CF 550, Development I: Infancy and Toddlerhood
Summer 2010
Denise Duval, PhD, LCSW
dduval@icsw.edu
312-726-8480 ext. 24 (office) 773-562-6042 (cell)
This course is the first semester of the development sequence that traces the developmental process over the life course. The course reflects the interactional nature of early development. The course of development will be traced, beginning with the adult developmental experience of pregnancy and parenthood followed by the developmental process through infancy and toddlerhood. These 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 – 20%
- Interview – 10%
- Current Events in Development Project – 10%
- Final Written Assignment: take home exam – 60%
Required Texts
Galatzer-Levy, R., & Cohler, B. (1993). The essential other. New York: Basic Books.
Shonkoff, J., & Phillips, D. (eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books.
Course Outline
Class 1, Introduction: Nature and Nurture
Shonkoff, J., & Phillips, D. (Eds.) (2000). Executive summary; Introduction. In From neurons to neighborhoods: The science of early child development (pp. 1-38). Washington DC: National Academy Press.
Winnicott, D. (1964/1987). What do we mean by a normal child? In D. W. Winnicott, The Child, the family, and the outside world (pp. 124-130). Reading, MA: Addison-Wesley.
Other Recommended Readings:
Sameroff, A., & Fiese, B. (2000). Models of development and developmental risk. In C. Zeanah (Ed.), Handbook of Infant Mental Health (pp. 3-19). New York: Guilford Press.
Shonkoff, J., & Phillips, D. (Eds.) (2000). Rethinking nature and nurture; Challenge of studying culture. In From neurons to neighborhoods: The science of early child development (pp. 39-70). Washington DC: National Academy Press.
Class 2, Parenthood
Bornstein, M. (2000). Parenting infants. In J. Osofsky & H. Fitzgerald (Eds). WAIMH Handbook of Infant Mental Health Vol 3 Parenting and Child Care (pp. 213-239).
Stern, D. (1995). The motherhood constellation. In D. Stern, The motherhood constellation (pp. 171-190). New York: Basic Books.
Other Recommended Readings:
Benedek, T. (1959). Parenthood as a developmental phase. Journal of the American Psychoanalytic Association, 7:389-417. PEP Archive
Shonkoff, J., & Phillips, D. (Eds.) (2000). Nurturing relationships. In From neurons to neighborhoods: The science of early child development (pp. 225-266). Washington DC: National Academy Press.
Class 3, Infancy (Interviews)
Shonkoff, J., & Phillips, D. (Eds.) (2000). The developing brain (pp 182-217); Acquiring self regulation (pp 93-123). In From neurons to neighborhoods: The science of early child development. Washington DC: National Academy Press.
Sroufe, L., Egeland, B., Carlson, E., & Collins, W. (2005). Adaptation in infancy. In The development of the person (pp. 87-105). New York: Guilford Press.
Galatzer-Levy, R., & Cohler, B. (1993). The human environment of infancy. In R. Galatzer-Levy & B. Cohler, The essential other (pp. 36-63). New York: Basic Books.
Class 4, Attachment (Current Events in Development Project)
Fonagy, P. (2001). Introduction to attachment theory: Key findings of attachment research. In Attachment theory and psychoanalysis (pp. 5-46). New York: Other Press.
Karen, R. (Feb 1990). Becoming attached. The Atlantic monthly (pp. 35-70).
Other Recommended Readings:
Cassidy, J. (1999). The nature of the child’s ties. In J. Cassidy & P. Shaver (Eds.) Handbook of attachment (pp. 3-20). New York: Guilford Press.
Class 5, The Self in Infancy
Stern, D. (1985). Part II: The four senses of self (Sense of an emergent self; Sense of a core self I and II; Sense of a subjective self I and II). In The interpersonal world of the infant (pp. 37-161). New York: Basic Books.
Class 6, Toddlers and Morality
Galatzer-Levy, R., & Cohler, B. (1993). Toddlerhood: The self and morality. In R. Galatzer-Levy & B. Cohler, The essential other (pp. 64-85). New York: Basic Books.
Lewis, M. (1992). Shame, the exposed self. Zero to Three, 13: 6-10.
Lieberman, A. (1991). Attachment and exploration: The toddler’s dilemma. Zero to Three, 12: 6-11.
Sroufe, L., Egeland, B., Carlson, E., & Collins, W. (2005). Adaptation in the toddler period: Guided self-regulation. In The Development of the person (pp. 106-120). New York: Guilford Press.
Language and Play
Galatzer-Levy, R., & Cohler, B. (1993). The toddler years: Language, play, sex, anality. In R. Galatzer-Levy & B. Cohler, The essential other (pp. 86-114). New York: Basic Books.
Shonkoff, J., & Phillips, D. (Eds.) (2000). Communicating and learning (pp 124-162). In From neurons to neighborhoods: The science of early child development. Washington DC: National Academy Press.
Slade, A. (1994). Making meaning and making believe: Their role in the clinical process. In A. Slade & D. Wolf, Children at play: Clinical and developmental approaches to meaning and representation (pp. 81-107). New York: Oxford University Press.
Other Recommended Readings:
*Emde, R., Johnson, W., & Easterbrooks, A. (1987). The do’s and don’ts of early moral development: Psychoanalytic tradition and current research. In J. Kagan & M. Lamb, (Eds.), The emergence of morality in young children (pp. 245-276). Chicago: University of Chicago Press.
Katan, A. (1961). Some thoughts about the role of verbalization in early childhood. Psychoanalytic Study of the Child, 16: 184-188. PEP Archive
Stern, D. (1985). The sense of a verbal self. In D. Stern, The interpersonal world of the infant, (pp. 162-182). New York: Basic Books.
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. More than two missed classes could result in an incomplete grade.
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: With another student, take turns discussing any of the following topics: a) what it was like to be or what you imagine it would be to be a pregnant woman or a prospective father discussing your feelings, fantasies, fears, and expectations of parenthood and the issues it evokes or reasons for not considering having children; b) an observation of a child under the age of 1, focusing on the parent/adult and child interactions. Students are not looking for anything in particular, except to increase their understanding of the experience of parenthood and infancy. Be prepared to share an overview of the experience and highlight what was found especially notable.
- Current Events in Development Project: Find current newspaper, magazine or internet article about a child development topic. Be prepared to discuss the article in class using some of the relevant concepts that have been learned.
- Final Exam: Take-home exam. Prior to the end of the semester, students will be given several essay questions to choose from, writing about TWO. These will be turned in by the final class session. Questions should be answered in approximately 2-3 pages each.