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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 221"
COURSE NAME: "Child Development"
SEMESTER & YEAR: Fall Semester 2012
SYLLABUS

INSTRUCTOR: Luti Elaine
HOURS: TTH 11:30-12:45
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: PS 101
OFFICE HOURS: before and after class and by appointment

COURSE DESCRIPTION:

The aim of this course is to introduce the student to a way of thinking about the complexity and continuity of development as part of a context of relationships surrounding the child from the prenatal stage through adolescence.  It will also emphasize the importance of developmental experiences for the future adult.  Through additional extra readings the student will become familiar with contemporary research in the field and will learn to read professional development literature in a critical way. 


SUMMARY OF COURSE CONTENT:

Each period in the development of the child will be studied in terms of its physical, cognitive and social aspects with particular emphasis on the development of the personality, as a result of the interaction of these aspects and contexts.   Particular attention will be placed on attachment theory, the development of the self and possible pathological outcomes of faulty development.

Note that there are many required readings that will be on reserve in the library and will not be in the course packet

LEARNING OUTCOMES:
The student should have an understanding of the complex interactions of different systems and relational contexts with the various periods of childhood and how the child's experiences in each of these contribute to the personality of the adult.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Child Development with Multimedia Courseware CD and PowerWebdeHart, Sroufe, CooperMcGraw hill9780071217033 It's fine to get a used edition even if it has a different publication date   
REQUIRED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
The interpersonal world of the infantDaniel SternKarnac books# ISBN 13 : 9781855752009 # ISBN 10 : 185575200X the book has two isbn numbers. I'm not sure why. There are many required readings from this book.
Becoming AttachedRobert Karen ISBN13: 9780195115017  
Infant Research and Adult TreatmentBeebe, LachmannThe Analytic Press0881634476  

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
several short papers .These papers will be assigned during the course and will concern the material of the class lessons.  Extensive feedback will be given and they should be rewritten if not satisfactory.20%
optional homework essaysBefore exams optional homework essays will be posted that are intended as practice for the exam, and will count as extra credit.  Feedback will be given. extra credit
midterm examAn open-book midterm exam consisting of about 3 essay questions that require an elaboration on the course material - comparisons, applications, etc - will be given during a usual 1 hour 15 minute class time.  Extensive feedback will be given.  If the exam is not satisfactory the student will be encouraged to take a second exam. 30%
observation paperA five page paper where the student observes a child or group of children informally, focusing on one or two of the developmental situations discussed in class. 15 %
final examA comprehensive open-book final exam will be given during the exam period for 2 and a half hours.  The exam will be worth 35% of the grade, unless the final exam is better than the midterm, in which case it will replace the midterm grade.35%

-ASSESSMENT CRITERIA:
  will be given to that work that shows a deep understanding across themes, demonstrating that the student is able to apply the theory in new contexts and critically analyze written material
B   will be given to work that shows good understanding of the material with some critical ability
C   will be given to work that shows knowledge of the material with some understanding
D   will be given to work that shows poor knowledge of the material with no critical ability or understanding

Exams will all be in essay form and will be with full access to books, readings and notes.  Therefore little emphasis will be given to information, since it is readily available, and more to the application of the information acquired.
Exams and papers are considered to be part of the learning process and so those that are unsatisfactory will be rewritten except for the final exam. 

-ATTENDANCE REQUIREMENTS:
The student is presumed to be a responsible adult who will attend class and get the notes for classes missed.  Therefore there will be no official penalties for absences.  However it will be extremely difficult to pass the course without attending class and class material will be drawn on for exams.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Note: the units represent the sequence of topics, not the actual class sessions.  Like development, we can predict the sequence but not the actual timing! Each topic may take more or less time, depending on how difficult it is or how much discussion it generates.  Students are expected to know what topic is being discussed and which topic will follow.  In doubt, it is always possible to email me at [email protected]

Readings may be added during the term, and they will be posted online or indications given as to where they can be found (e.g. on reserve in library) There will be many required readings that can only be found on reserve in the library

Unit 

Reading

Topics

1

 

Text -  Ch 1 ; Beebe & Lachmann, Infant Research and Adult Treatment : "Early capacities & pre-symbolic representation"

What is development.  Quantitative vs. qualitative change.  Normative and individual development.  Evolution, heredity and environment.  Theories: cognitive, social and emotional.  Research methods, with particular attention to the work of the Infant Researchers (Beebe, Lachmann, Stern) and the analysis of moment-to-moment interactions of the mother-infant dyad.

2

 

Text Ch 2

 

Contexts of development: biological, immediate environment of child, social and economic context, cultural context

3

 

Text Ch 3

Heredity and prenatal development: genes and heredity, prenatal stages, mother's experience of pregnancy, environmental influences on prenatal dev., genetic defects, Childbirth.

4

 

 

Text Ch 4: Daniel Stern The Interpersonal World oft he Infant:  "The sense of an emergent self"

Infancy: infant states, reflexes, motor skills, senses and perception, learning.  The self and the self object.  The experience of the newborn, how we can reconstruct it through observation.  Amodal perception, vitality affects, Representations of Interactions that have been Generalized

5

 

Text Ch 5; Stern "Sense of a core self" 

Cognitive development in infancy.  Piaget's stages, concept of the object in infancy.  Memory.  Infant stimulation. The beginnings of an organized sense of self: Invariants

6

 

Text Ch 6; Robert Karen, Becoming Attached: ch 13: Minnesota Studies; ch14: Mother, Father and outside world, ch15 Structures of mind;  Beebe & Lachmann ch 5 Patterns of early interactive regulation

Attachment: infant social and emotional development. First half year – innate social preadaptation, attunement and sensitive care, the smile. Second half year; emotional development, stranger response, attachment, patterns of attachment, temperament.  Importance of early care, sensitive periods. Working models of attachment.   Regulation: self regulation and interactive regulation. 

7

 

Chapter 7;

Daniel Stern ch 8

Toddlers: language and thought.  Components of language.  tasks in language learning, social use of language.  Environmentalist vs Nativist theories,  non-linguistic symbolic representation, pretend play, gestures.  Sense of a verbal self: language as a way of "being with"; "we-meanings" in language,  Language as a double-edged sword- what we gain and what we lose with language.

8

 

Chapter 8

Liotti: dissociation and attachment

Toddler social and emotional development.  Socialization from outside and inside.  Other developments.  Parent-toddler relationship.   Roots of personality.  Separation-individuation.  Parental abuse and neglect.  attachment patterns - film in class -

9

 

Chapter 9

Cognitive development in early childhood.  Preschool thought.  Quantitative tasks, number, other conceptual tools.  social cognition: child's theory of mind, egocentrism. Vygotsky and social aspects of cognition

10

 

Chapter 10

 Erikson: Genital modes and spatial modalities

Social and emotional development in early childhood.  Developing self: self-understanding, self constancy, self esteem.  Sexual identity, social development, peers, social competence.  Emotional development.  Play.  Parent's role- styles of parenting, identification. 

11

 

Chapter 11

Middle childhood- cognitive development.  Conservation, classification.  Social interaction and cognitive development.  Intelligence.

12

 

Chapter 12

 

Social and emotional development in middle childhood.  The self.  emergence of psychological self.  The self objects.  social self, sexual identity.  Peers.  emotional development.  contexts of development.

13

 

 

Chapter 13

Adolescence: physical and cognitive development.  Biological changes.  Puberty- hormonal activity, secondary sex characteristics, impact of pubertal change on body image and social relationships.  Neurological changes.  Cognitive changes: formal operations.  Social cognition.

14

 

Chapter 14

Social and emotional development.  Identity.  Development of self.  peer relationships.  sexual activity.  family relationships. 

15

 

Chapter 15: Stern:ch 9 the observed infant; Bowlby, Separation: Anxious attachment and the phobias of childhood; Miller: “The drama of the gifted child”

Pathological development.  Risks, protective factors.  Defining and assessing health and pathology.  Biological, environmental and developmental perspectives.  Types of disorders.