(EDI 610) Advanced Studies in Child Development
Syllabus of Record
Catalog Description: Theories and research methods and findings related to the
intellectual, emotional, perceptual, social, and personality development of the young
school child. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Specialty Program Standards: National Association for the Education of Young Children
(NAEYC); Association of School Curriculum Development
Course Standards and Assessments:
NBPTS Proposition 2: Teachers Know Their Subjects and How to Teach Them
2a: Teacher appreciate how knowledge in their subjects is created, organized
and linked to other disciplines
2b: Teachers command specialized knowledge of how to convey a subject to
students
2c:Teachers generate multiple paths to knowledge
Common Course Assessment: Developmental Guide
Major
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Topics:
Major theoretical notions of human development across the lifespan
Human development theories and their applications
Interface between the major theories and current research
Evaluate the major human development theories and their applications
Primary literature relevant to the study of human development
Scope and sequence of the developmental stages, birth through age eight
Ecological perspectives of child growth and development
Cultural differences in various cultural settings and their impact on child growth and
development
Knowledge Base
Ainsworth, M. D. S., & Bowlby, J. (1991). An ethological approach to personality
development. American Psychologist, 46, 333-341.
Ainsworth, M., Blehar, M., Waters, E., Wall, S. (1978). Patterns of attachment. Hillsdale, NJ:
Lawrence: Erlbaum Press.
Ainsworth, M.D.S. (1989). Attachments beyond infancy. American Psychologist, 44, 709716.
Arnett, J.J. (2000). Emerging adulthood: Theory of development from late teens through
the twenties. American Psychologist, 55, 469
Baltes, P.B. (1987). Theoretical propositions of life-span developmental psychology: On the
dynamics of growth and decline. Developmental Psychology, 23, 611-626.
Bandura, A. (1997). Social Cognitive Theory. Annals of Child Development, 6, 1 – 60.
Beilin, H. (1992). Piaget’s enduring contribution to developmental psychology.
Developmental Psychology, 28, 191 – 204.
Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal
development, and reproductive strategy: An evolutionary theory of socialization. Child
Development, 62, 647 – 670.
Bjorklund, D. F. & Pellegrini, A. D. (2000). Child development and evolutionary psychology.
Child Development, 71, 1687 – 1708.
Brooks-Gunn, G. Duncan, & J.L. Aber (Eds.) Neighborhood poverty: Policy implications in
studying neighborhoods. New York: Sage.
Brown, B. The role of peer groups in adolescents’ adjustment to secondary school. In T.J.
Berndt & G. W. Ladd (1989). Peer relationships in child development. New York: Wiley.
Bruner, J. (1966). Studies in cognitive growth: collaboration at the Center for Cognitive
Studies. New York: Wiley & Sons.
Bruner, J. (1974). Toward a theory of instruction. Cambridge: Harvard University Press.
Burton, L., Price-Spratlen, & Beale-Spencer, M. (1997). On ways of thinking about
measuring
neighborhoods: Implications for studying context and developmental
outcomes for children.
Charlesworth, W. R. (1997). Darwin and developmental psychology: Past and present.
Development Psychologist, 28, 5 – 16.
Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M.S., (2000).
Contemporary research on parenting: The case for nature and nurture. American
Psychologist, 55, 218 – 232.
Crain, W. (2000). Early theories.(ch. 1). Theories of Development, 4th edition. Englewood
Cliffs, NJ: Prentice Hall.
Dewey, J. (1997). Experience and education. New York: MacMillan Publishing Co.
Dewey, J. (1997). How we think. New York: Dover Publications.
Elder, G. (1998). The life course as developmental theory. Child Development, 69, 1 – 12.
Flavell, J.H. (1992). Cognitive development: Past, present, and future. Developmental
Psychology, 28, 998 –1005.
Fogel, A., & Thelen, E. (1997). Development of early expressive and communicative action:
Reinterpreting the evidence from a dynamic systems perspective. Developmental
Psychology, 23, 747-761.
Gauvain, M. (2001). The social context of cognitive development. New York: Guildford.
Pp.19 – 63.
Gewirtz, J.L., & Pelaez-Nogueras, M. (1992). B.F. Skinner’s legacy to human infant behavior
and development. American Psychologist, 47, 1411-1422.
Glick, J.A. (1992). Werner’s relevance for contemporary developmental psychology.
Developmental Psychology, 28, 558 – 565.
Goldhaber, D. E. (2000). Prologue: Theories of human development: Integrative
Perspectives. Mountain View, CA: Mayfield.
Graber, J.A., & Brooks-Gunn, J. (1996). Transitions and turning points: Navigating the
passage from childhood through adolescence. Developmental Psychology, 32, 768 – 776.
Grusec, J. E. (1992). Social learning theory and developmental psychology: The legacies of
Robert Sears and Albert Bandura. Developmental Psychology, 28, 776-786.
Hamer, D. (1997). The search for personality genes: Adventures of a molecular biologist.
Current Directions in Psychological Science, 6, 111-114.
Harkness, S. (2002). Culture and social development: Explanations and evidence. In
P.Smith & C. Hart (Eds.). Blackwell handbook of childhood social development. Malden, MA:
Blackwell Press.
Harris, J. (1995). Where is the child’s environment? A group socialization theory of
development. Psychological Review, 10, 458 - 489.
Hinde, R. A. (1991). When is an evolutionary approach useful? Child Development, 62, 671
– 675.
Kagan, J., & Snidman, N. (1991). Temperamental factors in human development. American
Psychologist, 46, 856-862.
Lerner, R (2002), Concepts and theories of human development. New York: Random House
Lewis, M. D. (2000). The promise of dynamic systems approaches for an integrated account
ofhuman development. Child Development, 71, 36-43.
Luthar, S., Cicchetti, D., & Becker, B. (2000). The construct of resilience:
evaluation and guidelines for future work. Child Development, 71, 543 – 562.
A critical
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American
Psychologist, 56, 227 – 238.
McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American
Psychologist, 53, 185 – 204.
Miller, P. (1993). Theories of developmental psychology, (3rd Ed.) (pp. 2-27). NY: Freeman.
Neisser, U. (1967) Cognitive psychology. New York: Appleton-Century Crofts.
Panksepp, J. (1998). Attention deficit hyperactivity disorders, psycho stimulants, and
intolerance of childhood playfulness: A tragedy in the making? Current Directions in
Psychological Science, 7, 91-98.
Piaget, J. (1972). The psychology of the child. New York: Basic Books.
Piaget, J. (1990). The child’s conception of the world. New York: Littlefield Adams.
Pike, A. (2002). Behavioral genetics, shared and nonshared environment. In P.Smith & C.
Hart (Eds.).Blackwell handbook of childhood social development. Malden, MA: Blackwell
Press.
Scarr, S. (1992). Developmental theories for the 1990s: Development and individual
differences. Child Development, 63, 1-19.
Sigler, R. S. (1991). Information-processing theories of development. Children’s Thinking
(ch. 3, pp. 6291). Englewood Cliffs, NJ: Prentice Hall.
Stewart, A. & Healy, J. (1989). Linking individual development and social change. American
Psychologist, 44, 30-42.
Thelen, E. (1992). Development as a dynamic system. Current Directions in Psychological
Science, 1, 189-193.
Thomas, R. (2000). Comparing theories of child development. Belmont, CA: Wadsworth
Publishing Co.
Vygotsky, L. (1986). Thought and language. Boston: MIT Press.
Waters, E., & Cummings, E. M. (2000). A secure base from which to explore close
relationships. Child Development, 71, 164-173.
Weisner, T. S. (2002). Ecocultural understanding of children’s developmental pathways.
Human Development, 45, 275 – 281.
Wertsch, J.V., & Tulviste, P. (1992). L.S. Vygotsky and contemporary developmental
psychology, Developmental Psychology, 28, 548 – 557.