NCCF
HUDK 5121: CHILDREN’S SOCIAL & EMOTIONAL DEVELOPMENT IN CONTEXT
September 4, 2012
Class Time: Tuesdays 5:10pm - 6:50pm
Location: 285 Grace Dodge Hall
Instructor: Dr. Jeanne Brooks-Gunn (brooks-gunn@columbia.edu)
Office Hours: Tuesday 4:30pm -5pm (or by appointment). To schedule appointments, contact Micaela Linder, Tel: (212) 678-3338; email: linder@tc.edu
Teaching Assistant: Lakshmi Kumar (lvk2104@columbia.edu), Tel: (212) 678-3591
Office Hours: Tuesday 9am-11am (or by appointment)
Course Description:
This course is being offered in the department of Human Development at Teachers College Columbia University. It is designed to provide an introduction to social and emotional development in childhood. The readings, lectures, and class discussions will examine how environmental and biological factors interact as children’s social and emotional development occurs in the context of their interactions and relationships with others. Course assignments will provide students with the opportunity to integrate information from class into consideration of children’s development in real world settings, including implications for policy and practice.
Required books:
• McCartney, K., & Phillips, D. (2006). The Blackwell handbook of early childhood development. Malden, Ma: Blackwell Publishers.
• Siegel, D. J. (1999). The developing mind: How Relationships and the Brain Interact to Shape Who We Are. New York: Guilford Press.
Required books can be purchased at the TC Bookstore. Books are also on reserve at the TC library and can be checked out for 2-hour increments from the front desk. The McCartney & Phillips book is available as an e-book (you can access it for free via the CLIO – the Columbia University Library online catalog & enter title, “Handbook of early childhood development”).
Use APA Edition 6 when citing other work. If you have questions, please consult these helpful websites:
• Overview of APA and a sample paper: owl.english.purdue.edu
• Citation generator (be sure to click on “Noodle Bib Express” at the bottom, center of the page for the free version):
Recommended books:
• Denham, S. A. (1998). Emotional development in young children. New York: Guilford Press.
• Harris, J. R. (1998). The nurture assumption. New York: Simon & Schuster.
• Maccoby, E. E. (1998). The two sexes. Cambridge, MA: Harvard University Press.
• Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
• Siegel, D.J. & Hartzell, M. (2003). Parenting from the inside out. New York: Putnam.
Course requirements and grading scheme:
• Written Preparation for class sessions, including completion of reaction essays based on readings and VITAL assignments (40%)
• Submission of discussion questions every week and active participation in class discussions (10%)
• Individual presentation (25%)
• Final paper (25%)
Reaction Essays and VITAL Assignments:
Essays : The essays are based on the assigned readings for that week. They SHOULD NOT be a summary of the readings. Rather, these papers should outline your questions about the assigned readings, things you agree or disagree with, and comparisons of findings between the different articles. Essays should be 2-3 pages.
VITALS: The VITAL Assignments require that you watch videos on VITAL (Video Interactions for Teaching and Learning). VITAL can be accessed by bookmarking the address: . Your UNI and password are required to log in. If you do not have a high-speed connection at home, you can use one of the computer labs on campus, such as 242 Horace Mann. Similarly to the essays, these assignments should NOT be a summary of the videos. Rather, they should outline any questions from watching the video, things you agree or disagree with, and comparisons between the video and any relevant readings.
Format and Submission for Essays and VITALs:
A hard copy of the both the Essay and VITAL assignment will be due at the beginning of class on the days each are due. E-mailed papers will NOT be accepted. Format papers as follows: (1) put name, date, and assignment number on the top left corner of the first page, (2) put page numbers and last name in the heading of each page, (3) double space the document, (4) use Times New Roman font, size 12 and (5) print single sided. When you cite from class (or other references) you must use APA style. If necessary, please visit for more information in APA style.
Discussion Questions:
Students should think of at least two discussion questions for class. The instructor will use these discussion questions to frame part of each class. These questions should be (1) included at the end of each weekly essay and (2) submitted on the Moodle website by 2pm, on the day of that class (every Tuesday). During weeks when there are no reaction papers or essays due, a discussion question should still be submitted on the Moodle website.
Individual Presentation:
The instructor will provide students with a list of topics that correspond to the class lecture. In the first week of class, students will choose one of these topics. Students should prepare PowerPoint slides to share with the class, and be sure to bring one paper copy of slides to hand in to the professor. Each student should limit their portion of the presentation to no more than 5 slides, and be prepared to speak for approximately 10 minutes and answer questions for 2 minutes. If PowerPoint slideshows exceed 5 slides, only the first 5 slides will be allowed. The instructor has also provided students with articles that relate to the week’s topic. The articles should serve as a beginning point. Students will be expected to supplement their presentation with more relevant articles.
Final Paper:
The final paper will be 15-pages long. It will involve watching videotapes of mother-child interactions. Students will choose one of the options below and analyze the videos by applying the knowledge they have gained in the class. An electronic copy of the final paper is to be emailed to both Dr. Brooks-Gunn and Lakshmi Kumar by 2pm Wednesday, December 12, 2012. A Hard copy of the final paper is due at the beginning of class on Tuesday,December 18, 2012.
Final Paper Format: Format final papers as follows: (1) put name, date, and “Final Paper” on the top left corner of the first page, (2) put page numbers and last name in the heading of each page, (3) double space the document, (4) use Times New Roman font, size 12, and (5) print single sided pages. Otherwise, please follow APA style formatting. Finally, The following article, on different types of parenting, will be handed out in class and students should read and reference it in their final paper:
Fuligni, A., & Brooks-Gunn, J. (in press). Coding of yearly videotaped interactions between low-income mothers and their young children: Age and ethnic differences. Parenting: Science and Practice. (566)
Final Paper Options (Choose ONE): 1. We will provide six video clips of three families, each seen at two times (when the children are 14 months and 36 month of age). Students will look for continuities and discontinuities within families on parenting (sensitivity, detachment, harshness, directiveness). Remember to refer to what has been learned in the course while analyzing the videos.
2. We will provide six video clips of six families. Three families will have young mothers and three will have older mothers. Students will look for continuities and discontinuities within families on parenting (sensitivity, detachment, harshness, directiveness) as a function of age of mother). Remember to refer to what has been learned in the course while analyzing the videos.
3. Students choose mother-child interaction films/videos from their own childhood. The focus should be on mother-child interactions, however the clips may show interactions between the mother and different children (i.e., self and sibling) and/or mother-child vs. father-child interactions. Clips should be from at least two time points. If students choose their own childhood video, these videos must be submitted on a CD with their final papers. Students will look for continuities and discontinuities within their own families on parenting (sensitivity, detachment, harshness, directiveness). Remember to refer to what has been learned in the course while analyzing the videos.
Course Outline
Week 1, 9/11/12: Introduction
Class Activities:
• Read In class: 1) Heckman, J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900-1902. 2) Kristof, N. A. (2012, January 7) A Poverty Solution That Starts With A Hug. The New York Times.
• HCD disk set
Excerpts from “Up” documentary
• Universal Parenting Machine Activity
Week 2, 9/18/12: Conceptual Frameworks
Readings:
McCartney & Phillips, Ch 2
• Chapter 2: Vulnerability and Resilience in Early Child Development (pp. 22–43), Ann S. Masten and Abigail H. Gewirtz
Additional Reading of choice (choose one from the following):
McCartney & Phillips, Ch 1
• Chapter 1: Nature and Nurture in Early Childhood (pp. 1–21), Deater-Deckard & Cahill
• Shonkoff, J.P., & Phillips, D.A., (2000). Rethinking nature and nurture. In Shonkoff, J. P. & Phillips, D. A. (Eds.) From Neurons to Neighborhoods: The Science of Early Childhood Development (39-56). Washington, DC: National Academy Press.
Optional Readings:
• Dobbs, D. (2009). The science of success. The Atlantic. Retrieved from:
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, September 18th)
• Essay in response to readings
Class Activity:
• HCD disk set
Behavioral Genetics and Temperament
Week 3, 9/25/12: Mind, Brain, Experience, and Memory
Readings:
Siegel, Chapters 1-2
• Chapter 1: Introduction: Mind, Brain and Experience
• Chapter 2: Memory
McCartney & Phillips Ch. 5.
• Chapter 5: Early Brain Development and Plasticity (pp. 85–105), Jane W. Couperus and Charles A. Nelson
Watch Video:
• Center for the Developing Child Video: Experiences Build Brain Architecture
Supplemental Online Resources (press “control” button & click on text to activate the link):
• Siegel’s video “Hand model of the brain”
• Introduction to Brain Structure and Function
• 3D Human Brain Anatomy Animation Modeled Layer by Layer
• How the Brain Works
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, September 25th)
• VITAL Assignment: Watch VITAL (Still Face): How would you characterize the interaction before, during, and after the still face procedure? What do these interactions suggest to you about the relationship between this father and son? The narrator claims that the infant becomes despondent during the still face experience. Do you agree? Why/why not? What does this video tell us about the importance of interactions, and how does this video relate to the readings from the past two weeks?
Class Activities:
• Mind in the Making videos
Nelson: Children are Born Primed to Communicate
Meltzoff: Infant Imitation and Memory Development
Brazelton: Neonatal Behavioral Assessment Scale
Week 4, 10/2/12: Attachment and Emotion
Readings:
McCartney & Phillips Chapter 16
• Chapter 16: Feeling and Understanding: Early Emotional Development (pp. 317-337), Ross A. Thompson and Kristin H. Lagattuta
Siegel, Chapters 3-4
• Chapter 3: Attachment
• Chapter 4: Emotion
Watch Videos:
(press “control” button & click on text to activate the link):
Ambivalent Attachment
Disorganized Attachment
Optimal Attachment
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, October 2nd)
• VITAL Assignment: Watch VITAL (Strange Situation): Based on the video, what is your assessment of the attachment relationship between this mother and child? Use examples from the child's behavior, the mother's behavior, and the interactions between the mother and child to support your conclusion. How do the readings from this week support your conclusions?
Class Activities:
• Student Presentations
• Mind in the Making videos
Thompson: Children’s Emotional Understanding
• HCD Disk Set
Harlow’s Monkeys and Attachment
Week 5, 10/9/12: Representations and States of Mind
Readings:
McCartney & Phillips, Ch 8 and 10
• Chapter 8: Early Conceptual Development (pp. 147–166), Susan A. Gelman
• Chapter 10: Developing Social Understanding in a Social Context (pp. 188–207), Rachel Barr
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, October 9th)
• VITAL Assignment: Watch VITAL (Parenting Styles: Finding Nemo & Matilda): Of the three parenting styles presented in these examples from popular culture, which do you think would appeal the most to a child? Why? As a student of developmental psychology, which do you think represents the most optimal approach? How do the readings from this week support your conclusions?
Class Activities;
• Mind in the Making videos
Bauer: Early Memory Development
Campos: Social Referencing: The Visual Cliff Study
• Student Presentations
Week 6, 10/16/12: Stress and Regulation
Readings:
Siegel, Chapter 7
• Chapter 7:Self-Regulation
McCartney & Phillips, Chapters 6 & 21
• Chapter 6: Social Regulation of Stress in Early Child Development (pp. 106–125), Megan R. Gunnar
• Chapter 21: Orphanages as a Developmental Context for Early Childhood (pp. 424–454)
Charles H. Zeanah, Anna T. Smyke and Lisa D. Settles
• Committee on Psychosocial Aspects of Child and Family Health, et al. (2012). Early childhood adversity, toxic stress, and the role of the pediatrician: translating developmental science into lifelong health. Pediatrics, 129, e224 - e231.
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, October 16th)
• VITAL Assignment: Watch VITAL (Moral Emotions): Do you think that this child is experiencing stress under these conditions? Why/why not?
• Essay Based on readings
Class Activities:
• Mind in the Making videos
Als: The Role of Relationship-Based Developmentally Supportive Newborn Intensive Care in Strengthening Outcome of Preterm Infants
Fox: Predicting Behavioral Inhibition within a Developmental Framework
Gunnar: Investigating Children and Stress
Week 7, 10/23/12: Executive Functioning
Readings:
Siegel, Chapter 7: Self-Regulation
McCartney & Phillips, Chapters 6, 9 and 17
• Chapter 9: Executive Functions in Developing Children: Current Conceptualizations and Questions for the Future (pp. 167–187), Marilyn C. Welsh, Sarah L. Friedman and Susan J. Spieker
• Chapter 17: Temperament, Attention, and the Development of Self-Regulation (pp. 338–357), Mary K. Rothbart, Michael I. Posner and Jessica Kieras
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, October 23rd)
• VITAL Assignment: Watch VITAL (Delayed Gratification): Describe the differences in the children's behavior. What factors do you think contribute to these differences? How do the readings from this week support your conclusions?
• Essay based on readings
Class Activities:
• Videos from Harvard University’s Center for the Developing Child:
“Three Core Concepts in Early Development” Serve & Return Interaction Shapes Brain Circuitry
• Mind in the Making videos:
Executive Functioning
Mischel: The Marshmallow Test: The Delay of Gratification in Children
Week 8, 10/30/12: Maladjustment
Readings:
McCartney & Phillips, Chapters 18
• Chapter 18: Maladjustment in Preschool Children: A Developmental Psychopathology Perspective (pp. 358–377), Susan B. Campbell
Paul, P. (2010, August 25). Can preschoolers be depressed? The New York Times Magazine.
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, October 30th)
• VITAL Assignment: Watch VITAL (EHS video tapes): Videos showing mother-toddler interaction will be observed. Please provide examples of child depressive and aggressive, and inattentive symptoms/behaviors from the videotapes. Also comment on maternal behavior and interactions.
Class Activities:
• Student Presentations
Week 9, 11/6/12: Family Relationships
Readings:
McCartney & Phillips, Ch 19
• Chapter 19: Family Systems (pp. 380–398), Marc H. Bornstein and Jeanette Sawyer
Tamis-Lemonda, C., & McFadden, K. (2010). The United States of America. In M. Bornstein (Ed.), Handbook of Cultural Developmental Science (pp. 299-322). New York, NY: Psychology Press.
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, November 6th)
• VITAL Assignment: Watch VITAL (Japanese Breakfast/Sopranos Dinner): How do you think these two family contexts might contribute to the development of adjustment difficulties, if at all? In your response, be sure to draw on course readings that discuss family influences on children's socio-emotional development.
Class Activities:
• Student Presentations
• HCD Disk set
Children’s Reactions to Divorce
Sibling Wars: Competing for Mom’s attention
Week 10, 11/13/12: Peer Relationships and Social Competence
Readings:
McCartney & Phillips, Chapters 15, 22
• Chapter 15: Getting Along with Others: Social Competence in Early Childhood (pp. 296–316), Richard A. Fabes, Bridget M. Gaertner and Tierney K. Popp
• Chapter 22: Peer Relationships in Early Childhood (pp. 455–470), Deborah Lowe Vandell, Lana Nenide and Sara J. Van Winkle
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, November 13th)
• Essay in response to readings
Class Activities;
• HCD Disk set
Display Rules and Disappointing Gifts
Reticent Children in Groups
• Student Presentations
Week 11, 11/20/12: Programs for Enhancing Social Competence and Mental Health
Readings:
McCartney & Phillips Chapter 29 & 30
• Chapter 29: Promoting Social Competence in Early Childhood: Classroom Curricula and Social Skills Coaching Programs (pp. 595–615), Karen L. Bierman and Stephen A. Erath
• Chapter 30: Treatment and Prevention of Conduct Problems: Parent Training Interventions for Young Children (2–7 Years Old) (pp. 616–641), Carolyn Webster-Stratton and M. Jamila Reid
Pfeifer, J.H., Spears-Brown, C.S., & Juvonen, J. (2007). Teaching tolerance in schools: Lessons learned since Brown v. Board of Education about the development and reduction of children’s prejudice. Social Policy Report, 21(2).
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, November 20th)
• Essay based on readings
Class Activities:
• Mind in the Making videos
Aber: Hostile Reattribution Training in Schools
• Student Presentations
Week 12, 11/27/12: Child Care, Early Childhood Education, and Transition to School
Readings:
McCartney & Phillips, Ch 23, 24, 27
• Chapter 23: Child Care and Early Development (pp. 471–489), Deborah Phillips, Kathleen McCartney and Amy Sussman
• Chapter 24: The Social Ecology of the Transition to School: Classrooms, Families, and Children (pp. 490–507), Robert C. Pianta and Sara Rimm-Kaufman
• Chapter 27: Head Start: What Do We Know About Its Effectiveness? What Do We Need to Know? (pp. 550–575), John M. Love, Louisa Banks Tarullo, Helen Raikes and Rachel Chazan-Cohen
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, November 27th)
• VITAL Assignment: Watch VITAL (Child Care Across Cultures) What factors do you think determine the effects of day care on children's social and emotional development? Do you think these factors may differ across culture and geography? How? In your response, be sure to draw on course readings.
• Essay based on readings
Class Activities:
• Mind in the Making video:
“Three ECE Studies: Gold Standard Experiments in Early Education”
Week 13, 12/4/12: Poverty, Inequality and Programs
Readings:
McCartney & Phillips, Ch 20
• Chapter 20: Poverty During Early Childhood (pp. 399–423), Eric Dearing, Daniel Berry and Martha Zaslow
Duncan, G.J., Ludwig, J., Magnuson, K.A. (2007). Reducing poverty through preschool interventions. Future of Children, 17(2).
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, December 4th)
• Essay based on Readings
Class Activities;
• Mind in the Making videos
Canada: Harlem Children’s Zone: An experiment in education and social change
• Student Presentations
Week 14, 12/11/12: Policy
Readings:
McCartney & Phillips, Ch 28
• Chapter 28: Early Childhood Policy: A Comparative Perspective (pp. 576–594), Jane Waldfogel
Gormley, W. (2011). From science to policy in early childhood education. Science, 333, 909-1056.
Recommended Reading:
Huston, A.C. (2005). Connecting the science of child development to public policy. Social Policy Report, 19(4).
Assignments Due:
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, December 11th)
• VITAL assignment: Watch VITAL (Policy Choices & Prosocial Behaviors): Choose one of these children's situations for the focus of your essay. After watching the video, do you think that there are any public policy decisions that could have assisted in the creation of more optimal conditions for this child's development? Why/why not? Be specific in terms of the child's circumstances.
• FINAL PAPER TO BE EMAILED TOMORROW (12/12/12)!
Week 15, 12/18/12: Media
Readings:
McCartney & Phillips, Ch 25
• Chapter 25: Media and Early Development (pp. 508–529) Sandra L. Calvert
Optional Readings
• Jordan, A.B. (2008). Children's media policy. The Future of Children, 18 (1), 235-253.
• Kirkorian, H., Wartella, E., & Anderson, D. (2008). Media and young children’s learning. The Future of Children, 18 (1), 39-61.
Assignments Due:
• HARD COPY OF FINAL PAPER DUE!!
• Discussion Question based on readings posted on Moodle (posted by 2pm Tuesday, December 18th)
• VITAL assignment: Watch VITAL: (TV Stunts Baby Development): What do you think of the research findings discussed by the reporter in this video? Why do you think watching television during infancy could have a negative effect on children’s development, both in the short term and the long term?
Class Activities:
• Mind in the Making videos :
Anderson: The Effects of Background Television on the Toy Play Behavior of Very Young Children
Troseth: Toddlers’ Imitation of New Skills from People on Video
Student Presentation Topics
Week 4, October 2: Attachment and Emotion & Week 5, October 9: Representations and States of Mind
1. Children’s memory of stressful events
• Mitchell, E., Goodman, G., Jianjian, D. Crayton, J. (2007). Maltreated children's memory: Accuracy, suggestibility, and psychopathology. Developmental Psychology, 43, 1275-1294.
2. Percent of children with secure and insecure attachment: Does this differ with mothers and fathers?
• Lamb, M. (1977). The development of mother-infant and father-infant attachments in the second year of life. Developmental Psychology, 13, 637-648.
• Cox, M., Owen, M., Henderson, V., & Margand, N. (1992). Prediction of infant-father and infant-mother attachment. Developmental Psychology, 28(3), 474-483.
3. The Adult Attachment Interview
• van IJzendoorn, M. (1995). Adult attachment representations, parental responsiveness, and infant attachment: A meta-analysis on the predictive validity of the Adult Attachment Interview. Psychological Bulletin, 117, 387-403.
4. Percent of children with secure and insecure attachment: Does this differ across countries/cultures?
• Van Ijzendoorn, M. H., & Kroonenberg, P. M. (1988). Cross-cultural patterns of attachment: A meta-analysis of the strange situation. Child Development, 59, 147–156.
5. Secure and Insecure Attachment in Germany
• Grossman, K., Grossman, K. E., Spangler, G., Suess, G., & Unzner, L. (1985). Maternal sensitivity and newborns’ orientation responses as related to quality of attachment in northern Germany. Monographs of the Society for Research in Child Development, 50, 233-256.
6. Attachment styles on the Kibbutz
• Sagi, A., Lamb, M., Lewkowicz, K., Shoham, R., Dvir, R. & Estes, D. (1985). Security of Infant-Mother, -Father, and -Metapelet Attachments among Kibbutz-Reared Israeli Children. Monographs of the Society for Research in Child Development, 50, 257-275.
7. Attachment in Asian societies
• Takahashi, K. (1986). Examining the strange-situation procedure with Japanese mothers and 12-month-old infants. Developmental Psychology, 22, 265-270.
Week 7, October 23: Maladjustment
Make sure to address when the maladjustment first occurs, and what the evidence is.
8. Can preschoolers be depressed?
• Luby, J., Heffelfinger, A., Mrakotsky, C., Brown, K., Hessler, M., Wallis, J.,& Spitznagel, E. (2003). The clinical picture of depression in preschool children. Journal of the American Academy of Child & Adolescent Psychiatry, 42, 340-348.
9. Can preschoolers have conduct disorders?
• Tremblay, R. Nagin, D. Seguin, J., Zoccolillo, M. Zelazo, P., Boivin. … Japel, C. (2004). Physical aggression during early childhood: Trajectories and predictors. Pediatrics, 114, e43-e50.
10. Can preschoolers have attention deficit disorders?
• Daniel, C. (2002). Preschool Attention Deficit Hyperactivity Disorder: A review of prevalence, diagnosis, neurobiology, and stimulant treatment. Journal of Developmental & Behavioral Pediatrics, 23, S1-S9.
11. Can preschoolers have PTSD
• Osofsky, J., Osofsky, J., & Harris, W. (2007). Katrina’s children: Social Policy consideration for children in disasters. Social Policy Report, XXI(1), 3-18
• Hoven, C., Duarte, C., Lucas, C., Wu, P., Mandell, D., Goodwin, R., … Susser, E. (2005). Psychopathology among New York City publisc school children 6 months after September 11. Archives of General Psychiatry, 62, 545-551.
12. Do infants exhibit maladjustment? Is maladjustment in infants a relational problem?
• Greenspan, S. (1996). The Challenging Child. Cambridge, MA: Perseus Books.
Week 9, November 6: Family Relationships
13. Maternal and Paternal mental health in married, cohabitating and single families
• DeKlyen, M., Brooks-Gunn, J., McLanahan, S., & Knab, J. (2006). The mental health of married, cohabiting and non-coresident parents with infants. American Journal of Public Health, 96 (10), 1836-1841.
14. Marital conflict and children’s problems
• Owen, M. & Cox, T. (1997). Marital conflict and the development of infant–parent attachment relationships. Journal of Family Psychology, 11(2), 152-164.
15. Co-parenting
• Carlson, M., McLanahan, S. & Brooks-Gunn, J. (2008). Coparenting and nonresident fathers’ involvement with young children after nonmarital birth. Demography, 45, 461-488.
16. Decline in marital satisfaction in the first year of child’s life
• Belsky, J., Spanier, G., & Rovine, M. (1983). Stability and change in marriage across the transition to parenthood. Journal of Marriage and Family, 45, 567-577.
Week 10, November 13: Peer Relationships and Social Competence
17. Expulsion from Preschool
• Gilliam, W. & Shahar, G. (2006). Preschool and child care expulsion and suspension: Rates and predictors in one state. Infants & Young Children, 19(3), 228-245.
18. Dominance hierarchies in kindergarten
• Boyce, W.T. (2004). Social stratification, health and violence in the very young. Annals of the New York Academy of Sciences, 1036, 47–68.
19. Bullying: incidence and correlates and consequences
• Carbone-Lopez, K., Esbensen, F., & Brick, B. T. (2010). Correlates and consequences of peer victimization: Gender differences in direct and indirect forms of bullying. Youth Violence
and Juvenile Justice, 8, 332-350.
20. Bullying Interventions
• Smith, P.K., Pepler, D.J., & Rigby, K.(Eds.). (2004). Bullying in schools: How successful can interventions be? Cambridge: Cambridge University Press.
Week 11, November 20: Programs for Enhancing Social Competence and Mental Health
For these topics, begin by reviewing Chapter 30 from the McCartney & Phillips textbook and their citations:
21. The Incredible Years (Carolyn Webster-Stratton)
22. Triple P – Positive Parenting Program
23. Fast Track Program (Kenneth Dodge)
24. Living with Children (Forgatch & Patterson; interventions for divorced parents)
Week 14, December 11: Poverty, Inequality and Programs
25. Carolina Abecedarian Project
• Campbell, F., Ramey, C., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002) Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 42-57.
26. Head Start impact study
• Ludwig, J. & Phillips, D. (2008). Long-term effects of Head Start on low-income children. Annals of the New York Academy of Sciences. 257–268.
• U.S. Department of Health and Human Services. (2010). Head Start impact study: Final report, January 2010. Washington, DC: Administration for Children and Families, Office of Planning, Research and Evaluation.
27. Family Check-up
• Shaw, D.S., Dishion, T.J., Supplee, L., Gardner, F., & Arnds, K. (2006). Randomized trial of a family-centered approach to the prevention of early conduct problems: 2-year effects of the family check-up in early childhood. Journal of Consulting and Clinical Psychology, 74(1), 1-9.
28. Chicago-Reynolds
• Reynolds, A.J. (1999). Educational success in high-risk settings: Contributions of the Chicago longitudinal study. Journal of School Psychology, 37(4), 345-354.
29. David Olds’ Nurse Home Visiting Program
• Olds, D., et al. (2002). Home visiting by paraprofessionals and by nurses: A randomized, controlled trial. Pediatrics, 110(3), 486-496.
University Policy
1. The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation. As your instructor, I am happy to discuss specific needs with you as well.
2. The grade of Incomplete will be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade. If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements. If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam.
3. Teachers College students have the responsibility for activating the Columbia University Network ID (UNI) and a free TC Gmail account. As official communications from the College – e.g., information on graduation, announcements of closing due to severe storm, flu epidemic, transportation disruption, etc. -- will be sent to the student’s TC Gmail account, students are responsible for either reading email there, or, for utilizing the mail forwarding option to forward mail from their account to an email address which they will monitor.
4. It is the policy of Teachers College to respect its members’ observance of their major religious holidays. Students should notify instructors at the beginning of the semester about their wishes to observe holidays on days when class sessions are scheduled. Where academic scheduling conflicts prove unavoidable, no student will be penalized for absence due to religious reasons, and alternative means will be sought for satisfying the academic requirements involved. If a suitable arrangement cannot be worked out between the student and the instructor, students and instructors should consult the appropriate department chair or director. If an additional appeal is needed, it may be taken to the Provost.
5. Students who intentionally submit work either not their own or without clear attribution to the original source, fabricate data or other information, engage in cheating, or misrepresentation of academic records may be subject to charges. Sanctions may include dismissal from the college for violation of the TC principles of academic and professional integrity fundamental to the purpose of the College.
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