University of Utah
Developmental Psychology: Infancy and Childhood
Winter Quarter, 1995
This course is designed for psychology majors. It covers the same subject matter as Psychology 122, except that it focuses more on research, offers more depth on the subject and provides the opportunity for actually working with children. There are two components to this course. The first component focuses on required readings from the textbook. Through readings and class discussions we will trace the development of the child from conception through middle childhood. We will discuss basic concepts, findings, and research techniques in developmental psychology; examine the major theories regarding child development; and consider practical applications, The second component of the course involves public service and readings from primary sources. You will be involved in working with children in a cultural community different from your own. Among the options include participating at a computer club for African American children, or tutoring homeless children. Within the past decade developmental psychologists have become increasingly aware of the need to diversify our study of childhood. Through selected readings, discussions and our own experiences in the community we will begin to consider various sources of competence and diverse developmental pathways.
Texts and Readings
Cole & Cole (1993). _The Development of Children, 2nd Ed_.
Heath. (1983). _Ways with Words: Language, Life and Word in Communities and Classrooms._
Haight & Miller (1993). _ Pretending at Home: Early Development in a Sociocultural Context._
Selected articles as noted in the syllabus.
The texts are available in the bookstore and copies are on reserve in the library. We will spend the greatest portion of our time reading the Cole & Cole and Heath. Cole and Cole should be read in detail. Copies of the articles are on reserve in the library. Although I expect all of you to complete some portion of these readings for each class, I do not expect you to read every article for detail. My intent is to introduce you to a variety of materials, and to provide an opportunity for you to pursue in greater depth a topic of personal interest. Students are expected to read the assignments for each day prior to class. Class lectures, discussions and exercises will build upon, not duplicate, the reading.
You will be expected to serve within the community for 8 hours over the duration of the quarter. Yvette will assist you in locating an appropriate field placement within a cultural community that is not your own by Wednesday, January 18th.
Assignments and Grading
Grades are based upon performance on two essay exams, a journal, an annotated bibliography, and your participation in, and preparation for, class discussions.
Exams (30% each). There will be two take home essay exams. Each exam contributes 30% towards your final grade. You will have two weeks to work on them. These exams will include mini projects (e.g., to assess and facilitate your understanding of "theory" on the first exam, you will be asked to look up an article in a popular magazine and discuss the implicit theoretical orientation of the author). You may consult your notes, books and other students, but the final write-up must be your own. Your exam grade will be based on your demonstrated grasp of basic concepts, critical thinking, extension of basic concepts and presentation (e.g., spelling and grammar).
Dialogue Journals (15%). You will also keep a journal in which you record your observations, impressions, questions and reflections on your experiences within the community and related readings. Keeping a dialogue journal will help you integrate your service learning experience with classroom activities, text and cultural diversity readings. we class it a dialogue journal because the TA will write comments on it to you about your entries.
You are expected to complete a journal entry after each field work experience. You may also make entries related to supplementary readings and activities, and class discussions of service learning experiences.
You are required to make 6 entries, but feel free to make more if you like.
Please structure your entries to include the following:
It is important that you express honest feelings in your journal about your experiences. To facilitate your honest writing, your journals will not be graded, and they will be read by the TA. The content of your entries per se does not affect your journal grade. To get full credit for the journal (as A), you need to make the required number of entries, and make thoughtful, descriptive entries. You must turn in a journal to complete the course.
Annotated bibloigraphy (10%). The purpose of this assignment is to allow you to pursue literature related to your field placement. Go to the library and do a literature search, e.g., the development of African American children. Choose 5 articles to read and summarize for your bibliography. Each entry in your bibliography should include the reference (APA style) and a 3-5 sentence summary of the research questions, methods and findings.
Class Participation (15%). Class will follow a discussion format. For this type of format to be successful, it is essential that you come to class, be prepared to discuss materials, and to contribute to, but not monopolize, the discussion. To help you keep up with and focus your readings, discussion questions for the upcoming week will be distributed each Wednesday. Your attendance at class and quality of participation will be noted. On occasion, in-class exercises will be completed and recorded.
Syllabus for Psychology 322
Introduction to the course Week 1:
January 4 Introduction and discussion of course materials and assignments assignments
Theory and research in child development
January 9 Central questions and methods of developmental psychology.
Chapter 1. The study of human development
January 11 The role of diversity in understanding child development
Spencer, H.B. (1990) Development of minority children:An introduction, _Child Development 61_ 267-269.
Heath. Prologue, Chapters 1-2.
Tatum, B. Talking about race, learning about racism The application of racial identity development in the classroom
January 16 (No class: Martin Luther King birthday observance
January 18 Early infancy.
Research Video: maternal reactions to newborns and the prevention of child abuse
FIELD PLACEMENT DUE
January 23 The achievement of the first year
January 25 The end of infancy
FIRST EXAM WILL BE PASSED OUT IN CLASS
January 30 Pretend play
Haight and Miller
February 1 Early experiences and later life.
February 6 Language acquisition
February 8~Language acquisition continued
Heath Chapters 3-5.
FIRST EXAM AND DIALOGUE JOURNALS DUE AT THE BEGINNING OF CLASS
February 13 Cognitive development in early childhood
February 15 Social development in early childhood
February 20 (No class: Presidents Day holiday.) February 22 Contexts of early childhood development
Chapter 11 Elder, G. Household, kinship and the life course: Perspectives on Black families and children Heath chapter 6 and 7 Observation in university preschool
SECOND EXAM WILL BE PASSED OUT IN CLASS
February 27 Cognitive and biological attainments
March 1 Schooling and development
Chapter 13 Ogbu, J. A cultural ecology of competence among inner-city Blacks Hare, B. & Castenell, L. No place to run no place to hide:
comparative status and future prospects of Black boys.
March 6 social relations
March 8 Public policy
1994 Key facts about children in Utah: Children and families at risk ...
Heath chapters 8-Epilogue
Allen, W., Spencer, M. and Brookins, G. Synthesis: Black children keep on growing
SECOND EXAM, DIALOGUE JOURNALS AND ANNOTATED BIBLIOGRAPHIES ARE DUE
Below is a tentative list of volunteer opportunities involving children in Salt Lake City. You may choose from one of these projects or design your own from similar organizations. Please come to class on Monday, January 9 prepared to sign up for a volunteer activity that you will commit to throughout the quarter.
JACKSON ELEMENTARY Project: Tutoring and English as a Second Language Description: Students will work one on one with children grades K-6 from various cultural backgrounds, including Tongan, Vietnamese, African, Hispanic and Native American. Activities will involve tutoring in English language comprehension and helping with homework assignments. One hour per week. Hours are flexible according to volunteer's schedule. Goals: Volunteers to provide positive role models to students and learn from the various cultural perspectives of the children.
Salt Lake Boys and Girls Club
TRAVELER' S AID HOMELESS SHELTER 1) Project: Homeless Shelter School Tutoring Description: Tutor homeless children grades K-8 in various homework assigments. One to two hours per week between the hours of 9am to 2pm,
2) Project: Homeless Shelter Youth Description: Supervise homeless children in the playroom after school hours. 2 hours weekly. Monday-Friday 3:30-5:30pm. Goals for Both Projects: Expose students to the experience of homelessness through interaction with homeless children. Help the children learn to interact socially and provide positive role models.
Project: Junior Jazz Description: Coach Hispanic children ages 6-12 in basketball. Attend practices and games. 3 hours per week. Mondays 5-9pm.
CALVARY BAPTIST CHURCH
Project: Computer Club Description: Interact with African-American children during computer club. 2 hours per week. Saturdays 1-3pm. Goals: Provide role models and positive experience within "academic" setting.
PRIMARY CHILDREN'S HOSPITAL
Project: Child Life Center Description: Interact with hospitalized children in the playroom. Goals: Provide support to children who are suffering from physical illnesses.
Date: Thu, 28 Dec 1995 11:37:41 MST
From: Renee Buchanan <RBUCHAN@ssb1.saff.utah.edu