ECHD 702 - Syllabus-Advanced Child Development

Spring 2013

Instructor Information

Rucha Londhe, Ph.D.Rucha.Londhe@umb.eduOffice Hours: Wednesdays 7 – 9 pm, and by appointmentClass meets: Saturdays, 8 – 4 on 3/16, 3/23, 3/30, 4/6, 4/13, 4/20, 4/27, 5/4, and 5/11 (see

weekly schedule for online/face to face weeks) and with weekly on-line work throughout this period, for a total of 45 class contact hours.

Note: The following link will assist you in forwarding your UMB email account to your personal account: http://www.umb.edu/it/getting_services/email/logging_on_for_the_first_time/ - forward. Throughout the semester, I will communicate with you via your UMB email account. You may have e-mail redirected from your official UMass Boston address to another e-mail address at your own risk. The University will not be responsible for the handling of e-mail by outside vendors or by departmental servers.

Course Information

Course Title: Advanced Child Development and Early Learning (ECHD 702)

Prerequisites: Admittance to Post Master’s Certificate Program in Early Education

Course Description: Through this advanced course in child development, students will examine

theories related to human development and contemporary research findings in areas of child development and early learning. The course offers an opportunity to investigate selected topics in cognitive, social, emotional, and physical development from conception through late childhood. Diverse perspectives will be used to understand development, both typical and atypical in these various domains of development. Emphasis will be given to understanding individual and cultural differences while interpreting child development and assessment. The course will meet face-to-face as well as online. The face-to-face meeting will includes lectures, discussions, critiques of research, and individual and groups activities. There will be a final paper and an individual presentation at the end of the class. This course fulfills a requirement in the Post Master’s Certificate Program in Early Education Research, Policy, and Practice.

Required Text(s): Damon, W., Lerner, R., & Kuhn, D. (2008). Child and Adolescent Development:

An Advanced Course. Hoboken, NJ: Wiley Publications.

Basic text(s): Feldman, R. S. (2012). Child Development. Upper Saddle River, NJ: Pearson Publication

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Doherty, J., & Hughes, M. (2009). Child Development: Theory and Practice. Upper Saddle River, NJ: Pearson Publication

SupplementalText(s): Bornstein M., & Lamb, M. (2010). Developmental Science: An Advanced Science

(6th Ed.) Florence, KY: Psychology Press

Katz, L. (1997) Child Development Knowledge and Teachers of Young Children. Available online: http://ceep.crc.illinois.edu/eecearchive/books/childdev.html

Other Readings: Other readings and materials are listed for each week in the syllabus. To the

greatest extent possible, all these materials will be made available through Blackboard or the Internet throughout the semester.

TechnicalRequirements: This course is required in the Post Master’s Certificate Program in Early

Education Research, Policy, and Practice. The course uses a blended format of online class sessions and periodic face-to-face sessions. Regular and reliable access to computer and Internet is required. Use of a computer for word processing, PDF Reader, QuickTime or Windows Media Player, Flash Player, high-speed Internet connection for Blackboard and other web activities, webcam, and headphones.

Many of the course activities and resources will be on BlackBoard Learn: For directions and information go to: http://www.umb.edu/it/getting_services/blackboard_learn_9_student_support

You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.

Course related websites: American Academy of Pediatrics: http://www.aap.org American Psychological Association: http://www.apa.org/ Center on the Developing Child, Harvard online at: http://developingchild.harvard.edu/Centers for Disease Control and Prevention: http://www.cdc.gov/ncbddd/childdevelopment/ Child Development Center: http://www.childdevcenter.org/ Child Development Institute: http://childdevelopmentinfo.com/Child Development Journal page: http://www.blackwellpublishing.com/journal.asp?ref=0009-3920 Child Development Media: http://www.childdevelopmentmedia.com/ Child Development Project (Developmental Studies Center): http://www.devstu.org/research-child-development-project Child Development Research online at: http://www.hindawi.com/journals/cdr/

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Child Development Resources: http://www.cdr.org/ Child Development Support Corporation: http://www.cdscnyc.org/ Child Development Training Consortium: http://www.childdevelopment.org/cs/cdtc/print/htdocs/home.htm Children’s Defense Fund: http://www.childrensdefense.org/ Children Now: http://www.childrennow.org/index.php/ Continuing Development Inc.: http://www.cdicdc.org/index.php Early Development Services: https://www.earlydevelopmentservices.com/SitePages/default.aspx Early Human Development Journal Website: http://www.journals.elsevier.com/early-human-development/ Encyclopedia on Early Childhood Development: http://www.child-encyclopedia.com/en-ca/home.html Foundation for child development: http://fcd-us.org/ Gifted Development Center: http://www.gifteddevelopment.com/ MA Advocates for Children: http://www.massadvocates.org/ MA Department of Early Education and Care: http://www.mass.gov/edu/government/departments-and-boards/department-of-early-education-and-care/National Association for Child Development: http://nacd.org/ National Black Child Development Institute: http://nbcdi.org/ PBS Parent’s page on Child Development: http://www.pbs.org/parents/child-development/Society for Research in Child Development: http://www.srcd.org/ The ABC's Of Child Development: http://www.pbs.org/wholechild/abc/ World Health Organization: http://www.who.int/topics/child_development/en/ Zero to Three http://www.zerotothree.org/

CEHD Mission, MA Professional Standards for Teachers and Professional Association Standards

CEHD Mission: The College of Education and Human Development (CEHD) generates knowledge, fosters engaged learning, promotes social justice, and empowers students, educators, other professionals, and community members through teaching, research, evaluation, and public service.  The urban setting of the University of Massachusetts Boston informs – and is informed by – CEHD efforts to fulfill the academic and civic purposes of education in a diverse democracy.

This mission statement and associated core values serve as a philosophical and operational guide for all activities of the College of Education and Human Development.  Core values include:

Academic excellence Social justice and inclusion Community engagement  

Professional Competencies and Standards:

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Massachusetts Department of Early Education and Care Professional Core Competencies (http://www.eec.state.ma.us/docs1/prof_devel/core_comp_packet.pdf):

1. Understanding the growth and development of children and youth2. Guiding and interacting with children and youth3. Partnering with families and communities4. Health, safety, and nutrition5. Learning environments and curriculum6. Observation, assessment, and documentation7. Program planning and development8. Professionalism and leadership

Massachusetts Department of Early Education and Care Quality Rating and Improvement Standards(http://www.mass.gov/edu/birth-grade-12/early-education-and-care/qris/massachusetts-qris-standards.html)

1. Curriculum and Learning 2. Safe, Healthy, Indoor and Outdoor Environments3. Workforce Qualifications and Professional Development 4. Family and Community Engagement 5. Leadership, Management, and Administration

National Association for the Education of Young Children (NAEYC) Advanced Standards (AS) within NAEYC’s Six Professional Preparation Standards (http://www.naeyc.org/ncate/files/ncate/file/faculty/Standards/NAEYC%20Initial%20and%20Advanced%20Standards%203_2012.pdf):

1. Promoting child development and learning2. Building family and community relationships3. Observing, documenting, and assessing to support young children and families4. Using developmentally effective approaches5. Using content knowledge to build meaningful curriculum6. Becoming a professional

Division of Early Childhood Advanced Personnel Preparation Standards (http://www.dec-sped.org/About_DEC/Position_Statements_and_Concept_Papers/Personnel_Standards):

1. Leadership and Policy2. Program Development and Organization3. Research and Inquiry4. Individual and Program Evaluation5. Professional Development and Ethical Practice6. Collaboration

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Massachusetts Department of Elementary and Secondary Education Professional Educator Standards (http://www.doe.mass.edu/lawsregs/603cmr7.html?section=08):

a. Plans curriculum and instructionb. Delivers effective instructionc. Manages classroom climate and operationd. Promotes equitye. Meets professional responsibilities

Course Objectives: This table lists the course objectives and their alignment to the key standards and competencies referenced above (the MA Department of Early Education and Care Core Competencies; the professional preparation standards of the National Association for the Education of Young Children, the Division of Early Childhood of the Council for Exceptional Children, and the MA Department of Elementary and Secondary Education).

Through full participation in this course, students will be able to: Objectives ECE Core

Competencies

NAEYCStandards

DECStandards

DESEStandards

1. Demonstrate a thorough understanding of major concepts, theoretical perspectives, research methods, and empirical findings in various domains of child development (physical, motor, cognitive, language, moral, and social-emotional development)

Area 1, A.1 1a AEC3S2AEC3S3AEC3S4

DESEStandards

2. Apply various theoretical frameworks to their current definition of Developmentally Appropriate Practices for infants, toddlers, preschooler, and the early grades

Area 1 4 ACC2K6ACC3K1

3. Discuss current research related to prominent issues in the field of child development such as the interaction of genes and environment

Area 1, A 1b AEC3S2 A.2.

4. Explore the relationship between socio-cultural factors and child development

Area 1, F 2

5. Appreciate and respect human diversity and articulate the various factors upon which children differ

Area 1, G, 14 1b A.6.

6. Apply the current research findings from the various domains of development to classroom environments

Area 1; B-F, 3-13

5 ACC3S2

7. Explore how knowledge of child development can be used to support children in learning.

Area 1, E 10 & 11: Area 5, B 5-10

5c ACC3S3ACC5S2 E.3

Objectives ECE Core NAEYC DEC DESE

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Competencies

Standards Standards Standards

8. Identify key components that influence child development in various domains of development

Area 1, A 2 1b AEC3S2 C.1C.2

9. Synthesize scientifically based research to explain linkages between the various domains of child development

Area 7, C 8; Area 9, A 4;Area 9, D-12

1b AEC3S2

10. Use child development research to inform policy and practice

Area 7, C 8; Area 9, A 4;Area 9, D-12

6e AEC1K2, ACC1S3AEC1S1

E.3

11. Critically analyze variety of research findings and present them orally or in a written format to the class

Area 8, B 7 AEC3S4 E.3

12. Explore various topics in the field of child development such as (but not limited to):

a. risk factors during prenatal development

b. preventive care for mother during pregnancy: parent-infant mental health, early intervention, and programs for women’s health & nutrition

c. early emotional development and temperament

d. family relationships and their impact on child development, development, and learning.

e. brain development from birth to age 8 and its relationship to learning and motor development

f. language, thought, and executive functions

g. peer relationships, emotions, and behaviors

h. self-regulation skills to control ones feeling, impulses, and behaviors

i. morality in childrenj. milestones in motor developmentk. cognitive and intellectual

developmentl. achievement and achievement gap

Area 1 1a, 1b, & 1c

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Required Assignments:1. Participate in face-to-face classes2. Participation in weekly on-line activities 3. Preliminary literature paper 4. Final paper5. Final presentation

Assignment/Deliverable Grade Points

1. Participation in face-to-face classes: Attendance and substantive involvement in class discussions including incorporation of readings and possibly other sources. Participation demonstrates the ability to analyze and integrate information from the readings and others’ comments.

15

2. Participation in weekly on-line activities: Substantive responses (roughly 200 words total each week) to the instructor’s prompt(s) and to questions posed by peer discussion leaders. The responses should reflect and cite the week’s readings and possibly other sources. The responses demonstrate the ability to analyze and integrate information from the readings and other students’ responses.

15

3. Preliminary literature paper: This assignment will offer a practice in acquiring, reading, and finally synthesizing research articles on specific topics. During class, the instructor will provide a tutorial on using library databases to acquire recent research articles on a specific topic. Three final articles will be chosen for the purpose of this activity. The instructor will also discuss during class the features of a “strong” literature review. The students will then read the articles and write a 3-page synthesis of the information presented in the three articles. Feedback will be provided about the quality of “synthesis” in the paper and specific suggestions for improvement will also be given. This assignment is in preparation for the final literature review paper (see below).

15

4. Literature Review (Final paper): The final paper for this class is a 15-20 pages, double spaced paper that summarizes the research literature on a topic chosen by the student. The students will be instructed that in writing the literature review, their purpose is to convey to their reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, their literature review will be defined by a guiding concept (e.g., a research objective or a problem or an issue being discussed at their childcare facilities). Emphasis will be given on not creating just a descriptive list of the material available, or a set of summaries, but actually synthesizing the material to make a strong argument. The students will be encouraged to consider the lessons learned from the above practice activity. They will also be required to make connections between the research findings and actual practices at their respective child care programs. The students will be required to use at least 20 primary research sources for the paper.A one-page outline for the paper is due during the week of 4/27/2013. Paper is due on the last day of the class.

30

5. Final presentation: During the last class, students will chose a portion of their final 25

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paper and present it to the other students. The students will be expected to put together a 10-12 minute PowerPoint presentation and attempt to answer any questions raised by their classmates.

Total 100

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Grading Rubrics:

1. Participation in face-to-face classes:

Points 1 3 5

Attendance Student attends less than 50% of the class session.

Attends class 80% of the time.

Attends class 100% of the time. Student is not late.

Participation Little participation; provides 0-1 comments per class

Moderate participation; provides 2-3 comments per class

Active participation; provides 4 or more comments per class

Prepared Does not give any reading examples or reference to class assignments

References class assignments or readings 1-2 times per class

References class readings and assignments 3 or more times per class

2. Participation in on-line weekly activities:

Points 1 3 5

Participation Student participates in less than 50% of the weeks and/or contributes on average less than 50 words per week

Student participates in 80% of the weeks and contributes on average 50 – 150 words per week

Student participates in all the weeks and contributes on average 150 - 200 words per week

Content Entries reflect weak understanding of the readings and little reflection on them, the topic, the questions posed, and other students’ responses

Entries reflect some understanding of the readings and some reflection on them, the topic, the questions posed, and other students’ responses

Entries reflect in-depth understanding of the readings and thoughtful reflection on them, the topic, the questions posed, and other students’ responses

Writing Entries are unclear and unpersuasive, as well as ineffective in applying and integrating information

Entries are some-what clear and persuasive, as well as somewhat effective in applying and integrating information

Entries are clear and persuasive, as well as effective in applying and integrating information

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3. Preliminary Literature Paper:

Points 1 3 5

Organization Structure is unclear and does not effectively support the presentation’s purpose

Transitions and connections are unclear or absent

Structure is somewhat unclear and somewhat effectively supports the presentation’s purpose

Transitions and connections lack clarity and are choppy

Structure is clear and effectively supports the presentation’s purpose

Transitions and connections are well thought out and smooth

Synthesis of information

Research findings listed one after the other

Some level of synthesis and organization of the information

Research findings well synthesized into a cohesive whole

Critique and application

Does not critique the research findings

Does not provide application to their child care programs

Provides inadequate critique of research findings

Provides some application to their programs

Provides adequate critique of research articles as well as practical application

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4. Final paper:

Points 1 3 5

Organization Structure is unclear and does not effectively support the paper’s purpose

Transitions and connections are unclear and absent

Structure is somewhat unclear and somewhat effectively supports the paper’s purpose

Transitions and connections lack clarity and are choppy

Structure is clear and effectively supports the paper’s purpose

Transitions and connections are well thought out and smooth

Content: adheres to outline

Content does not adhere at all to the approved outline

Content adheres to the outline to some extent

Content adheres completely to the approved outline

Content: Synthesis of information

Research findings listed one after the other

Some level of synthesis and organization of the information

Research findings well synthesized into a cohesive whole

Content: research findings linked to student program

Unclear presentation of how the research findings relate to their programs

Somewhat clear presentation of how the research findings relate to their programs

Clear presentation of how the research findings relate to their programs

Writing Writing is weak and lacks clarity and effectiveness

Sentence structure and vocabulary are frequently unclear or inappropriate

Grammar, spelling, and punctuation have many errors

Writing is adequate but weak on clarity and effectiveness

Sentence structure and vocabulary are sometimes unclear or inappropriate

Grammar, spelling, and punctuation have some errors

Writing is creative, effective, clear, and reads smoothly

Sentence structure and vocabulary are clear and appropriate

Grammar, spelling, and punctuation are accurate

Resources used / Bibliography

Very few (less than 10) resources or inappropriate resources are used

Resources are not clearly presented

Few (between 10 and 20) resources are used

Resources are not presented in proper APA format

Appropriate number (20 or more) and quality of resources are used

Resources are presented in proper APA format

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5. Final presentation:

Points 1 3 5

Organization Structure is unclear and does not effectively support the presentation’s purpose

Structure is somewhat unclear and somewhat effectively supports the presentation’s purpose

Structure is clear and effectively supports the presentation’s purpose

Information presented in a systematic manner

Content No synthesis of research findings being presented

Content not linked to student’ program

Some synthesis of findings

Somewhat clear description of policy role of organization

Clear content Content linked to the

student’s program

Presentation Difficult to understand

Poor speaking and presentation skills

Lack of use of visuals and other techniques to maintain audience interest

Mostly easily understood by audience

Fair speaking and presentation skills

Weak use of visuals and other techniques to maintain audience interest

Easily understood by audience

Excellent speaking and presentation skills

Uses visuals and other techniques to maintain audience interest

Handout and student grades

Handout lacking or unclearly presents information

Student grade low

Handout presents information but isn’t clear and concise

Student grade medium

Handout of 1-2 pages presents key information clearly and concisely

Student grade highDiscussion and questions

Does not initiate discussion or attempt to answer questions

Minimal discussion generated and some attempt at answering questions

Adequate discussion and questions answered

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Course Policies: Participation includes completing all required reading and writing assignments

on-time as specified in the syllabus as due dates, thoughtfully participating in in-person and on-line discussions, and taking responsibility for helping create a positive learning environment by arriving promptly, listening respectfully, and participating constructively.

Attendance and Participation - see rubrics above Individual papers / projects – see rubrics above Late Work – all work is due within one week of last class, no written work

will be accepted after this date.

Grading

Grading: Grade type for the course is a whole or partial letter grade. (Please see table below)Note: the lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that are submitted by faculty will automatically be recorded as an “F”. Please see the Graduate Catalog for more detailed information on the University’s grading policy. Please note that in order to transfer credit from a course into a doctoral or other advanced graduate program, you will need to earn a B or higher.

UMass Boston Graduate Grading PolicyLetter Grade Percentage

Quality Points

A 93-100% 4.00A- 90-92% 3.75B+ 87-89% 3.25B 83-86% 3.00B- 80-82% 2.75C+ 77-79% 2.25C 73-76% 2.00F 0-72% 0.0

INCGiven under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required.

N/A

IF Received for failure to comply with contracted completion terms. N/AW Received if withdrawal occurs before the withdrawal deadline. N/AAU Audit (only permitted on space-available basis) N/A

NA

Not Attending (student appeared on roster, but never attended class. Student is still responsible for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on cumulative GPA.)

N/A

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Methods of Instruction

Methods: Class and online discussions, lectures, readings, multimedia resources, group work and presentations, and individual projects and presentations. Completion of readings on schedule is essential to successful participation.

The University of Massachusetts Boston is committed to providing reasonable academic accommodations for all students with disabilities. This syllabus is available in alternate format upon request. If you have a disability and feel you will need accommodations in this course, please contact the Ross Center for Disability Services, Campus Center, Upper Level, Room 211 at 617.287.7430. http://www.umb.edu/academics/vpass/disability/ After registration with the Ross Center, a student should present and discuss the accommodations with the professor. Although a student can request accommodations at any time, we recommend that students inform the professor of the need for accommodations by the end of the Drop/Add period to ensure that accommodations are available for the entirety of the course.

Academic Integrity and the Code of Student Conduct

It is the expressed policy of the University that every aspect of academic life--not only formal coursework situations, but all relationships and interactions connected to the educational process--shall be conducted in an absolutely and uncompromisingly honest manner. The University presupposes that any submission of work for academic credit is the student’s own and is in compliance with University policies, including its policies on appropriate citation and plagiarism. These policies are spelled out in the Code of Student Conduct. Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, as delineated in the University of Massachusetts Boston Graduate Catalogue and relevant program student handbook(s). UMB Code of Student Conduct

You are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism: http://umb.libguides.com/GradStudiesCitations

Other Pertinent and Important InformationIncomplete Policy: The grade incomplete (INC) is reported only where a portion of the assigned or required class work, or the final examination, has not been completed because of serious illness, extreme personal circumstances, or scholarly reasons at the request of the instructor.If your record is such that you would fail the course regardless of your missing work, you will fail. Permission of the instructor must be obtained and the form for Grade Incomplete must be completed. These forms can be obtained from the appropriate departmental offices. If you are receiving the grade of incomplete (INC), you are allowed one year in which to complete the

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course. The new grade must be submitted to the Registrar by the grading deadline for that semester, e.g., by the end of the next fall for the fall semester incompletes.The grade for any course not completed by this deadline will be converted to the grade of 'IF'.

Coursework Difficulties: Please discuss all coursework matters with me sooner than later.

Withdrawing From This Course: Please refer to the written policies and procedures on formal withdrawal and add/change dates listed in the Graduate Studies Catalog.Course Schedule

* This syllabus is subject to change. Readings for each week will be selected from the ones listed below.

Class 1 – 3/16/2013 Face to Face

Core Topic(s) Introduction to Child Development, Current Theories of Child Development, and Early Development

LearningObjectives

1, 2, 3, 4, 5,6, 7, 8, 9, and 10

ReadingAssignment

Bronfenbrenner, U., 1986. Ecology of the Family as a Context for Human Development: Research Perspectives. Developmental Psychology, Vol. 22, No. 6, 723-742.

Damon, W. & Lerner, R. (2008). The scientific study of child and adolescent development: Important issues in the field today. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 3-18). Hoboken, NJ: Wiley Publications.

Klahr, D. (1992). Information processing approaches. In R. Vasta (ed.). Six Theories of Child Development: Revised Formulations and Current Issues (pp.133-184). London, UK: Jessica Kingley Publications.

Scarr, S. (1992). Developmental Theories for the 1990s: Development and Individual Differences. Child Development, 63, 1-19.

Class Activities(Face to Face)

Introduction including review of syllabus and assignments Lecture and discussion of child development theories, comparison of older

and more recent theories Group activity involving critiquing child development theories Watching video http://www.pbs.org/wgbh/nova/body/life-greatest-

miracle.html Lecture and discussion on early (pre-natal and infant) development Group activity involving application of knowledge of early development

in classroom setting. Will compare Piaget theories(egocentric) with Alison Gopnik’s research http://www.babble.com/toddler/toddler-development/how-to-help-your-kids-learn-faster-videos/

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Class 2 – 3/23/2013 Face to Face

Core Topic(s): Brain, Physical Development, and Sensory IntegrationLearning Objectives:

1 - 11, 12a, 12b, and 12d

ReadingAssignment

Diamond, A., and Dima, A. (2008). Contributions of Neuroscience to Our Understanding of Cognitive Development. Current Directions in Psychological Science, 17,136-141.

Couperus, J. W. & Nelson, C. A. (2006). Early brain development and plasticity. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 85-105). Malden, MA: Blackwell Publishing

Gunnar, M. (2006). Social regulation of stress in early child development. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 106-125) Malden, MA: Blackwell Publishing.

Mayrose, K. (2010). A sensory integration perspective. In Becker-Weidman, A. & D. Shell (Eds.), Attachment parenting: Developing connections and healing children (pp. 125- 136). Lanham, MD: Jason Aronson

Nelson, C. A., Thomas, K. M., & Haan, M. d. (2008). Neural basis of cognitive development. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 19-53). Hoboken, NJ: Wiley Publications.

Shonkoff, J., & Phillips, D. (2000). From neurons to neighborhoods: The science of early childhood development. DC: National Academies Press (Chapter 8)

Class Activities(Face to face)

Discussion of understanding child development through the lens of neuroscience

Discussion of early physical development Group activity involving application on sensory integration and brain

development in classroom settings

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Class 3 – 3/30/2013 Online

Core Topic(s): Socio-emotional Development (Temperament and Personality Development)Learning Objectives:

1, 11, and 12c

ReadingAssignment

Harter, S. (2006). The Developing Self. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 216 -262). Hoboken, NJ: Wiley Publications.

Rothbart, M. & Bates, J. (2006). Temperament. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 54-94). Hoboken, NJ: Wiley Publications.

Rothbart, M. Posner, M, Kieras, J. (2006). Temperament, attention, and development of self-regulation. In In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 338-357) Malden, MA: Blackwell Publishing.

Shiner, R. & Caspi, A. (2006). Personality development. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 181-215). Hoboken, NJ: Wiley Publications.

Thompson, R. A., Winer, A. C., Goodvin, R. (2011). The individual child: Temperament, emotion, self, and personality. In M. Lamb & Bornstein, M. H. (Eds.) Social and personality development: An advanced textbook (pp. 217-258). NY: Psychology Press.

Class Activities(On-line)

Online discussion forums for the following topics:Role of nature and nurture in temperament and personality developmentPersonality differences in children in classroomsDevelopment of self-regulation

Assignment Preliminary literature paper due

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Class 4 – 4/6/2013 Face to Face

Core Topic(s): Relationships: Socialization in the Context of Family and PeersLearning Objectives:

1, 11, 12d, and 12g

ReadingAssignment

Parke, R. D., & Buriel, R. (2006). Socialization in the family: Ethnic and ecological perspectives. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 95-140). Hoboken, NJ: Wiley Publications.

Rogoff, B. E., Shari G., & Shari Gardner, W. (1999). Adjustment of adult–child instruction according to child's age and task. In P. Llyod & C. Fernyhough, (Eds.) Lev Vygotsky: Critical assessments: The zone of proximal development, Vol. III (pp. 180-191). Florence, KY: Taylor & Frances/Routledge.

Rubin, K. H. Bukowski, W. M., Parker, J. G., & Bowker, J. C. (2006). Peer interactions, relationships, and groups. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 141-180). Hoboken, NJ: Wiley Publications.

Denham, S, A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40, 137-143.

Lowe Vandell, D., Nenide, L., & Van Winkle, S. J. (2006). Peer relationships in early childhood. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 455-470) Malden, MA: Blackwell Publishing.

Harkness, S. & Super, C. (2006). Themes and Variations: Parental Ethnotheories in Western Cultures. In.  K. H. Rubin & O. B. Chung (Eds.) Parenting beliefs, behaviors, and parent-child relations: A cross-cultural perspective (pp. 61- 79). NY: Psychology Press.

Super, C. & Harkness, S. (1997). The cultural structuring of child development. In J. W. Berry, P. R. Dasen, & T. S. Saraswathi (Eds.) Handbook of cross-cultural psychology, Vol. 2: Basic processes and human development (2nd ed, pp 1-39) Needham Heights, MA: Allyn & Bacon.

Class Activities(Face to face)

Discussion of socialization of child in the family Discussion of peers and their role in child socialization Group activity involving role of culture in child development

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Class 5 – 4/13/2013 and 4/20/2013 Online

Core Topic(s): Development of Pro-social, Anti-social Behavior, and MoralityLearning Objectives:

1, 11, 12h and i

ReadingAssignment

Dodge, K., Coie, J. D., & Lynam, D. (2006). Aggression and antisocial behavior in youth. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 473-516). Hoboken, NJ: Wiley Publications.

Turiel, E. (2006). The development of morality. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 517-550). Hoboken, NJ: Wiley Publications.

Fabes, R. A., Gaertner, B. M., & Poop, T. K. (2006). Getting along with others: Social competnce in early childhood. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 297-316) Malden, MA: Blackwell Publishing.

Campbell, S. (2006). Maladjustment in preschool children: A developmental psychopathology perspective. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 358-378) Malden, MA: Blackwell Publishing.

Hanish, L. D., Sallquist, J. D., Fabes, M., Martin, R. A., & Lynn, C. (2012). Aggression by whom–aggression toward whom: Behavioral predictors of same- and other-gender aggression in early childhood. Developmental Psychology, 48, 1450-1462.

Hawley, P. H., & Geldhof, G. J. (2012). Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective. Journal of Experimental Child Psychology, 112, 18-35.

Johansson, E. (2012). Morality in preschool interaction: Teachers' strategies for working with children's morality. Early Child Development and Care, 172, 203-221.

Class Activities(On-line)

Online discussion forums for the following topics:Children’s Behaviors and adjustment in classroomsCauses of and solutions for aggressionEncouraging pro-social and altruistic behaviors in children

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Spring 2013

Class 6 – 4/27/2013 Face to Face

Core Topic(s): Cognitive development, Achievement, and LearningLearning Objectives:

1, 11, 12f, 12k, and 12l

ReadingAssignment

Gelman, S. A. & Kalish, C. W. (2006). Conceptual development. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 298-321). Hoboken, NJ: Wiley Publications.

Welsch, M. C., Friedman, S. L., & Spieker, S. J. (2006). Executive functions in developing children: Current conceptualizations and questions for the future. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 167-187) Malden, MA: Blackwell Publishing.

Tucker-Drob, E. M. (2012). Preschools reduce early academic-achievement gaps: A longitudinal twin approach. Psychological Science, 23, 310-319.

Willoughby, M. T., Kupersmidt, J. B., & Voegler-Lee, M. E. (2012). Is preschool executive function causally related to academic achievement? Child Neuropsychology,18, 79-91.

Class Activities(Face to face)

Discussion of cognitive development, achievement gap, and executive functions

Assignment(s): Outline for final paper due

Class 7 – 5/4/2013 On-line

Core Topic(s): Language and literacy developmentLearning Objectives:

1, 11, 12f, 12k, and 12l

ReadingAssignment

Tomasello, M. (2006). Acquiring linguistic constructs. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 263-297). Hoboken, NJ: Wiley Publications.

Pinto, A. I., Pessanha, M., & Aguiar, C. (2012). Effects of home environment and center-based child care quality on children's language,

communication, and literacy outcomes. Early Childhood Research Quarterly, 27.

Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., Kaderavek, J.N. (2012). The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills. Developmental Psychology, doi:10.1037/a0030347.

Bornstein, M. H. & Putnick, D. L. (2012). Stability of language in childhood: A multiage, multidomain, multimeasure, and multisource study. Developmental Psychology, 48, 477-491.

Class Activities Online discussion forums for the following topics:

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Spring 2013

(On-line) Language development – what helps and hampers it?Role of child care professionals in preschoolers’ language development

Class 8 – 5/11/2013 Face to Face

Core Topic(s): Applying Child Development Theories and Knowledge in Classrooms Student presentations

Learning Objectives:

9,10, and 11

ReadingAssignment

Meissels, S. J., & Atkins-Burnett, S. (2006). Evaluating early childhood assessments: A differential analysis. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 533-549) Malden, MA: Blackwell Publishing.

Bierman, K. L., & Erath, S. A. (2006). Promoting social competence in early childhood: Classroom curricula and social skills coaching programs. In K. McCarthy & Phillips D. (Eds.), Handbook of Early Childhood Development (pp. 595-615) Malden, MA: Blackwell Publishing.

Onchwari, G., Onchwari, J., & Ariri Keengwe, J. (2008). Teaching the immigrant child: Application of child development theories. Early Childhood Education Journal, 36, 267-273.

Spencer, M. B. (2006). Phenomenology and ecological systems theory: Development of diverse groups. In W. Damon, R. Lerner, & D. Kuhn (Eds.) Child and Adolescent Development: An Advanced Course (pp. 696-740). Hoboken, NJ: Wiley Publications.

Class Activities Discussion of following topics: Evaluating and applying theories in classroom and Child development theories and curriculumStudents present parts of their final paper in class

Assignment Student presentationsFinal paper due

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Bibliography

Berk, L. (2011). Infants & children (7th ed.). Boston, MA: Allyn & Bacon.Bergen, D., Reid, R., & Torelli, L. (2001). Educating and caring for very young children. New

York, NY: Teachers College. Press Brazelton, T. B. & Sparrow, J. D. (2006). Touchpoints-Birth to Three (2nd ed.). Boston: Da Capo

PressCohen, D.H., V. Stern, N. Balaban, & N. Gropper. 2008. Observing and recording the behavior

of young children. 5th ed. New York: Teachers College Press. Copple, C., & S. Bredekamp, eds. 2009. Developmentally appropriate practice in early childhood

programs serving children from birth through age 8. Washington, DC: NAEYC. Davies, D. (2011). Child development: A practitioner's guide (3rd ed.). NY: Guilford Press, Elliot, L. (2000). What's Going on in There? : How the Brain and Mind Develop in the First Five

Years of Life. NY: Bantam. Gilgun, J. F. (2009). Executive Function & Self-Regulation in Children. Jane Gilgun BooksGonzales-Mena, J. (2004). The caregiver’s companion, New York: McGraw-Hill Gottman, J., & Declaire, J. (1998). Raising An Emotionally Intelligent Child: The Heart of

Parenting. NY: Simon & Schuster. Healy, J. (2004). Your Child's Growing Mind: Brain Development and Learning From Birth to

Adolescence (3rd ed.) NY: Three Rivers Press. Healy, J. M. (2006). The Dance of Nature and Nurture: How Environment Impacts Brain

Development and Genetic Expression. In S. Olfman (Ed.) No child left different (pp. 31-47). Westport, CT: Praeger Publishers/Greenwood Publishing Group.

McCartney, K., & Phillips, D. (2006). Blackwell Handbook of Early Childhood Development. Malden, MA: Blackwell Publishing.

McDevitt, T. M. & Ormrod, J. E. (2009). Child Development and Education. Upper Saddle River, NJ: Pearson Publication

Meece, J., & Daniels, D. H. (2007). Child and Adolescent Development for Educators. NY: McGraw-Hill.

Michnick-Golinkoff, R. Hirsh-Pasek, K., & Eyer, D. (2004). Einstein Never Used Flashcards: How Our Children Really Learn and and Why They Need to Play More and Memorize Less. Emmaus, PA: Rodale Books

Smith, P. K., Cowie, H., & Blades, M. ( 2011). Understanding children's development (4th ed.). Malden: Blackwell Publishing,

Wang, S., & Aamodt, S. (2011). Welcome to Your Child's Brain: How the Mind Grows from Conception to College. NY: Bloomsbury Publishing.

Wood, C. (2007). Yardsticks: Children in the Classroom Ages 4-14 (3rd ed.) Turners Falls, MA:Northeast Foundation for Children

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