Professional Documents
Culture Documents
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 of young children’s 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) understand
methodologies 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 children’s development.
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.
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 student’s 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 exam
will 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 me
as 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 day’s 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 other’s 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.
1/18 Physical Development: Growth, the Body Berk, L. E. (2008). Physical development in early childhood. In
and the Brain, Motor Skills and Health Infants and children (6th ed, pp. 293-317). Boston:
Pearson
Effects 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 Children’s Thinking: Denham (1991). Teaching thinking skills: The “what” and
Cognitive Development and “how” of young children’s thinking. Early Child
Piaget Theory and Development and Care, 71, 35-44
Alternative Theories DeLoache, J. S. (1987). Rapid change in the symbolic
functioning of very young children. Science, 238, 1556-
1557.
2/1 Young Children’s Thinking: Berk, L. E. (2008). Language development. In Infants and
Language, Memory, and Academic Skills children: Prenatal through middle childhood (6th ed),
355-361. Boston: Pearson.
Marcus, G. F. (1996). Why do children say “breaked”? Current
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. (2006).
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: J.P. Shonkoff & D.A. Ohillips (Eds.). (2000). Acquiring self-
Self-Regulation regulation. In Neurons to Neighborhoods: The Science
The Developing Self of early childhood development. 93-123.
Emotions Verscueren, K., Marcoen, A. & Buyck, P. (1998). Five year
olds’ behaviorally presented self-esteem: Relations to
self-perceptions and stability across a three-year period.
The Journal of Genetic Psychology, 159, 273-279.
Jambunathan, S., & Burts, D. C. (2003). Comparison of
perception of self-competence among five ethnic groups
of preschoolers in the US. Early Child Development and
Care, 173, 651-660.
Kieras, J. E., Tobin, R., Graziano, W., & Rothbart, M. K.
(2005). You can’t always get what you want.
Psychological Science, 16, 391-396.
Denham, S. A., Zoller, D., & Couchoud, E. A. (1994).
Developing Child: Toddler and Preschool Years Syllabus Page 3
Socialization of preschoolers’ emotional understanding.
Developmental Psychology, 30, 928-936.
2/22 Psychosocial Development: Ruble, D., Taylor, L., Cyphers, L., Greulich, Fl., Lurye, L., &
Gender Development Shrout, P. (2207). The role of gender constancy in early
Gender Differences gender development. Child Development, 78, 1121-
Moral Development 1136.
Kochanska, G. & Aksan, N. (2204) Conscience in childhood:
Past, present and future. Merrill-Palmer Quarterly, 50
(3), 299-310.
3/1 Psychosocial Development: Ross, A. T. (1999). The individual child: Temperament,
Temperament emotion, self, and personality. In M. H. Bornstein & M.
Attachment E. Lamb (Eds). Developmental psychology: An
Aggression and Prosocial Behavior advanced textbook. (4th ed), 377- 409. Mahwah, NJ:
Erlbaum.
Rimm-Kaufmann, S. E., & Kagan, J. (2005). Infant predictors
of kindergarten behavior: The contribution of inhibited
and uninhibited temperament types. Behavioral
Disorders, 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 of
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.
Developmental Psychology, 30, 334-341.
3/8 Psychosocial Development Barr (2006). Social understanding in a social context. In K.
Theory of Mind McCartney & D. Phillips (Eds). Blackwell handbook of
Imaginary Companions early childhood development, 188-207.
Giftedness
3/15 SPRING BREAK NO CLASS
3/22 EXAM # 2 BRING BLUE BOOK
3/29 Social Influences on Development: Kazdin, A. E., & Benjet, C. (2003). Spanking children:
Parenting and Discipline Evidence and issues. Current Directions in
Fathers and Siblings Psychological Science, 12, 99-103.
Pratt, M. W., Kerig, P., Cowan, P. A., & Cowan, C. P. (1988).
Mothers and fathers teaching 3-year-olds: Authoritative
parenting and adult scaffolding of young children’s
learning. Developmental Psychology, 24, 832-839.
Rohner, R. (1998). Father love and child development: History
and current evidence. Current Directions in
Psychological Science, 7, 157-161.
Pike, A., Coldwell, J., & Dunn, J. (2005). Sibling relationships
in early/middle childhood: links with individual
adjustment. Journal of Family Psychology, 19, 523-532.
The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the
Rules 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 university’s
Handbook 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 to
assist 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 Regents’
Rules, 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 Integrity
The 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 work
done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or 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 one’s
own 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 academic
records. 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 university’s policy on
plagiarism (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 Use
The 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 raises
some 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 a
student’s 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 university to
maintain 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 email
account 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.
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 serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty
members 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 the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal
to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the 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 rules
and regulations.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610
in 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.
Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may
be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement
may 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 have
to 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 student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office
hours.
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 assignment
within 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 the
student 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 executive
officer 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 instructor
will 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 UTD
email 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.
Course Pre-requisites: The Developing Child (Infancy (HD 6319) or special approval
Course Description
Course Goals
Primary 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 to
you 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.
Notes: I do NOT give out my notes. Make sure you get one of the other students email
address 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 mother
coming 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 to
class. 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 ask
questions about the material that may be on a test.
E-learning and No idea what those are, thus that will not be part of this class.
and Turnitin.com
Developing Child: Toddler and Preschool Years Syllabus Page 7
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 articles
before you come to class. I may ask questions about the articles for class
discussion and it would not be a good idea if you had no idea what the article
was about.
6 TRUE FALSE INFANTS WHO QUICKLY GROW BORED WHEN THEY ARE
REPEATEDLY SHOWN A SIMPLE OBJECT TURN OUT TO HAVE A
HIGHER INTELLIGENCE LATER IN CHILDHOOD
10 TRUE FALSE THE AVERAGE CHILD TODAY REPORTS MORE ANXIETY THAN A
CHILD IN PSYCHIATRIC TREATMENT IN THE 1950’S DID
12 TRUE FALSE A YOUNG CHILD SEES HIS MOTHER SMILE WHEN SHE EATS
BROCCOLI AND MAKE A FACE WHEN SHE EATS AN APPLE.
GIVEN A CHOICE, THE CHILD WILL GIVE HIS MOTHER THE
APPLE 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 SESAME
STREET SHORTENS THE ATTENION SPAN OF CHILDREN WHO
WATCH IT.
15 TRUE FALSE IN THE UNITED STATES, ONE CHILD DIES FROM CHILD ABUSE
OR NEGLECT EVERY 4 DAYS
Take a moment to think about why you want to learn about children and their development. Most of
you are interested in child development because it may be your career goal. You may want to
1. 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 a
Ph.D. program. Others may consider a
3. career in pediatric medicine and believe that a first step towards that goal is to learn more about
the development of typical children. Some of you may want to become
4. 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 to
5. 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 a
degree 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 of
development.
Your particular goal will influence how you approach the information I will give you in this class. If your
goal 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 through
the 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 your
thinking 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 more
information 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.
Several issues that reflect the way we can think about the nature of childhood and the process of child
development. Just a few
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 Change
Related 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 relatively
stable over time. However, the specific way in which these characteristics are expressed changes
with age.
Anxiety for young children – separation anxiety, school-age children – social phobia or fear of
achievement 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.
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 early
traumatic 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.
3. STABILITY VS CHANGE
1/13 How to Think Like a Child Development Baum, A. C., & McMurray-Schwarz, P. (2007). Research 101:
Researcher: Research Methods and Tools for reading and interpreting early childhood
Navigating Research Articles research. Early Childhood Education Journal, 34, 367-
370.
Gleason, T. R., Sebanc, A. M., & Hartup, W. W. (2000).
Imaginary companions of preschool children.
Developmental Psychology, 36, 419-428.
1/18 Martin Luther King, Jr. Day- NO CLASS
1/20 The Importance of Physical Development: J. P. Shonkoff & D. A. Phillips (Eds.). (2000). Acquiring self-
Growth, Brain and Motor Development regulation. In Neurons to neighborhoods: The science of
early 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. In
Infants and children (6th ed, pp. 293-299 only). Boston:
Pearson.
2/17 Exam #1
2/22 Psychosocial Development: Temperament Ross, A. T. (1999). The individual child: Temperament,
Observation Assignment Distributed emotion, self, and personality. In M. H. Bornstein & M.
E. Lamb (Eds). Developmental psychology: An
advanced textbook. (4th ed, pp. 377- 409). Mahwah, NJ:
Erlabaum.
Rothbart, M. K. (2007). Temperament, development, and
Developing Child: Toddler and Preschool Years Syllabus Page 18
personality. Current Directions in Psychological
Science, 16, 207-212.
2/24 Psychosocial Development: Temperament Rimm-Kaufmann, S. E., & Kagan, J. (2005). Infant predictors
(cont.) of kindergarten behavior: The contribution of inhibited
and uninhibited temperament types. Behavioral
Disorders, 30, 331-347.
3/1 Psychosocial Development: Self-Related Verscueren, K., Marcoen, A. & Buyck, P. (1998). Five year
Cognitions in Early Childhood olds’ behaviorally presented self-esteem: Relations to
self-perceptions and stability across a three-year period.
The Journal of Genetic Psychology, 159, 273-279.
Jambunathan, S., & Burts, D. C. (2003). Comparison of
perception of self-competence among five ethnic groups
of preschoolers in the US. Early Child Development and
Care, 173, 651-660.
3/3 Psychosocial Development: Emotion J. P. Shonkoff & D. A. Phillips (Eds.). (2000). Acquiring self-
regulation. In Neurons to neighborhoods: The science of
early childhood development. (pp.104-115 only).
Washington D.C.: National Academy Press. (e-book
and course reserves)
Kieras, J. E., Tobin, R., Graziano, W., & Rothbart, M. K.
(2005). You can’t always get what you want.
Psychological Science, 16, 391-396.
Denham, S. A., Zoller, D., & Couchoud, E. A. (1994).
Socialization of preschoolers’ emotional understanding.
Developmental Psychology, 30, 928-936.
3/8 Psychosocial Development: Gender Ruble, D., Taylor, L., Cyphers, L., Greulich, F., Lurye, L., &
Development Shrout, P. (2007). The role of gender constancy in early
gender development. Child Development, 78, 1121-
1136.
Maccoby, E. E. (2000). Gender and relationships: A
developmental account. In W. Craig (ed.). Childhood
social development: Essential readings. (pp. 201- 219).
3/10 Psychosocial Development: Moral Kochanska, G., & Aksan, N. (2004). Conscience in childhood:
Development Past, present, and future. Merrill-Palmer Quarterly,
50(3), 299-310.
Killen, M. (2007). Children’s social and moral reasoning about
exclusion. Current Directions in Psychological Science,
16, 32-36.
3/15- Spring Break – NO CLASS
3/17
3/22 Psychosocial Development: Aggression Murray-Close, D., & Ostrov, J. (2009). A longitudinal study of
and Prosocial Behavior 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.
3/31 Social Influences on Development: Thompson, R. A. (2000). The legacy of early attachments.
Attachment Child Development, 71, 145-152.
4/5 Social Influences on Development: Dixon, W. E. (2003). This is going to hurt you a lot more than it
Parenting and Discipline is going to hurt me. In Twenty Studies that
revolutionized child psychology. (pp. 153-166). Upper
Saddle River, NJ: Prentice Hall.
Kazdin, A. E., & Benjet, C. (2003). Spanking children:
Evidence and issues. Current Directions in
Psychological Science, 12, 99-103.
4/7 Social Influences on Development: Rohner, R. (1998). Father love and child development: History
Fathers and Siblings and current evidence. Current Directions in
Psychological Science, 7, 157-161.
Pike, A., Coldwell, J., & Dunn, J. (2005). Sibling relationships
in early/middle childhood: links with individual
adjustment. Journal of Family Psychology, 19, 523-532.
4/12 Social Influences on Development: J. P. Shonkoff & D. A. Phillips (Eds.). (2000). The challenge of
Various Contexts studying culture. In Neurons to neighborhoods: The
science of early childhood development. (pp.57- 69).
Washington D.C.: National Academy Press.
Student led discussions.
4/14 Social Influences on Development: Student led discussions.
Important Factors
4/19 Social Influences on Development: Student led discussions.
Important Factors
4/21 Social Influences on Development: Student led discussions.
Changing Families
4/26 Social Influences on Development: J. P. Shonkoff & D. A. Phillips (Eds.). (2000). Growing up in
Childcare and Early Childhood Education childcare. In Neurons to neighborhoods: The science of
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 or
pressure? (pp. 39-46). San Francisco: Jossey- Bass.
4/28 Social Influences on Development: Play, Vandell, D. L., Nenide, L., & Van Winkle, S. (2006). Peer
Peers, and Friendship relationships 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