HDCD 5311: Developing Child: Infant-Toddlers

Course Syllabus: Fall 2008

Day/Time: Tues, Thurs; 11:30-12:45 pm Location: GR 4.204

Professor Contact Information

Dr. Melanie Spence
Office Hours: Thurs 2:00-3:00 or By Appointment E-mail: mspence@utdallas.edu
Office & Telephone: GR 4.818, (972) 883-2206 or CR 1.328, (972) 883-3656

Teaching Assistant: Michelle Lee E-mail: mll073000@utdallas.edu

Telephone: 972-743-9876

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Courses in child development or psychology are helpful, but not required. This is a core course for the HDCD program
and is to be taken during students’ first semester in the program.

Course Description
This core course in HDCD will examine development, data, and theories of infant development in multiple content
domains (e.g., cognitive, social, motor) from the prenatal period through 24 months of age. The goals of this course are:
1) To know sequences and major milestones of development in a variety of domains
2) To acquire knowledge of major developmental theories
3) To understand relationships across domains and develop the ability to view the child as a “system”.

Additionally, this course will cover information relevant for the following competencies specified by the state Texas
Interagency Council and that are required for future recognition as an Early Intervention Specialist.
PD1 – The EIS knows basic principles of child development and recognizes typical developmental milestones in
children birth to 36 months of age.
PROF 12 – The EIS understands how adult expectations influence children’s development.

Student Learning Objectives/Outcomes

1.1. Students will identify and describe sequences and major milestones of typical development during infancy in the
areas of cognitive, social, language, and physical functioning.
1.2. Students will be able to summarize and compare major developmental theories and themes in infant development.
6.1. Students will recognize and describe typical methodologies used in infancy research.

Required Textbooks and Materials

• Development in Infancy (4th ed.), M. Lamb, M. Bornstein, & D., Teti, 2002. LEA.
This book is available for purchase at the UTD and Off-Campus bookstores and is an e-book online in the UTD library.
▪ Additional required readings (listed below) will be on electronic reserve, on the UTD library website,
http://www.utdallas.edu/library/services/reserves/reservesvc.htm Readings other than those listed below will be assigned
during the semester and announced on the WebCT site. YOU ARE RESPONSIBLE FOR KEEPING UP WITH NEW
ASSIGNMENTS POSTED ON THIS SITE.
Instructions for accessing electronic reserves for HDCD5311 (Dev. Child-Infant-Toddlers)
The webpage should be available at http://utdallas.docutek.com/eres/coursepage.aspx?cid=480&page=docs
Or you may access by:
1. Go to library catalog: utdallas.edu/library
2. Click the “Find Course Reserves” link on Right side.
3. Then click on “Find Electronic reserves”
4. Search for readings for HDCD 5311
5. Password: pacifier
• Suggested Course Materials:
Berk, Laura E. (2002). Infants and Children: Prenatal through Middle Childhood (4th ed). Allyn & Bacon,
Needham Heights, MA.
The text by Berk is on reserve at the UTD library. Students who have not previously taken a course in child
development are encouraged to read this text as an introduction for this course.
HDCD 5311 Syllabus: Fall 2008
Course & Instructor Policies

Late Assignment Policy: Assignments are due on the designated date (see course schedule presented in this syllabus).
No late assignments will be accepted unless prior approval is given. Assignments submitted later than the due date will
receive an automatic 5% reduction in grade for every day that the assignment is late. Assignments will not be accepted
after 5 days.

Make-up Exams: Make-up exams are allowed only in the case of emergencies or sudden illness. If you have an
emergency or illness on the date of an exam, it is your responsibility to contact the instructor before the exam to discuss
the situation and you will be required to provide a doctor’s excuse. Missed exams will earn grades of 0.

No Extra Credit: No extra credit work will be available. The course requirements have been established so that there are
a variety of opportunities to contribute to the course grade.

Class Attendance: Attendance is expected and attendance and participation in class discussions/activities will contribute
6% to course grade.

Assignments & Grading Policy

Reading & Class participation (6%): Your class attendance and participation in class discussions are critical for
mastery of the material and successful performance in this course. The assigned readings should be completed before
each class. Classes will consist of lectures and discussions.

Exams (69%): Three exams are scheduled; each will contribute 23% to course grade for total of 69%. Exams will consist
of short answer, multiple choice, and essay questions, including a take-home section. Make-up exam/missed exam policy
is above.

Learning Assignments (25% total):

Integrative Summary (10%): The first of these assignments consists of locating two primary source research
papers published between 2001-2008, and writing a 3-5 page integrative summary. The essay should include the
hypotheses, description of research methods, results, conclusions and implications. Students should select a topic and
clear this topic with the instructor before locating research articles. DUE OCTOBER 7
Media vs Research Essay (15%): A second assignment will require you to find an article that would be readily
available to parents via popular media (internet, newspaper, magazine, or parenting book) and support or discredit the
information with peer-reviewed research. At least 4 sources should be cited. DUE NOVEMBER 18
NOTE: The specific assignments and number of required assignments are subject to change at the discretion of
the instructor.

Grading Scale
Scores for all components listed above will be compiled and grades assigned according to the following scale. Plus and
minus (+/-) grades may also be assigned at the discretion of the instructor.
A: 90 -100
B: 80-89
C: 70-79
F: below 70

Course Website: New assignments, revisions to the syllabus, announcements, and your exam grades will be posted on
the WebCT site, http://webct6.utdallas.edu/webct/logonDisplay.dowebct See instructions below for logging onto WebCT.
You are then responsible for checking this site frequently (at least twice weekly) to remain aware of new assignments,
announcements, etc. You also should check your UTD email frequently (see info below on UTD email policy). Email to
students enrolled in this class will be sent through this service to your UTD address.
WebCT Instructions:
* Go to http://galaxy.utdallas.edu/cp/home/loginf
* Log in to Galaxy, using your UTD NetID and password
* Click on the WebCT link in the Self Service Links section in the upper left part of the screen
* The course list will be available to you at the upper center part of the screen

HDCD 5311 Syllabus: Fall 2008

Academic Integrity Seminar: Students are strongly encouraged to read all information offered by the UTD office of
Judicial Affairs, at http://www.utdallas.edu/judicialaffairs/index.html . All students are responsible for understanding what
constitutes scholastic dishonesty and school policies.

Schedule of Topics & Assignments

Assignments may be rescheduled as warranted by progress during the semester. Readings will also be added and/or
revised.

August 21: Introduction & Assignments

August 26: Developmental Themes

--Chapter 1
-- What grown-ups understand about child development: A National Benchmark Survey
http://www.zerotothree.org/site/DocServer/surveyexecutivesummary.pdf?docID=821&AddInterest=1153
--Bjorklund, D. (2005). Models of Gene-Environment Interaction (pp. 33-40). In Bjorklund, D. Children's thinking:
Developmental Function and Individual Differences (4th Ed.). Belmont, CA: Wadsworth.

August 28: Biological and Environmental Foundations of Development

--Gottlieb, G. (2000). Environmental and Behavioral influences of Gene Activity. Current Directions in
Psychological Science, 9 (3), p. 93-97.
--Reik, W. & Dean, W. (2002). Epigenetic reprogramming: back to the beginning. Nature, 420 (6912), p. 127.
--Weinhold, (2006). Epigenetics: Science of Change, Environmental Health Perspectives, 114 (3).
--Read “Ask the expert” at http://www.pbs.org/wgbh/nova/sciencenow/3411/02-ask.html
-- Watch video: http://www.pbs.org/wgbh/nova/sciencenow/3411/02.html

September 2: Developmental Themes (continued) and Social Ecology

--Chapter 2: pp. 31-38, 47-56
--Emergence discussion: Read “Ask the Expert” http://www.pbs.org/wgbh/nova/sciencenow/3410/03-ask.html
--Watch video on emergence at: http://www.pbs.org/wgbh/nova/sciencenow/3410/03.html

September 4: Research Methods

--Chapter 3: pp. 57-74, 85-92

September 9: Prenatal Development & Newborn

--Chapter 4; pp. 94-123
--Hopson, J. (1998). Fetal Psychology. Psychology Today, 131, issue 5, p. 44-49.
-- Body burden: the pollution in newborns http://archive.ewg.org/reports/bodyburden2/execsumm.php
Read News Release, and Parts 1-4 of Executive Summary, and Statement from Scientists and MDs:
Attend class prepared for class discussion of this information

September 11: Prenatal Development/Newborn

--Read http://epigenome.eu/en/2,48,872

September 16: Nervous System Development

--Chapter 5; pp. 132-160
--Brain Quiz:
http://www.zerotothree.org/site/PageServer?pagename=ter_key_brain_quiz
--Questions about Brain Development:
http://www.zerotothree.org/site/PageServer?pagename=ter_key_brainFAQ
--Starting Smart:
http://www.zerotothree.org/site/DocServer/startingsmart.pdf?docID=2422

September 18: Nervous System Development

--Johnson, M. (2001) Functional brain development in humans. Nature Reviews Neuroscience, 2, pp. 475-483.
--Nelson, C. (1999). Neural plasticity and human development. Current Directions in Psychological
Science, 8, 42-45.

September 23: EXAM #1

HDCD 5311 Syllabus: Fall 2008

September 25: Physical & Motor Development
--Chapter 4; pp. 123-131
--Bertenthal, B. & Campos, J. (1990). A systems approach to the organizing effects of self-produced locomotion
during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research, Vol. 6, pp.
1-14, 31-37.
-- “Late” crawling:
http://www.zerotothree.org/site/PageServer?pagename=ter_key_childdevt_latecrawl&AddInterest=1153
-- Adolph, K & Joh, A. (2007), Motor development: How infants get into the act (chapter 4). In A. Slater & M. Lewis
(Eds.), Introduction to infant Development (2nd edition), Oxford University Press, pp. 63-80.

September 30: Physical & Motor Development

--Adolph, K. & Eppler, M. (1998) Development of Visually Guided locomotion. Ecological Psychology, 10, 303-321
--Adolph, K. (2000). Specificity of Learning: Why infants fall over a veritable cliff. Psychological Science, 11,
290-295

October 2: Perceptual Development

--Chapter 3, p. 75-85
--Chapter 5, pp. 160-166
--Chapter 6, pp. 167-192,194-204

October 7: Perceptual Development (continued)

Learning Assignment #1 Due
--Bushnell, I. (1998). The origins of face perception. In F. Simion & G.Butterworth (Eds.), The Development of
Sensory, Motor, and Cognitive Capacities in Early Infancy (pp. 69-86). Psychology Press, East Sussex, UK.
--Bertenthal, B. & Campos, J. (1990). A systems approach to the organizing effects of self-produced
locomotion during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research, Vol. 6,
pp. 38-52.
--Maurer, D., Mondloch, C. & Lewis, T. (2007). Sleeper effects, Developmental Science, 10, pp 40–47.

October 9: Learning Processes and Information Processing

--Chapter 7, pp. 223-245
--Aslin, Saffran, & Newport (1998). Computation of conditional probability statistics by 8-month-old infants,
Psychological Science, 9, pp. 321-324.
--Rovee-Collier, C. & Barr, R. (2001). Infant Learning and Memory (pp. 151-168). In Bremner & Fogel (Eds.),
Blackwell Handbook of Infant Development. Blackwell Publishers: Malden, MA

October 14: Cognitive Development

--Chapter 7, pp. 205-223
--Bjorklund, D. (2005). Representation (pp. 234-241). In Bjorklund, D. Children's Thinking: Developmental
Function and Individual Differences. Belmont, CA: Wadsworth.
--Bertenthal, B. & Campos, J. (1990). A systems approach to the organizing effects of self-produced locomotion
during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research, Vol. 6, pp. 14-19, 52-54.

October 16: Categorization & Representation

--Chapter 8, pp. 246-255
--Quinn, p. (2002) Category Representation in Young Infants. Current Directions in Psychological Sciences, 11(2)
p 66-69.
--Clearfield, M. & Mix, K. (1999). Number versus contour length in infants’ discrimination of small visual sets.
Psychological Science, 10, pp. 408-411.

October 21: Categorization & Representation (continued)

--Cohen, L., Rundell, L., Spellman, B. & Cashon, C. (1999). Infants’ perception of causal chains. Psychological
Science, 10, pp. 412-418.
---Bjorklund, D. (2000). Representation (pp. 203-207). In Bjorklund, D. Children's thinking: Developmental
rd
Function and Individual Differences (3 Ed.). Belmont, CA: Wadsworth.

October 23: EXAM #2

HDCD 5311 Syllabus: Fall 2008

October 28: Memory Development
--Chapter 8, pp. 255-263
--Bauer, P. (2002). Long-term recall memory: Behavioral and neuro-developmental changes in the first 2 years
of life. Current Directions in Psychological Science, 11, pp. 137-141.
--Bauer, P.J., Wiebe, S.A., Carver, L.J., Waters, J.M., & Nelson, C.A. (2003). Developments in Long-Term
Explicit Memory late in the First Year of Life: Behavioral and Electrophysiological Indices. Psychological
Science, 14, 629-635.
--Rovee-Collier, C. (1993). Capacity for long-term memory in infancy. Current Directions in Psychological
Science, 2, 130-135.

October 30: Memory Development (continued), Play

--Chapter 8, pp. 263-278
--Lewis, M. & Ramsay, D. (2004). Development of Self-Recognition, Personal Pronoun Use, & Pretend
Play During the Second Year, Child Development, 75(6) pp. 1821-1831.

November 4: Language Development

--Chapter 6, pp. 190-194
--Jusczyk, Peter W. (2002). How Infants Adapt Speech-Processing Capacities to Native Language Structure.
Current Directions in Psychological Science,11, 15-18.
-- What’s your sign:
http://www.zerotothree.org/site/PageServer?pagename=ter_key_childdevt_sign&AddInterest=1145

November 6: Language Development (continued)

--Chapter 9; pp. 279-307
--Kuhl, Patricia (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience,
5, pp. 831-843.

November 11: Language Development (continued)

--Chapter 9; pp. 307-327
--Golinkoff, R. & Hirsch-Pasek, K. (2006). Baby wordsmith. Current Directions in Psychological Science, 15, 30-
33.

November 13: Emotions and Temperament

--Chapter 10

November 18: Emotions and Temperament

--Learning Assignment #2 Due
--Chapter 10 (continued)
--Bertenthal, B. & Campos, J. (1990). A systems approach to the organizing effects of self-produced locomotion
during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research, Vol. 6, pp. 19-30.
--Tronick, E. (1989). Emotions and emotional communication in infants. American Psychologist, 44, 112-119.
--The idea of temperament: does it help parents understand their babies? By Patricia Blackwell
http://www.zerotothree.org/site/DocServer/vol24-4b.pdf?docID=1762&AddInterest=1158

November 20: Temperament, Attachment, and Interactions

--Teaching your child discipline and self-control
http://www.zerotothree.org/site/PageServer?pagename=ter_key_social_selfcontrol&AddInterest=1157
--Tips on nurturing your child’s social-emotional development
http://www.zerotothree.org/site/PageServer?pagename=ter_key_social_socemottips&AddInterest=1157
--Young children develop in an environment of relationships: By national scientific council on the developing child
http://www.developingchild.net/pubs/wp/Young_Children_Environment_Relationships.pdf
--Independence
http://www.zerotothree.org/site/PageServer?pagename=ter_key_childdevt_independence1&AddInterest=1153
--ME DO IT!
http://www.zerotothree.org/site/PageServer?pagename=ter_key_childdevt_moods&AddInterest=1153--

HDCD 5311 Syllabus: Fall 2008

November 25: Attachment and Interactions
--Chapter 11
--Chapter 2, pp. 38-46
--Goldsmith, H. H. & Harman, C. (1994). Temperament & Attachment; Individuals & Relationships,
Current Directions in Psychological Science, 3(2): pp. 53-57
--Walden, T. & Geunyoung, K. (2005). Infants' Social Looking Toward Mothers & Strangers,
International Journal of Behavioral Development, 29(5), pp. 356-360.

November 27: Thanksgiving Holiday

December 2: What Have We Learned From and About Infants

--Chapter 12
--Revisit Developmental issues (from Chapter 1)

December 4: Exam #3

Field Trip Policies/Off-campus Instruction and Course Activities**

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and
procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be
found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm Additional
information is available from the office of the school dean. ** No such activities are planned.

Student Conduct & Discipline

The 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 of each student and each student organization to be
knowledgeable about the rules and regulations which govern student conduct and activities. General information
on student conduct 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 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.

HDCD 5311 Syllabus: Fall 2008

 University Policies on discipline and conduct, as well as examples of scholastic dishonesty area available
at: http://www.utdallas.edu/student/slife/dishonesty.html. Read this information very closely. Any
incidents suspicious of plagiarism or cheating will be referred to the Judicial Review office for
investigation. Students will also be required to attend a session conducted by the Judicial Affairs office.

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.

Withdrawal from Class

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 any student. 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 Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s 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 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 deal 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.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s
end and only if 70% of the course work has been completed. An incomplete 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 the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed
automatically to a grade of F.

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.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
HDCD 5311 Syllabus: Fall 2008
 PO 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 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.

Religious Holy Days

The 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 of worship 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 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.

HDCD 5311 Syllabus: Fall 2008