HDCD 6319 HCS 6357: Developing Child: Infant-Toddlers - Fall 2011

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

Professor Contact Information

Dr. Toosje VanBeveren E-mail: jtv013100@utdallas.edu Dr. Melanie Spence E-mail:mspence@utdallas.edu Office & Telephone: JO 3.108, (214) 662-6789 Office Hours: Before and after class, and by appointment Office Hours: Tues 2:00-3:00 or by appointment Office & Telephone: GR 4.532, (972) 883-2206

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 of Texas Interagency Council 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 childrens 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. --Questions to guide your reading and studying of the textbook will be provided for you. Questions may be available for some of the additional readings described below. 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. THE STUDENTS ARE RESPONSIBLE FOR KEEPING UP WITH NEW ASSIGNMENTS. Instructions for accessing electronic reserves for HDCD 6319/HCS 6357 (Dev. Child-InfantToddlers) The webpage should be available at:

http://utdallas.docutek.com/eres/coursepage.aspx?cid=1116
Or you may access by: 1. Go to library catalog: utdallas.edu/library 2. Click the Find Course Reserves link under Services. 3. Then click on Find Reserves 4. Search for readings for HDCD 6319 5. Password: will be announced in class Suggested Course Materials: Berk, Laura E. (2002). Infants and Children: Prenatal through Middle Childhood (4th ed). Allyn & Bacon, Needham Heights, MA.

HDCD 6319/HCS6357 Syllabus: Fall 2011

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.

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 doctors 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 (5%): 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 (25%): Three exams are scheduled; each will contribute 25% to course grade for total of 75%. Exams will consist of short answer and essay questions. Make-up exam/missed exam policy is above. Writing exercise (20%): A writing exercise will be assigned that will assist in developing your critical thinking and writing skills. This assignment is designed to develop skills such as researching relevant journal articles, summarizing articles, integrating and critically evaluating literature. This assignment will contribute 20% to course grade. Specific details on the assignment will be provided on the separate information sheet and by the instructor early in the semester. 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 Academic Integrity: Students are required 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. Additional information and examples of plagiarism can be found at http://aok.lib.umbc.edu/informationliteracy/plagiarism.php. Additionally, you are required work through the tutorial and complete the post test at http://www.umuc.edu/writingcenter/plagiarism/index.cfm. When you complete the test, you will print out a certificate of completion. This certificate must be turned in to the instructor. You should complete the tutorial and test before you write and turn in your paper. You are encouraged to complete this assignment during the first week of class.

HDCD 6319/HCS6357 Syllabus: Fall 2011

Schedule of Topics & Assignments

Assignments may be rescheduled as warranted by semester progress. Readings will also be added and/or revised. Class Date Aug. 25 Aug. 30 Sept.1 and 6 TVB Topic and assignments Introduction & Assignments Dr. Spence and Dr. VanBeveren Theories, Nature-Nurture, Continuity-discontinuity, and other concepts Chapter 1 What grown-ups understand about child development: A National Benchmark Survey http://www.zerotothree.org/site/DocServer/surveyexecutivessummary.pdf?docID=821&AddI nterest=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. Epigenesis and System Theory of Development, Social Ecology Gottlieb, G. (2007). Probabilistic Epigenesis, Developmental Science, 10, 1-11 DukeMedNews, Epigenetics means what we eat, how we live and love, alters how our genes behave. http://www.dukemednews.org/news/article.php?id=9322. 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 Chapter 2: pp.31-38,47-56 -Smith & Thelen, E. (2003). Development as a dynamic system. Trend in cognitive Sciences, 7, 343-348 -Emergence: Listen to first section of radio program on Emergence titled There is no Lord of the (Fire) flies: http//www.wnyc.org/shows/radiolab/episodes/2005/02/18#segment44029 (26 min) -Watch video on emergence at: http://www.pbs.org/wgbh/nova/sciencenow/3410/03.html -Emergence discussion: Read Ask the Expert http://www.pbs.org/wgbh/nova/sciencenow/3410/03ask.html Epigenesis and Systems Theory of Development (continued), Research Methods & Ethics Chapter 3: pp. 57-74, 85-92 -Watch http://video.pbs.org/video/1176774004/?starttime=69200 Sideshow babies Prenatal Development & Birth Chapter 4; pp. 94-123 Hopson, J. (1998). Fetal Psychology. Psychology Today, 131, 5, 44-49. Body burden: The pollution in newborns http://www.ewg.org/reports/bodyburden2/execsumm.php Read: http://epigenome.eu/en/2,48,872 CCF Forum Central Nervous System and Brain 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 Nelson, C. (1999). Neural plasticity and human development. Current Directions in Psychological Science, 8, 42-45. Nelson, C. (2009). A neurobiological perspective on early human deprivation. Child Development Perspectives, 1, 13-18 EXAM #1

Sept. 8 MS

Sept. 13 MS Sept. 15 and 20 TVB

Sept. 22 Sept. 27 TVB

Sept. 29

HDCD 6319/HCS6357 Syllabus: Fall 2011

Oct.4 and Oct 6 TVB Physical & Motor Development Chapter 4; pp. 123-131 Bertenthal, B. & Campos, J. (1990). A systems approach to the organizing effects of selfproduced locomotion during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research, Vol. 6, 1-14, 31-37. Late crawling: http://www.zerotothree.org/site/PageServer?pagename=ter_key_childdevt_latecrawl&AddIn terest=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, 63-80. Adolph, K. (2000). Specificity of Learning: Why infants fall over a veritable cliff. Psychological Science, 11, 290-295. Perceptual Development Chapter 3, pp. 75-85, Chapter 5, pp. 160-166 Chapter 6, pp 167-192, 194-204 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 (69-86). Psychology Press, East Sussex, UK. Bertenthal, B. & Campos, J. (1990). A systems approach to the organizing effects of selfproduced locomotion during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.). Advances in Infancy Research, Vol. 6, 38-52 Learning Processes, Information Processing, Imitation Chapter 7, pp. 223-245 Courage, M. & Setliff, A. (2009). Debating the Impact of Television and Video Material on Very Young Children: Attention, Learning, and the Developing Brain. Child Development Perspectives, 3, 7278 Piagetian Theory & Object Concept Development Chapter 7, pp. 205-223 Bjorklund, D. (2005). Representation (pp. 194-207). 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 selfproduced locomotion during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research, Vol. 6, 14-19, 52-54 Categorization & Representation Chapter 8, pp. 246-255 Quinn, p. (2002) Category Representation in Young Infants. Current Directions in Psychological Sciences, 11(2), 66-69. Bjorkland, D. (2000). Representation (pp. 203-207). In bed.). In Bjorkland, D. Childrens thinking: Developmental Function and Individual Differences (3rd Ed.). Belmont, CA Wadsworth. Cognitive Development Issues & Relation to Action Rakison, D. & Woodward, A. (2008). New Perspectives on the Effects of Action on Perceptual and Cognitive Development, Developmental Psychology, 44, 1209-1213 Oakes, L. (2009). The Humpty Dumpty Problem in the study of early cognitive development. Perspectives on Psychological Science, 4, 352-358. EXAM #2

Oct. 11 and 13 TVB

Oct.18 TVB

Oct. 20 TVB

Oct. 25 and 27 TVB

Nov. 1 TVB

Nov. 3

HDCD 6319/HCS6357 Syllabus: Fall 2011

Nov.8 and 10 TVB 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. Rovee-Collier, C. (1993). Capacity for long-term memory in infancy. Current Directions in Psychological Science, 2, 130-135. Rovee-Collier, C. & Barr, R. (2001). Infant Learning and Memory (pp. 151-162). In Bremner & Fogel (Eds.), Blackwell Handbook of Infant Development. Blackwell Publishers: Malden, MA Chapter 8, pp. 263-278. Lewis M. & Ramsey, D. (2004) Development of Self-Recognition, Personal Pronoun Use & Pretend Play during the Second Year, Child Development, 75 (6), pp. 1821-1831. Language Development and Theories of Language Acquisition Chapter 6, pp. 190-194 & -Chapter 9; pp. 279-307 Kuhl, Patricia (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831-843. Watch Kuhl lecture at: http://www.researchchannel.org/prog/displayevent.aspx?rID=16133&fID=345 Whats your sign: http://www.zerotothree.org/site/PageServer?pagename=ter_key_childdevt_sign&AddInteres t=1145 Chapter 9, pp. 307-327 Watch Kanzi de Bonobo at http;//pbs.org/wgbh/nova/apegenius/kanz-flash.html Golinkoff, R. & Hirsch-Pasek, K. (2006) Baby Wordsmith. Current Directions in Psychological Science 15, 30-33. Social Cognition Grossmann, T. & Johnson, M. (2007). The development of the social brain in human infancy. European Journal of Neuroscience, 25, 909919. View Mirror Neurons at http://www.pbs.org/wgbh/nova/sciencenow/3204/01.html Brandone, A. & Wellman, H. (2009). You Cant Always Get What You Want: Infants Understand Failed Goal-Directed Actions, Psychological Science, 20, 85- 91. Meltzoff, A. & Brooks, (2008). Self-Experience as a Mechanism for Learning About Others: A Training Study in Social Cognition, Developmental Psychology, 44, 1257-1265. THANKSGIVING HOLIDAY Emotions and Temperament Chapter 10 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/vol244b.pdf?docID=1762&AddInterest=1158 Bertenthal, B. & Campos, J. (1990). A systems approach to the organizing effects of selfproduced locomotion during infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research, Vol. 6, 19-30. Temperament and Attachment Chapter 11 & Chapter 2, pp. 38-46. Goldsmith, H.H. & Hartman, C. (1994). Temperament & Attachment: Individuals & Relationships. Current Directions in Psychological Science, 3 (2), 53-57. What Have We Learned From and About Infants Chapter 12 Revisit Developmental issues (from Chapter 1) Exam #3
Student Conduct & Discipline

Nov. 15 and 17 MS

Nov. 22 TVB

Nov. 24 Nov. 29 TVB

Dec. 1 TVB

Dec. 6

HDCD 6319/HCS6357 Syllabus: Fall 2011

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 universitys 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, 972/8836391). 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 ones own work or material that is not ones 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 universitys 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. 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. 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 universitys Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a 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 respondents 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 Deans 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 semesters 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 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

** No such activities are planned.

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 students 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

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

HDCD 6319/HCS6357 Syllabus: Fall 2011

university may need to provide special services such as registration, note-taking, or mobility assistance. It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to 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.