CF 560, Development II:
Early Childhood and Latency
Spring, 2010
James Grabowski, MA, LCPC
jcgrabow@yahoo.com
grabowski@gmail.com
mobile: 773-251-2153
voice mail: 312-409-2822
This course is the second in a continuation of the development sequence. The focus is on the development and experiences of early childhood through latency. As in the previous course, topics will be approached from two points of view: descriptively in terms of the unfolding of the developmental process and from various theoretical perspectives. The interface between physical growth, experience, environment, and emotional development will be emphasized as will the significance of relationships in the facilitation of optimal development. Throughout, attempts will be made to integrate the subjective experience of both parent and child with theoretical conceptualizations of development.
Goals
- Acquire an understanding of the concepts of development and the developmental process;
- Acquire descriptive knowledge of the sequential unfolding of growth and development;
- Acquire an appreciation for the interface between physical growth and emotional development and for the role of relationships in development;
- Become knowledgeable about the major psychodynamic theories of early development; and
- Be able to critically read popular and professional literature regarding early development and family life.
Evaluation
Grades will be weighted approximately as follows:
- Class attendance and participation, including evidence of reading assigned materials, ability to raise questions about assigned readings, ability to relate clinical experience to concepts presented: 25%
- Interview/Observation: 25%
- Final Written Assignment: take home exam : 50%
Course Outline
Class 1, Conceptualizing Development
Emde, R. N. (1988). Development terminable and interminable. I. Innate and motivational factors from infancy. International Journal of Psychoanalysis, 69, 23-42. PEP Archive
Emde, R. N. (1988). Development terminable and interminable. II. Recent psychoanalytic theory and therapeutic considerations. International Journal of Psychoanalysis, 69, 283-296. PEP Archive
Class 2, Issues in Early Childhood
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.
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 3, Gender, Gender Identity and Oedipal Development
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 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.
Mayes, L. & Cohen, D. (1993). The social matrix of aggression: Enactments and representations of loving and hating in the first years of life. Psychoanalytic Study of the Child, 48, 145-169. PEP
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.
Ross, J. (1984). Fathers in development: An overview of recent contributions. In R. Cohen, B. Cohler & S. Weissman, Parenthood: A psychodynamic perspective (pp 373-390), NY: Guilford Press.
Class 5, Entry into Latency: The 5 to 7 Shift
Galatzer-Levy, R. & Cohler, B. (1993). Moving into the larger world: Middle childhood. In R. Galatzer-Levy & B. Cohler, The essential other (pp 141-165), NY: Basic Books.
*Sroufe, L.A., Egeland, B. Carlson, E.A & Collins, W.A. (2005). Adaptation in middle childhood: The era of competence. In Sroufe et al, The development of the person (pp 148-173), NY: Guilford Press.
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 6, Classic concepts of Latency
Freud, A. (1963). The concept of developmental lines. Psychoanalytic Study of the Child, 18, 245-265. PEP
Bornstein, B. (1951). On latency. Psychoanalytic Study of the Child, 6, 279-285. PEP
Buxbaum, E. (1991). Between the oedipus complex and adolescence: The “quiet” time. In S. Greenspan & G. Pollock (eds), The course of life: Middle and late childhood (pp 333-354), Madison CT: IUP.
Edwards, J. (1999). Kings, queens and factors: The latency period revisited. In D. Hindle and M. V. Smith, Personality development: A psychoanalytic perspective (pp 71-91), NY: Routledge.
Sullivan, H. S. (1953). The juvenile era. In H. S. Sullivan, The Interpersonal Theory of Psychiatry (pp 227-244), New York: Norton.
Class 7, Social and Prosocial Behavior
Paley, V. (1984). Boys & girls: Superheroes in the doll corner. Chicago: University of Chicago Press.
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.
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. PEP
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
Lichtenberg, J. (1983). The psychoanalytic situation and infancy. In J. Lichtenberg, Psychoanalysis and Infant Research (pp 183-213), Hillsdale, NJ: The Analytic Press.
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. (1995). Some wider implications for other clinical situations. In D. Stern, The Motherhood Constellation (pp191-203), NY: Basic Books.
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
CLASS POLICIES
Reading
The learning in this class takes place mostly between the assigned readings and class lectures and discussions about the material. The readings are designed to provide a foundation in the subject matter, which will then be further explained and discussed in class. 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 is impossible to master; rather it is intended as an introduction to topics that will continue to be learned and thought about throughout the course and beyond.
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 message.
Guidelines for Written Work
Evaluation of written work will be based on these guidelines:
1) Presentation and development of ideas:
- The introduction states the thesis and indicates how the ideas developed are intended to be presented.
- Demonstration of an accurate understanding of the material.
- There is support, with sources cited, for ideas.
- The ideas are explained clearly and cogently and the connections between ideas are clear and explicit. An analysis is offered of the ideas that indicates the significance to the topic presented.
- The conclusion draws the ideas together, and strongly restates your thesis.
2) Writing:
- Use of correct grammar and spelling.
- Transitions between sentences and paragraphs are clearly explained.
- There is a logical structure and organization to the way the ideas are outlined and presented.
- References and bibliography are complete and in correct format.
- The writing is clear and persuasive.
GRADES
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.
ASSIGNMENTS
- Interview/observation: Conduct an observation of a preschool age child or latency child (age 4-10) of about 1 hour in length. This can take place in a formal setting like a school classroom or an informal setting like a playground or grocery store or in the child’s home. Observe the child’s activities, play and behavior and the child’s interactions with others, other children or adults, whoever is present. Write a 2-3 page summary of the observation and indicate which concepts we have discussed or readings you have done that were evoked by the observation. Be prepared to discuss in class.
- Final Exam: Take-home exam. Prior to the end of the semester, students will be given several essay questions to turn in by the final class session. Questions should be answered in approximately 2-3 pages.