CF 550
DEVELOPMENT I:
INFANCY AND TODDLERHOOD
SPRING 2010: DISTANCE COHORT
Anne R. Gearity, PhD
2904 Humboldt Ave S., Minneapolis, MN 55408
612.824.4142 (home); 612.825.7200 (office);
geari002@umn.edu
Course Description:
This course is the second of the development sequence that traces normative developmental processes over the lifespan. In this course, students will focus on preschool through latency ages.
While development starts relationally, children discover their own experiences, their own minds and their own emerging capacities that support adaptation that is increasingly complex and specific. These emerging capacities demonstrate00000000000 how internalization works in human learning. “Internalization is a critical developmental process. Basically it refers to adaptation to and incorporation of experience. From the level of brain physiology to the level of personal and psychic functioning, that which is experienced becomes part of the self—not only parents’ stated valued and those behaviors that are praised and proscribed, but the practiced patterns of dyadic regulation are internalized by the child . . . It is important to underscore that what is being recapitulated by the child are not specific behavioral features experienced with the caregiver, but the quality and patterning (organization) of the relationship, mediated by affect.” (Sroufe, 1996)
In this semester we will examine how emerging organization is required to meet developmental tasks, and how this organization also supports increasingly complex and rich emotional awareness of self and other.
The capacity for self-regulation will remain at the core of developmental mastery. Preschool learning includes increasing awareness of social expectations and learning as well as social confidence with peers and others outside of the family. Latency age learning (entrance into school) requires interest and abilities to shift from magical thinking to curiosity about the workings of the concrete (physical) world.
While this is not an intervention class, we will use knowledge to consider how psychopathology emerged out of developmental experiences, and how normative processes illustrate opportunities for guidance and repair, and specifically how developmental constructs inform our theories of change.
Goals: Students will:
- Acquire understanding of the concepts of normative development and developmental processes;
- Acquire descriptive knowledge of the sequential unfolding of growth and development, and the dynamic (changing) reliance all children feel with adult caregivers over the course of development.
- Acquire an appreciation for the interface between physical growth and emotional/social development;
- Be able to critically read professional research regarding these ages of life.
- Become introduced to developmental support for psychodynamic theories and models.
Required readings
Fraiberg, Selma (re-issued 1996) The Magic Years: Understanding and Handling the Problems of Early Childhood (Paperback)
Paley, V. (1984). Boys & girls: Superheroes in the doll corner. Chicago: University of Chicago Press.
Articles identified in the syllabus are available through the ICSW website and PEP archive.
Course Outline
Class 1: Chicago: How development moves.
Emde, R. N. (1988). Development terminable and interminable. I. Innate and motivational factors from infancy. International Journal of Psychoanalysis, 69, 23-42. PEP
Sroufe, L. Alan. (1997) Psychopathology as an outcome of development. Development and Psychopathology, 9, 251–268
Class 2: Emerging capacities and differences
Baron-Cohen, S. (1994). Development of a theory of mind: Where would we be without the intentional stance? In M. Rutter (ed), Development through Life: A handbook for clinicians (pp 303-318), Boston: Blackwell Scientific Publications.
Lieberman, A. (1993). The active toddler: Racing ahead. In The emotional life of the toddler (pp.80-99). New York, NY: Free Press.
Lieberman, A. (1993). The shy toddler: Taking one’s time. In The emotional life of the toddler (pp.100-122). New York, NY: Free Press.
Class 3: Looking at early development through different theoretical models
Galatzer-Levy, R. & Cohler, B. (1993). Early childhood. In R. Galatzer-Levy & B. Cohler, The essential other (pp 115-140), NY: Basic Books.
*Sroufe, L.A., Egeland, B. Carlson, E.A & Collins, W.A. (2005). Adaptation in the preschool period-The emergence of the coherent personality. In Sroufe et al, The development of the person (pp 121-147). NY: Guilford Press.
Tyson, P. (1996). Object relations, affect management, and psychic structure formation:,,The concept of object constancy. Psychoanalytic Study of the Child, 51, 172-189. PEP
Class 4: Affect, Aggression, Morality in Early Childhood
Emde, R.N. & Buchsbaum, H.K. (1990). “Didn’t you hear my mommy?” Autonomy with connectedness in moral self emergence. In D. Cicchett & M. Beeghly (eds), The self in transition-infancy to childhood (pp 35-60), Chicago: U of C Press.
Kochanska et.al. (2008) A developmental model of maternal and child contributions to disruptive conduct
Herzog, J. (1982). On father hunger: The father’s role in the modulation of aggressive drive and fantasy. In S. Cath, A. Gurwitt & J. Ross (eds), Father and child: Developmental and clinical perspectives (pp 167-176), Boston: Little, Brown.
Class 5: Gender, Gender Identity
Chodorow, N. (1996). Theoretical gender and clinical gender: Epistemological reflections on the psychology of women. Journal of the American Psychoanalytic Association, 44 (suppl), 215-238. PEP
Tyson, P. & Tyson, R. (1990). Gender development: A theoretical overview. Gender development: Girls. Gender development: Boys. In P. Tyson & R. Tyson, Psychoanalytic theories of development (pp 249-292), New Haven: Yale University Press.
Schafer, R. (1974). Problems in Freud’s psychology of women. Journal of the American Psychoanalytic Association, 22, 459-485. PEP
Simon, B. (1991). Is the oedipus complex still the cornerstone of psychoanalysis? Three obstacles to answering the question. Journal of the American Psychoanalytic Association 39, 641-668 PEP
Class 6, Entry into Latency: The 5 to 7 Shift
White, S. (1996). The child’s entry into the ‘age of reason.’ In A. Sameroff & M. Haith,The five to seven year shift: The age of reason and responsibility (pp 17-30), Chicago: University of Chicago Press
Sameroff, A. & Haith, M. (1996). Interpreting developmental transitions. In A. Sameroff & M. Haith, The five to seven year shift: The age of reason and responsibility (pp 3-15), Chicago: University of Chicago Press.
Haith, M. & Sameroff, A. (1996). The 5 to 7 shift: Retrospect and prospect. In A.Sameroff & M. Haith, The five to seven year shift: The age of reason and responsibility (pp 435-449), Chicago: University of Chicago Press.
Class 7; The growing importance of friends
Hartup, W.W. (2000). The company they keep: Friendships and their developmental significance. In W. Craig (Ed), Childhood social development (pp 59-84), Malden, MA: Blackwood Publishers.
Maccoby, E.E. (2000). Gender and relationships: A developmental account. In W. Craig (Ed), Childhood Social Development (pp 201-219). Malden, MA: Blackwood Publishers.
*Sroufe, A., Egeland, B. & Carlson, E. (1999) One social world: The integrated development of parent-child and peer relationships, in Collins and Laursen (Eds), Relationships as developmental context, the 30th Minnesota Symposium on Child Psychology.
Yanof, J.A. (2000). Barbie and the tree of life. Journal of the American Psychoanalytic Association, 48, 1439-1465. PEP
Class 8, Using Developmental Concepts in Clinical Work
Fraiberg, S. (1975). Ghosts in the nursery. Journal of the American Academy of Child Psychiatry, 14, 387-421.
Lachmann, F. M. (2001). Some contributions of empirical infant research to adult psychoanalysis: What have we learned? How can we apply it? Psychoanalytic Dialogues, 11, 167-185. PEP
Pine, F. (1980). Therapeutic change: A parent-child model. In F. Pine, Developmental Theory and Clinical Process (pp 127-147), New Haven: Yale University Press.
Stern, D.N., Sander, L.W., Nahum, J.P., Harrison, A.M., Lyons-Ruth, K., Morgan, A.C.,Bruschweiler-Stern, N. & Tronick, E.Z. (1998). Non-interpretive mechanisms in psychoanalytic therapy: The ‘something more’ than interpretation. International Journal of Psychoanalysis, 7, 903-921. PEP
Chen, E., Cohen, S. & Miller, g. (2009) How Low Socioeconomic Status Affects 2-Year Hormonal Trajectories in Children, Psychological Science (online).
ASSIGNMENTS
- Interview/observation: Conduct an observation of a preschool age child or latency child (age 4-10). Focus on how the child appears to be using the environment, engaging with others, demonstrating degrees of age-typical self regulation, and showing evidence of learning.
- Then interview the child’s caregiver and identify how this
child is taking in (internalizing) overt and implied
expectations from this family/ caregiving relationship.
(3/4 pages)/ due by class 6.
- Final Exam: Take-home exam. Prior to the end of the semester, given several essay questions that relate to the course material.
CLASS POLICIES
Reading
This is a doctoral seminar, so readings are critical. The paradigm for learning involves familiarity with the readings, class lecture to elaborate key points and discussion.
It is expected that everyone will do the reading and bring any questions or reactions to class. The readings are at differing levels of difficulty and, thus, some of it may be impossible to master; rather it is intended as an introduction to topics that will be revisited over the course of your doctoral education.
Attendance
Students are expected to attend class, be on time, and participate in discussion. If a student needs to miss a class, please let the instructor know with an email or phone. Because this is primarily an on-line course, technical difficulties might compromise some discussion but patience if valued.
Guidelines for Written Work
Evaluation of written work will be based on these guidelines.
Presentation and development of ideas:
- The introduction states the thesis and indicates how the ideas will be presented.
- Writing demonstrates an accurate understanding of the material.
- Ideas are explained clearly and cogently and the connections between ideas are clear and explicit to the topic presented.
- Referenced materials are included and properly identified.
- The conclusion draws the ideas together, and strongly restates your thesis.
Writing quality
- Use correct grammar and spelling.
- Transitions between sentences and paragraphs are clearly explained.
- Writing style is logical and organized.
- References and bibliography are complete and in correct format.
A work demonstrates not only mastery of the material but fluency with the material and the capacity to use the ideas creatively.
B work presents an overall understanding of the material and a well-written, well-organized presentation.
C work represents a basic grasp of the material but has some significant deficits or distortions in the use of ideas and/or written presentation.
Failing means there is little evidence of comprehension of the material and/or the presentation is in unacceptable form.