Required Readings:
1. Flavell, J., Miller, P. & Miller, S. (2002). Cognitive development,
4th edition.
Englewood, NJ: Prentice Hall. (Chapters 1- 4, 7)

2. Davies, D. (1999). Child development: A practitioner's guide. NY:
Guilford.

3. Readings to be passed out in class

Course Objectives:
1. Develop an understanding of the major theories and research in
child development

2. Develop critical analysis skills

3. Develop oral and written communication skills

4. Apply research in child development to your profession

Evaluation:

1. Short answer exam - worth 40% of your grade
The exam will focus on the major themes of the course.  I will make it
clear to you as we go through the course what questions I am likely to
ask on the exam.  I will not test you on minor points, instead I will
emphasize the major concepts of child development.

2. 3 class-discussion papers (see instructions on additional handout)
Each 2 page paper is 5% of your grade.

3. 8-page paper (see instructions on additional handout) 35% of your
grade

4. 10-minute presentation on your pater 10% of your grade

Class Schedule and Readings

Aug. 28   Introduction, Methods, Theories

Perceptual and Cognitive Development and Education

Aug. 30   Infant Motor Development & Perception
Flavell, J.H. (1996). Piaget's legacy. Psychological
Science, 7, 200-203.
Flavell Chapter 1 and 2 (pp. 1 - 45)

Sept. 4   Infant Cognition
Flavell Chapter 3 (pp. 63-98)

Sept. 6   Early Childhood Cognitive Development
Flavell Chapter 4
Davis Chapter 8 (pp. 240 - 251)

Sept. 11  Early Childhood Cognitive Development

Sept. 13  Early Childhood Cognitive Development and Early Childhood
Education
Vandell, D.L., Pierce, K., & Stright, A. D. (1997). Child
care. In G.C. Bear, K. M.
Minke, & A. Thomas (Eds.), Children's needs II: Development,
problems, and
alternatives. Bethesda, MD:NASP.

Sept. 18  Early Childhood Cognitive Development and Television
Critique of Teletubbies Paper due at the beginning of class
- Class Discussion

Sept. 20  Middle and Late Childhood Cognitive Development
Flavell, Chapter 5
Davis - Chapter 10 (pp. 316-321)

Sept. 25  Middle and Late Childhood Cognitive Development
Stigler, J. W., & Stevenson, H. W. (1992). How Asian
teachers polish each lesson to perfection. From Stevenson, H. S., &
Stigler, J.S., The learning gap: Why our schools are failing and what
we can learn from Japanese and Chinese education. New York: Summit.

Sept. 27  Cognitive Development, Intelligence, and IQ tests Class
Discussion of IQ test

Oct. 2    Motivation and Achievement
Dweck, C. S. (1999). Caution: Praise can be dangerous.
American Educator.

Oct. 4    Implications for Education
Critique of Elementary School Lesson Paper 2 due at the
beginning of class
Class Discussion
Language

Oct. 9         Language
Flavell Chapter 8

Oct. 11   Language

Socioemotional Development

Oct. 16   Infant Temperament & Attachment
Davies - Introduction & Chapter 1 and (51 - 53)

Oct. 18   Attachment
Davies - Chapter 6 (pp. 172-176), Chapter 8 (pp. 229-232)
Shore, R. (1997). What have we learned? From Rethinking the
brain: New insights into early development. NY: Families and Work
Institute.

Oct. 23   Predicting Children's Socioemotional Development (Resilience
and Risk)
Davis - Chapter 2 & 3

Oct. 25   Paper 3 due at beginning of class - Class Discussion

Oct. 30   Children's Self-Regulation
Davies - Infants pp. 117-129, 133-137, Toddlers pp. 181-202,
Preschoolers pp. 251-264, Chapter 9, Children pp. 320-334

Nov. 1    Parenting
Davies Chapter 5 and 7

Nov. 6    Family

Nov. 8    Peers

Nov. 13   Aggression and School Violence
Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989). A
developmental perspective on antisocial behavior. American
Psychologist, 44, 329-335.

Nov. 15   Short Answer Exam

Nov. 20 - Presentations

Nov. 22 - No Class Thanksgiving Break

Nov. 27 - Presentations

Nov. 29 - Presentations

Dec. 4 - Presentations

Dec. 6 - Presentations
TURN IN YOUR 8-PAGE PAPER