity


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Theories of child development aim to identify true general principles that describe typical

development. We want to make statements about what usually happens. But you cannot be around

children and observe them without recognizing how different each one is from all others.

A childs gender, age, ethnic or racial background, and SES are some of the characteristics that

may influence the specific outcome of any given situation. For instance, maternal depression when

a child is 2 years old has a stronger effect on sons acting out (breaking rules, being aggressive)

than on daughters but by first grade the effects has become stronger for daughters than for sons.

6.The Role of the Child in DevelopmentTheories on the effects of the environment on the development of the child initially followed themain effects theory. This theory viewed development as either being influenced by nature alone

(genetic components) of by nurture alone (environment).

This theory was followed by the belief that the environment has a moderating effect on the childsdevelopment, with the combined effects of genes and environment being averaged to yield the

ecpects outcome. This theory was called the interactional model.

Then in 1975, Sameroff introduced the transactional model that stated that children have a critical

role in their own development by influencing the environment in which they live which in turnaffects their environment again.

Thus, in the transactional model, the child is seen as a active organism with a unique biological

constitution and a constantly changing environment. Optimal development is viewed as the result of a good fit between the characteristics of the child and

the demands of the environment. For example, a child who is easily distracted may have great

difficulty in a classroom, a context that demands that children control their impulses and focus onwork. However, the same child may flourish in a family in which everyone is always physically

active.

Examples of these views are:a.Behaviorism in which the child is seen as a passive recipient of the environment which is beyond

their control. This approach uses rewards and punishment the impact the way the child will or

will not behave.b.However, Piaget for example in his cognitive development theory gave children a much more

active role in shaping their own development. Rather than seeing children as passively receiving

knowledge offered by others, Piaget proposed that children actively explore their environmentand in the process create their own ideas about the world and how it works.


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ISSUES IN THE FIELD OF CHILD DEVELOPMENT

1.THE RELATIVE INFLUENCE OFNATURE AND NURTURE

2.CONTINUOUS VS STAGELIKE DEVELOPMENT(DISCONTINUOUS)

3.STABILITY VS CHANGE

4.ADAPTIVE VS MALADAPTIVE DEVELOPMENT(EQUIFINALITY MULTIFINALITY)

5.INDIVIDUAL DIFFERENCES AND DIVERSITY

6.THE ROLE OF THE CHILD IN DEVELOPMENT


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Date Topics Required Readings

1/11 How to Think Like a Child Development

Researcher: Theory

1/13 How to Think Like a Child Development

Researcher: Research Methods andNavigating Research Articles

Baum, A. C., & McMurray-Schwarz, P. (2007). Research 10

Tools for reading and interpreting early childhoodresearch. Early Childhood Education Journal, 34, 367370.

Gleason, T. R., Sebanc, A. M., & Hartup, W. W. (2000).

Imaginary companions of preschool children.


1/18 Martin Luther King, Jr. Day- NO CLASS

1/20 The Importance of Physical Development:

Growth, Brain and Motor Development

J. P. Shonkoff & D. A. Phillips (Eds.). (2000). Acquiring self

regulation. In Neurons to neighborhoods: The scienceearly childhood development. (pp. 93-103 only).

Washington D.C.: National Academy Press. (e-book

and course reserves)Berk, L. E. (2008). Physical development in early childhood.

Infants and children (6th ed, pp. 293-299 only). Bosto

Pearson.


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personality. Current Directions in Psychological

Science, 16, 207-212.

2/24 Psychosocial Development: Temperament

(cont.)

Rimm-Kaufmann, S. E., & Kagan, J. (2005). Infant predictor

of kindergarten behavior: The contribution of inhibite

and uninhibited temperament types. Behavioral

Disorders, 30, 331-347.

3/1 Psychosocial Development: Self-Related

Cognitions in Early Childhood

Verscueren, K., Marcoen, A. & Buyck, P. (1998). Five year

olds behaviorally presented self-esteem: Relations to

self-perceptions and stability across a three-year perio

The Journal of Genetic Psychology, 159, 273-279.

Jambunathan, S., & Burts, D. C. (2003). Comparison of

perception of self-competence among five ethnic grou

of preschoolers in the US. Early Child Development aCare, 173, 651-660.

3/3 Psychosocial Development: Emotion J. P. Shonkoff & D. A. Phillips (Eds.). (2000). Acquiring self

regulation. In Neurons to neighborhoods: The scienceearly childhood development. (pp.104-115 only).

Washington D.C.: National Academy Press. (e-bookand course reserves)

Kieras, J. E., Tobin, R., Graziano, W., & Rothbart, M. K.

(2005). You cant always get what you want.


Denham, S. A., Zoller, D., & Couchoud, E. A. (1994).

Socialization of preschoolers emotional understandin


3/8 Psychosocial Development: Gender

Development

Ruble, D., Taylor, L., Cyphers, L., Greulich, F., Lurye, L., &

Shrout, P. (2007). The role of gender constancy in eargender development. Child Development, 78, 1121-

1136.

Maccoby, E. E. (2000). Gender and relationships: Adevelopmental account. In W. Craig (ed.). Childhood

social development: Essential readings. (pp. 201- 219

3/10 Psychosocial Development: Moral

Development

Kochanska, G., & Aksan, N. (2004). Conscience in childhood

Past, present, and future. Merrill-Palmer Quarterly,

50(3), 299-310.

Killen, M. (2007). Childrens social and moral reasoning aboexclusion. Current Directions in Psychological Scienc

16, 32-36.3/15-

3/17Spring BreakNO CLASS

3/22 Psychosocial Development: Aggression

and Prosocial Behavior

Murray-Close, D., & Ostrov, J. (2009). A longitudinal study o

forms and functions of aggressive behavior in early

childhood. Child Development, 80, 828-842.

Farver, J. A. M., & Branstetter, W. H. (1994). Preschoolers

prosocial responses to their peers distress.Developmental Psychology, 30, 334-341.


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3/24 Special Topics in PsychosocialDevelopment

Readings- TBA

3/29 Exam # 2


Attachment

Thompson, R. A. (2000). The legacy of early attachments.

Child Development, 71, 145-152.


Parenting and Discipline

Dixon, W. E. (2003). This is going to hurt you a lot more than

is going to hurt me. In Twenty Studies thatrevolutionized child psychology. (pp. 153-166). Uppe

Saddle River, NJ: Prentice Hall.

Kazdin, A. E., & Benjet, C. (2003). Spanking children:

Evidence and issues. Current Directions inPsychological Science, 12, 99-103.


Fathers and Siblings

Rohner, R. (1998). Father love and child development: Histor

and current evidence. Current Directions in


Pike, A., Coldwell, J., & Dunn, J. (2005). Sibling relationshipin early/middle childhood: links with individual

adjustment. Journal of Family Psychology, 19, 523-54/12 Social Influences on Development:

Various Contexts

J. P. Shonkoff & D. A. Phillips (Eds.). (2000). The challenge

studying culture. In Neurons to neighborhoods: The

science of early childhood development. (pp.57- 69).Washington D.C.: National Academy Press.

Student led discussions.


Important Factors


4/19 Social Influences on Development:Important Factors



Changing Families



Childcare and Early Childhood Education

J. P. Shonkoff & D. A. Phillips (Eds.). (2000). Growing up in

childcare. In Neurons to neighborhoods: The science early childhood development. (pp. 297-327).

Washington D.C.: National Academy Press. (e-book

and course reserves)Hirsh-Pasek, K. (1991). Pressure or challenge in preschool?:

How academic environments affect children. . In L.

Rescorla, M. C. Hyson, & K. Hirsh-Pasek (Eds).

Academic instruction in early childhood: Challenge o

pressure? (pp. 39-46). San Francisco: Jossey- Bass.

4/28 Social Influences on Development: Play,Peers, and Friendship

Vandell, D. L., Nenide, L., & Van Winkle, S. (2006). Peerrelationships in early childhood. In K. McCartney & D

Phillips (Eds). Blackwell handbook of early childhood

development(pp. 455-470). Blackwell.

5/3 Social Influences on Development:Another Way to Look at Child

Development


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5/10 Exam # 3 at 2:00

Topics may be rescheduled as needed during the semester.

Required readings may also be added and/or revised.

Documents

UT Dallas Syllabus for hdcd6320.001.11s taught by Jacoba Geertje Vanbeveren (jtv013100)