Psychology 480 Seminar in Child Development: Selected Topics in Middle Childhood Spring 2015 ~ Mondays 2:30-4:20 pm (Severance 301)

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1 Psychology 480 Seminar in Child Development: Selected Topics in Middle Childhood Spring 2015 ~ Mondays 2:30-4:20 pm (Severance 301) Instructor: Travis Wilson Office: 228a Severance Travis.Wilson@Oberlin.edu Office phone: Office hours: Tuesday 2-4 pm, or by appointment Required readings: Available electronically on our Blackboard course site COURSE OVERVIEW In this seminar course, we will examine continuity and change in relationships, emotion, and mind throughout the course of middle childhood (roughly ages 6 11). Through an investigation of research and theory from the fields of developmental psychology, neuroscience, anthropology, evolutionary psychology, and educational psychology, this course explores developing processes that illuminate some of the life stressors children face and the competencies they attain while navigating them. The course is organized into six modules: Module 1: A holistic view of middle childhood Module 2: Children s understanding of death Module 3: Relationships and interactions among juveniles Module 4: Intergroup attitudes and relationships Module 5: Children with Attention Deficit Hyperactivity Disorder Module 6: Children of immigrant families COURSE REQUIREMENTS 1. Attendance and regular participation are expected of everyone. Read all assignments prior to class, and be prepared with comments and questions for discussion. Included in your participation grade will be in-class writing assignments, something we will do each week. 2. Weekly response papers. Each week I will provide a writing prompt to serve as a tool for you to synthesize course readings. These are due to me by at 12:00 pm every Sunday in 1

2 advance of class. You should also bring a hard copy of your paper to class, but with your name removed. The purpose of response papers is for you to make connections between readings, to discuss implications for policy and practice, or to share questions you have about developmental science as a field. Response papers are graded on a 4-point scale: a score of 4 (100%) designates a truly excellent response; a score of 3 (90%) is given when you show that you have done the readings and have been thoughtful about them; scores of 2 (80%) and 1 (65%) are reserved for papers that fall short (or very short) of the standard. 3. Course paper. You will write a page paper analyzing and discussing a key issue relating to emotional self-regulation, peer relations, family functioning, adjustment to school, cognitive development, or another topic of your choosing (but approved by me). This paper will be written and submitted in three phases: (a) a description of the issue/phenomenon you wish to study and its developmental significance, (b) a penultimate manuscript that includes thoughtful analysis and integration of course readings as they relate to your topic, and (c) a revised manuscript that clarifies or extends upon the penultimate draft in response to peer reviewers. Final course grades will be determined as follows: Class participation & in-class writing % Co-facilitation % Weekly responses % Paper proposal % Course paper... 30% Peer review of course paper....5% Course paper revision % Course policies Late work. Late weekly response papers will not be accepted. All other work will be graded down 15% for each day late. You may have one 48-hour extension for an assignment other than a weekly response paper. I am happy to meet with you during office hours to discuss your writing reflection papers, in-class assignments, or the course paper. Sometimes receiving feedback in person is more meaningful because we can go back and forth about a number of concerns you may have. All course readings can be accessed electronically via Blackboard or the College library. Access readings early in the week so that you have plenty of time to read. All readings should be done prior to class. 2

3 Module 1: A Holistic View of Middle Childhood Week 1: Introduction White, S. H. (2002). Notes toward a philosophy of science for developmental science. (Read prior to class.) Jensen, L. A. (2012). Bridging universal and cultural perspectives: A vision for developmental psychology in a global world. Child Development Perspectives, 6, (Read prior to class.) Week 2: A holistic view of middle childhood Del Giudice, M. (2014). Middle childhood: An evolutionary-developmental synthesis. Child Development Perspectives, 8, Konner, M. (2010). The Evolution of Childhood (prologue, pp. 1-4, 8-11). Cambridge, MA: Belknap. Konner, M. (1991). Childhood (ch. 6, pp ). Boston, MA: Little, Brown, and Co. Lancy, D. F., & Grove, A. (2011). Getting noticed: Middle childhood in cross-cultural perspective. Human Nature, 22, Mintz, S. (2004). Huck s raft: A history of American childhood (pp. 1-5, ). Cambridge, MA: Belknap. Module 2: Children s Understanding of Death Week 3: Children s understanding of death (Part I): Affective dimensions Miller, P. J., Rosengren, K. S., & Gutierrez, I. T. (2014). Introduction. Monographs of the Society for Research in Child Development, 79, Miller, P. J., Gutierrez, I. T., Chow, P. I., & Schein, S. S. (2014). European Americans in Centerville: Community and family contexts. Monographs of the Society for Research in Child Development, 79, Gutierrez, I. T., Miller, P. J., Rosengren, K. S., & Schein, S. S. (2014). Affective dimensions of death: Children s books, questions, and understandings. Monographs of the Society for Research in Child Development, 79, Week 4: Children s understanding of death (Part II): Cognitive dimensions Rosengren, K. S., Gutierrez, I. T., & Schein, S. S. (2014). Cognitive dimensions of death in context. Monographs of the Society for Research in Child Development, 79, Rosengren, K. S., Gutierrez, I. T., & Schein, S. S. (2014). Cognitive models of death. Monographs of the Society for Research in Child Development, 79, Gutierrez, I. T., Rosengren, K. S., & Miller, P. J. (2014). Mexican American immigrants in the Centerville Region: Teachers, Children, and Parents. Monographs of the Society for Research in Child Development, 79,

4 Miller, P. J., & Rosengren, K. S. (2014). Final thoughts. Monographs of the Society for Research in Child Development, 79, Callanan, M. A. (2014). Diversity in children s understanding of death. Monographs of the Society for Research in Child Development, 79, Module 3: Relationships and Interactions among Juveniles Week 5: The Sexes: Peer socialization and attachment perspectives Konner, M. (2010). The Evolution of Childhood (ch. 11, pp ). Cambridge, MA: Belknap. Pettit, G. S., Bakshi, A., Dodge, K. A., & Coie, J. D. (1990). The emergence of social dominance in young boys playgroups: Developmental differences and behavior correlates. Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together (ch. 2 & 3, pp ). Cambridge, MA: Belknap Press. Del Giudice, M., & Belsky, J. (2010). Sex differences in attachment emerge in middle childhood: An evolutionary hypothesis. Child Development Perspectives, 4, Finnegan, R. A., Hodges, E., & Perry, D. (1996). Preoccupied and avoidant coping during middle childhood. Child Development, 67, Week 6: Teaching and learning among juveniles Duran, R. T., & Gauvain, M. (1993). The role of age versus expertise in peer collaboration during joint planning. Journal of Experimental Child Psychology, 55, Ellis, S., & Rogoff, B. (1982). The strategies and efficacy of child vs. adult teachers. Child Development, 53, Maynard, A. (2002). Cultural teaching: The development of teaching skills in Maya sibling interactions. Child Development, 73, Weisner, T. S., Gallimor, R., & Jordan, C. (1988). Unpackaging cultural effects on classroom learning: Native Hawaiian peer assistance and child-generated activity. Anthropology & Education Quarterly, 19, Module 4: Intergroup Attitudes and Relationships Week 7: Ingroups and outgroups (Part I): The formation of intergroup attitudes and relationships Aboud, F. E. (2008). A social-cognitive developmental theory of prejudice. Banaji, M. R., Baron, A. S., Dunham, Y., & Olson, K. (2008). The development of intergroup social cognition. In S. R. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp ). 4

5 Hirschfeld, L. A. (2008). Children s developing conceptions of race. In S. M. Quintana & C. McKown (Eds.), Handbook of race, racism, and the developing child (pp ). Hoboken, N.J.: Wiley. Konner, M. (2010). The Evolution of Childhood (Interlude 8, pp ). Cambridge, MA: Belknap. Week 8: Ingroups and outgroups (Part II): Fostering change in intergroup attitudes and relationships Cameron, L., & Rutland, A. (2008). An integrative approach to changing children s intergroup attitudes. In S. R. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp ). Tropp, L. R., & Prenovost, M. A. (2008). The role of intergroup contact in predicting children s interethnic attitudes: Evidence from meta-analytic and field studies. In S. R. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp ). Maras, P., & Brown, R. (2000). Effects of different forms of school contact on children s attitudes toward disabled and non-disabled peers. British Journal of Educational Psychology, 70, Cameron, L., Rutland, A., Brown, R. J., & Douch, R. (2006). Changing children s intergroup attitudes toward refugees: Testing different models of extended contact. Child Development, 77, Module 5: Children with Attention Deficit Hyperactivity Disorder Week 9: Children diagnosed with Attention Deficit Hyperactivity Disorder Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60, Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood (Chapter 12, pp ). New York: Guilford. Sroufe, L. A. (2012). Ritalin gone wrong. New York Times (January 28, 2012). Hartung, C. M., Willcutt, E. G., Lahey, B. B., et al. (2002). Sex differences in young children who meet criteria for attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 31, Week 10: Interventions Hoza, B., Mrug, S., Pelham, W. E., et al. (2003). A friendship intervention for children with attentiondeficit/hyperactivity disorder: Preliminary findings. Journal of Attention Disorders, 6, Sonuga-Barke, E. J. S., Daley, D., Thompson, M., Laver-Bradbury, C., & Weeks, A. (2001). Parent-based therapies for preschool Attention-Deficit/Hyperactivity Disorder: A randomized, controlled trial with a community sample. Journal of the American Academy of Child & Adolescent Psychiatry, 40,

6 Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, Antshel, K. M., Remer, R. (2002). Social skills training in children with attention deficit hyperactivity disorder: A randomized-controlled clinical trial. Journal of Clinical Child and Adolescent Psychology, 32, Danforth, S., & Navarro, V. (2001). Hyper Talk: Sampling the Social Construction of ADHD in Everyday Language. Anthropology & Education Quarterly, 32, Module 6: Children of Immigrant Families Week 11: Understanding the U.S. immigrant paradox in childhood Hao, L., & Woo, H. S. (2012). Distinct trajectories in the transition to adulthood: Are children of immigrants advantaged? Child Development, 83, Marks, A. K., Ejesi, K., & Garcia-Coll, C. (2014). Understanding the U.S. immigrant paradox in childhood and adolescence. Child Development Perspectives, 8, Mintz, S. (2004). Huck s raft: A history of American childhood (pp ). Cambridge, MA: Belknap. Pong, S., & Landale, N. S. (2012). Academic achievement of legal immigrants' children: The roles of parents' preand postmigration characteristics in origin-group differences. Child Development, 83, Week 12: Overcoming obstacles Jordan, L., P., Graham, E. (2012). Resilience and well-being among children of migrant parents in South-East Asia. Child Development, 83, Brown, C. S., & Hui, C. (2012). Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: The importance of school context. Child Development, 83, Yoshikawa, H., Godfrey, E. B., & Rivera, A. C. (2008). Access to institutional resources as a measure of social exclusion: Relations with family process and cognitive development in the context of immigration. New Directions for Child and Adolescent Development, 121,