Child Development
Professor Fred Rothbaum, Chair; Parent-child relationships, family and culture,
child-clinical psychology, research dissemination
Professor M. Ann Easterbrooks, Director of Graduate
Studies; Family development, social
and emotional development, infancy
Professor David Elkind, Cognitive development, perceptual development, Piaget
Professor David Henry Feldman, Cognitive development, developmental and
educational theory, creativity
Professor Richard M. Lerner, Bergstrom Chair in Applied Developmental
Science; Application of developmental science across the life span, personality and social
development in adolescence, university-community collaboration and outreach scholarship
Professor Donald Wertlieb, Director, Tufts University Center for Children;
Clinical aspects of family and child development, pediatric and health psychology, stress
and coping
Professor Maryanne Wolf, Director, Center for Reading and Language Research;
Dyslexia, cognitive neurosciences, cognition, developmental psycholinguistics, reading
development and intervention
Emerita Professor Sylvia G. Feinburg, Teacher education, early childhood
education, child art
Associate Professor Kathleen A. Camara, Family relationships, social
development, research methodology
Associate Professor Calvin Gidney III, Linguistics, literacy, sociolinguistic
development, language of African-American children, language in children's television,
development of children's language attitudes
Associate Professor Francine Jacobs, Child and family policy, program evaluation
Associate Professor Jayanthi J. Mistry, Sociocultural perspectives on
development, cultural issues in educational practice
Associate Professor Ellen E. Pinderhughes, Family
development, parenting adoptive and foster families, culture
Associate Professor Rebecca Staples New, Early childhood education, teacher
education, sociocultural perspectives on child development, teaching and learning
process
Adjunct Associate Professor Lynn Meltzer, Learning disabilities and assessment
Assistant Professor Marina Bers, Science and technology in
education, children's understanding of technology
Assistant Professor W. George Scarlett, Deputy chair; Children's
play, spiritual
development across the life span, developmental psychopathology
Assistant Professor (part-time) Martha Julia Garcia-Sellers, Cross-cultural
studies, parent-child interaction, preventive intervention, school adaptation
Lecturer Betty Allen, Coordinator of Field Placement and Student Teacher
Placement; Inclusion in regular education classrooms, antibias education, teacher training
Lecturer Mary Anton-Oldenberg, Early childhood education, literacy
Lecturer David Aptaker, Educational law, child advocacy, juvenile justice,
custody and visitation issues, human rights in the inpatient and community health systems
Lecturer Terrell Clark, Sign language, deaf studies
Lecturer Margery Davies, Child and family policy
Lecturer Julie Dobrow, Coordinator of Family and Media Initiative; Effects of
media on children, ethnic and gender representations in media
Lecturer Heidi Given, Head teacher, Eliot-Pearson Children's School;
Multicultural issues in education, teacher training
Lecturer Deborah Lee-Keenan, Director, Eliot-Pearson Children's School;
Multicultural and antibias education, curriculum development and implementation, special
needs
Lecturer Jim Lipsky, Sign language
Lecturer Janette McMenamy, Pediatric psychology, developmental
psychopathology
Lecturer Beth O'Brien, Neuropsychological assessment, learning and behavioral
disorders
Lecturer Roberta Pasternack, Creative movement
Lecturer Erin Phelps, Statistics
Lecturer Martha Pott, Coordinator of Capstone Internships for M.A.
Applied Program; education, personal-social development
Lecturer Marion Reynolds, Children's literature, elementary curriculum
development and teacher education, professional development of elementary teachers,
children's understanding of the content and concepts of elementary subject matter
Lecturer Janet Zeller, Director, Tufts Educational Day Care Center; Teacher
education, special education, school-home community relations
The Eliot-Pearson Department of Child Development provides students with a solid grounding in research and theory about the intellectual, emotional, social, linguistic, and physical development of children. Course material is complemented with observations and work with children in a wide range of applied settings. These settings include schools, hospitals, clinics, day care centers, educational television studios, museums, and juvenile courts. These practicum experiences are an essential part of a concentration in child development, where the integration of theory, research, and practice is an abiding goal.
Undergraduates who major in child development may choose to follow any of several programs of study. One major orientation is the field of child development as a behavioral science. Students who choose this orientation generally view their study of child development as a natural forerunner to graduate work in child developmental psychology, child clinical psychology, pediatric psychology, law, public policy, and other disciplines that have the health, education, and welfare of children as a primary goal. In addition, Eliot-Pearson offers students a foundation in applied developmental science, an emerging interdisciplinary field that generates and uses theory and research about human development to improve the lives of children, youth, and families around the world.
A second program of study within the department is that of child development as a preparation for careers in education. This program places dual emphasis on contemporary child development theory and research, as well as the role of collaborative inquiry in early childhood teacher education. Embedded throughout coursework and practical experiences is a commitment to preparing teachers to work with all young children and their families, including those with special needs. Students who choose this program may seek Massachusetts licensure as an early childhood teacher (Pre-K to grade 2). This program has been approved by the Massachusetts Department of Education, and the certificate is reciprocated in the majority of states. In collaboration with Tufts Department of Education, undergraduate and graduate students may choose to enroll in a program that leads to licensure in Massachusetts as an elementary teacher of grades 1 through 6.
A third orientation takes child development as a starting point for a career in human services or work with children in clinical, pediatric, or other community settings, including educational practice with children with special needs. A particular emphasis of the department is the promotion of positive child development.
Department Facilities
Eliot-Pearson Children's School
Architecturally attached to the Department of Child Development, the Eliot-Pearson
Children's School is a laboratory school serving eighty children ages 2.9 to 8 (preschool
through second grade). Classrooms are fully integrated, including children with special
needs and children and families from diverse cultural and economic backgrounds. The school
is an exemplary early-childhood program, modeling innovative developmental education and
curricula. Observation facilities and practicum sites provide exceptional training and
research opportunities for Tufts undergraduate and graduate students and early-childhood
professionals from across New England. The children's school also offers a range of
programming for parents and families. For more information, visit http://ase.tufts.edu.epcs.
Tufts Educational Day Care Center
The center is an
associated facility that offers an innovative, year-round, full-day educational preschool
and kindergarten program for approximately eighty-five children from within the Tufts
community and its surrounding cities. The center is a direct service and laboratory school
housing four classrooms. It serves an ethnically diverse, international population of
youngsters and eagerly seeks to serve children with a wide variety of special needs. Tufts
students and faculty, particularly within the Department of Child Development, can
observe, conduct research, and participate in a variety of practice teaching experiences.
The Special Friends Program, jointly sponsored and supervised by the center and the
university's Leonard Carmichael Society, offers an opportunity for any interested
undergraduate to form a close one-to-one relationship with a preschool or kindergarten
child. Parents are encouraged to participate in a program tailored to the needs of working
families. For more information, visit http://ase.tufts.edu/tedcc.
Evelyn G. Pitcher Curriculum Resource Laboratory
Adjoining the department and the children's school is the Evelyn G. Pitcher Curriculum
Resource Laboratory, with studio, shop, and audiovisual spaces. The laboratory allows
space for the department's multidisciplinary work with mathematics, science, and
technology education--a new initiative that involves the Eliot-Pearson
Department of Child Development as well as computer science, engineering,
and education departments. Within the curriculum
laboratory, child development majors can study and develop materials that are then used
with young children in a wide range of settings, including classrooms, museums, libraries,
clinics, and others. For more information visit http://ase.tufts.edu/clab.
Institute for Applied Research in Youth Development
The institute creates programs and projects that use the framework of
applied developmental science to promote healthy, positive development among
diverse children, adolescents, families, and communities. For more information,
visit http://ase.tufts.edu/adsl.
Center for Applied Child Development (CACD)
The center provides an extensive array
of resources and services as well as educational opportunities to the larger community.
For more information, visit http://ase.tufts.edu/cacd_outreach.
Center for Reading and Language Research
The center offers a variety of research,
teaching, and internship opportunities to students and faculty and a range of services to
the surrounding communities. For more information, visit http://ase.tufts.edu/crlr.
Tufts University Center for Children (TUCC)
The center catalyzes and facilitates interdisciplinary research,
service, education, training, and social action to advance the well-being of
children, their families, and their communities. For more information, visit www.tucc.tufts.edu.
Undergraduate Concentration Requirements
Major in Child Development
Ten
courses, including Child Development 1, and two of the following: Child
Development 51 or 151, 61 or 161, and 155. Two courses can be from outside the
department, either from the approved list of related fields courses, or with
departmental approval. Introductory courses in other departments may not
substitute for Child Development 1. Please see Child Development
Handbook/website for complete information on requirements.
Early Childhood Teacher (Pre-K to Grade 2)
This program, designed for students who plan to teach in public and private
early childhood settings, is
approved by the Massachusetts State Department of Education and leads to teacher
licensure that is reciprocal in the majority of states. A specific course of study is
required for completion of the program. The program is also beneficial to those who
anticipate entering such fields as guidance counseling, school psychology,
technology, museum education, school
administration, mental health, social welfare, and child advocacy.
Students interested in becoming licensed as teachers in Massachusetts are required to complete a two-stage licensure process. The requirements for completing the first stage, leading to initial licensure, may be satisfied by completing an undergraduate degree with a major in child development and by completing all teacher licensure program requirements. Initial licensure allows the recipient to be employed by the public schools as an early childhood teacher, pre-K to grade 2.
Elementary Teacher (Grades 1 to 6)
Through a joint program offered with the Department of Education at Tufts, students may
also complete a program leading to initial licensure as elementary teacher, grades
1 to 6. Graduates holding initial licensure are eligible to begin work leading to
professional licensure as a teacher in Massachusetts by completing additional course work
and the option of completing a master of arts degree. Undergraduates interested in
pursuing careers in teaching and who desire professional licensure may apply for
acceptance into the graduate program as early as their sophomore year.
Undergraduate Minor Program
The Department of Child Development offers a minor in child development. Five courses are
required, two of which are to be chosen from Child Development 1, 51 or 151, 61 or 161,
and 155. Three additional electives are to be chosen from other course offerings
from within the department.
American Sign Language (ASL)
The department offers three levels of American Sign Language.
Undergraduates completing all three can have ASL fulfill one part of the foreign
language (foundation) requirement.
Graduate Program
The Department of Child Development offers the master of arts degree, a joint master of
arts degree with the Department of Urban and Environmental Policy and Planning, the master of arts in
teaching (M.A.T.) degree, and the Ph.D. degree. Along with the standard material sent to
the graduate school, applicants for admission to these graduate programs must include a
statement of two to three typewritten pages describing their motivation for applying for
graduate work in child development and the ways in which they envision using the education
received at Tufts. Scores from the Graduate Record Examination are required. The deadline for
applications is January 15, although applications received after that time are considered,
based on the availability of places.
At both the master's and doctoral levels, students may choose to concentrate in one of six areas of study: clinical developmental psychology, cognitive development, early childhood education, family studies, language and literacy, and children with special needs. At the core of all concentrations is a firm foundation in child development theory and research, and the integration of basic and applied knowledge.
Master of Arts (M.A.)
The master of arts degree requires the satisfactory completion of a ten-credit course of
study. Students interested in engaging in child development research conclude the program
by writing a thesis; students interested in the more applied, practical aspects of child
development conclude the program with an intensive supervised internship. Each route offers a combination
of required and elective courses. The master of arts program offers two options for
completion of degree requirements. For students who wish to conduct research, the program
entails four required courses and six additional elective courses. Students must also
complete a thesis.
The M.A. degree program serves child development students with a broad range of professional and intellectual interests. Graduates enter positions in human services agencies, research organizations, schools and early childhood programs, advocacy groups, and institutions of higher education. A significant percentage of graduates continue their studies in law schools, medical schools, Ph.D. programs in developmental or clinical psychology, or public policy. Provisionally certified teachers wishing to obtain standard certification may enroll in the master of arts program, which includes a 400-hour apprenticeship in the schools.
Master of Arts (M.A.) Program with Urban and Environmental Policy and
Planning
The master of arts degree offered jointly by the Department of Child Development and the
Department of Urban and Environmental Policy and Planning is a fourteen-credit graduate program in
child and family policy. Students matriculate in two nationally renowned departments at
Tufts and fulfill the general requirements for each, including courses in developmental
psychology, policy planning and analysis, and research methods and statistics. In
addition, they follow a specific course of study in child and family policy, culminating
in a master's thesis. Contact either department for more information.
Master of Arts in Teaching (M.A.T.) Early Childhood and Elementary
The degree of master of arts in teaching is offered for students who seek Massachusetts
State Department of Education initial licensure as an early childhood teacher
(pre-K to grade 2), or as an elementary teacher (grades 1 to 6). The elementary 1-6 program is
offered in conjunction with the Department of Education at Tufts.
Doctor of Philosophy (Ph.D.)
The doctoral program in child development prepares individuals for either academic or
applied settings involving children and their families. Such settings include schools,
hospitals, social service agencies, the arts and media, courts, clinical research centers,
and policy organizations, as well as colleges and universities. Accordingly, intensive
training in theory and research methodology is involved, as well as extensive field
experience. Applicants should have strong preparation in the behavioral sciences.
Course work during the first two years emphasizes the major theoretical orientations of the field and research methods and statistics. The remaining courses are selected in accordance with the student's academic plan, which is decided by the student and his or her advisers.
On completion of course work and an internship, students are required to undergo a qualifying review. Two major papers related to theory and research in child development are submitted and the student's progress and course of study in the doctoral program are reviewed. Successful completion of this review is a prerequisite to further doctoral study.
Internships are selected according to the participant's career interests, with students
serving as supervised trainees in the service and research functions of the particular
setting. The remainder of the program is devoted to participation in research and the
completion and defense of a dissertation.
Undergraduate Courses
1 Introduction to Child Development. A survey of child development from infancy through adolescence. The course covers the major cognitive, physiological, emotional, and social changes that occur during this period. Midterm and final exams; observation and testing reports. Required for majors. Fall/spring. Elkind, Lerner, Wolf
4 Topics in Child Development. Course allows beginning students to go beyond the introductory level in a particular area of child development. Topics include social cognition, children and their families, and moral development. Focused readings and study of selected topics of student's choice form a major part of the course. Assignments include project report. Fall/spring. Members of the department
7 The Child and the Educational Process. The study of child development as related to diverse educational programs for young children. Includes observations at the Eliot-Pearson Children's School as well as other selected environments, to strengthen understanding of how theories and values inform diverse approaches to early education. Lectures, videos, small group discussions of reading assignments and observational reports. (This course is a prerequisite for Child Development 135, 136 and must be taken prior to or concurrent with Child Development 171, 172.) Prerequisite: Child Development 1 or consent. Fall. New
9 Developmental Crises. Discussion, readings, and films in areas of major stress such as birth and death, marriage and divorce. Focus on the impact of these experiences on children in the early and middle years and on their parents. Spring. Members of the department
51 Intellectual Development in Young Children. Contemporary theory and research on the development of intellectual processes from infancy through adolescence are examined. Cognitive-developmental theories and research are emphasized and compared with psychometric, information-processing, cultural context, feminism, and other approaches. Course project provides opportunity for analysis of one's own learning experiences. Prerequisite: Child Development 1 or Psychology 1. Spring. Feldman
61 Personal-Social Development. This course deals with personality and social development from infancy to adolescence. Topics to be covered include attachment, sex-role development, empathy and friendship, social cognition, and moral development. A combination chronological/topical approach will be followed. Prerequisite: Child Development 1 or Psychology 1. Fall. Wertlieb, Camara
62 Childhood across Cultures. Intermediate-level study of child development, with emphasis on cultural perspectives integrating psychological and anthropological theory. Children's development examined across cultures and in the context of the various social institutions and settings within which they live. Mistry
64 Parent-Child Relationships. Examines the parent-child relationship from a variety of perspectives, including cross-cultural and social class differences, differences between mothering and fathering, and the parents' influence on the child's psychological development (e.g., sex role). Emphasis is on the interactive influences of parents and children. In the last part of the course, programs for altering parent-child interactions are explored. While most of the readings are based on recent empirical studies, the course includes short stories and novels. Case histories are also relied on to capture complex, intangible phenomena like communication, trust, and intimacy. Prerequisite: Child Development 1 or Psychology 1. Fall. Rothbaum, Penderhughes
85 Promoting Positive Youth Development: Applying Developmental Science in the Community. Introduction to theory and research about using developmental science within community settings to promote positive development among children and adolescents. Focal topic varies each semester -- for example, building civil society through community-based child development programs, promoting positive development of teenage mothers and their infants, or promoting healthy alternatives to interpersonal, family and community violence. Prerequisites: CD1 and one additional CD course or instructor permission. Lerner
90 The Exceptional Child. The special problems of preschool and elementary-age children who deviate from normal patterns of development. Orthopedic disabilities, sensory impairments, emotional and social problems, and deviations in intellectual potential. Distinguishing characteristics and developmental problems are presented in each diagnostic category. Lectures, discussions, films, visiting speakers, and field trips. Prerequisite: Child Development 1 or consent. Spring. Zeller
99 Community Field Placement. Work and study in a variety of programs serving
children and families. Placements include child advocacy programs, museums, hospitals,
children's media, social service centers, and government agencies. Placements are
supervised in a seminar or in consultation. Prerequisite: consent. Variable credit.
Fall/spring. Members of the department
Courses for Undergraduate and Graduate Students
115 Applied Elementary Curriculum. (Cross-listed as Education 115.) Seminar examining issues that relate to curriculum and teaching in elementary schools. Topics focus on constructivist theories of learning and development for children with diverse needs, interests, abilities, and educational and cultural backgrounds. Students in this course concurrently teach one day a week in area schools. Prerequisite: consent. Reynolds
116, 117 Interdisciplinary Elementary Curriculum. (Cross-listed as Education 116, 117.) This two-semester sequence of courses focuses on the curricula of language arts and social studies in the fall semester and on mathematics and science in the spring semester. Emphasis on the intersection between teacher knowledge and children's understanding of content and concepts. Prerequisite: consent. Reynolds
120 Evaluation of the Young Child. Appraisal of the development of the young child from two through six years of age. Test administration; written analysis of procedures; techniques of interviewing, counseling, and reporting to parents. Prerequisite: Child Development 1 and consent. Spring/summer. Garcia-Sellers, Gillette
122 Assessing Young Children with Special Needs. Study of techniques and instruments for screening and assessment (informal and formal) of young normal and special-needs children in cognitive, language, social, perceptual, and motor areas. Test administration, written analysis of results, formulation of individualized education programs, interpreting results to parents and professionals. Prerequisites: consent and placement with young special-needs children. Spring. Members of the department
124 American Sign Language and the Deaf Community. Introductory course in manual communication and deafness. Covers basic sign-language structures, vocabulary, and finger spelling. Orientation to deafness covers topics such as educational approaches, family dynamics, social identity, and language acquisition. Fall/spring. Clark, Lipsky
125 American Sign Language II. Basic conversational course in ASL. Through class participation, field experiences, guest speakers, and presentations, students extend their signing skills. Topics include historical, psychological, linguistic, and social aspects of American Sign Language. Prerequisite: Child Development 124 or equivalent. Fall/spring. Clark, Lipsky
130 Fieldwork with Young Children. Work with children pre-kindergarten through grade 2 at the Eliot-Pearson Children's School, the Tufts Educational Day Care Center, and other nearby schools. Essential aspects of typical child development emphasized. Laboratory experience, seminar, conferences. (May be used to meet prepracticum requirements for state licensure as early childhood teacher.) Enrollment limited. Prerequisite: consent. Fall/spring. Given
135 Supervised Teaching I. Supervised teaching with children in a variety of settings, such as preschools and day-care centers. Three hours per week of supplementary workshops and seminars. This course is part of a total program leading to state licensure. Students should be aware of the necessary prerequisites and additional course requirements. Variable credit. Fall/spring. Allen
136 Supervised Teaching II. Supervised teaching in kindergarten through second grade in private and public elementary schools. Three hours per week of supplementary workshops and seminars. This course is part of a total program leading to licensure. Students should be aware of the necessary prerequisites and additional course requirements. Semester or yearlong placements are available. Variable credit. Fall/spring. LeeKeenan, New
140 Problems of Research: Statistics. Elementary statistics procedures up through and including analysis of variance. Instruction and practice in use of prepackaged computer programs useful in social science research. Prerequisites: Senior or graduate status and background in fundamental mathematics or elementary statistics. Spring. Rothbaum
141 Independent Study. Individual study of an approved topic. Members of the department
142 Problems of Research: Methods and Design. Introduction to research design and field and laboratory methods relevant to child-study research. Topics will include experimental, quasi-experimental, and correlational design; measurement of behavior; data reduction; generalizability of findings; and ethical issues. Students will analyze and evaluate research studies and prepare a research proposal. Prerequisite: consent. Fall. Garcia-Sellers
143 Special Topics. Group seminar study of an approved topic that is not covered by a regular course in the department. Fall/spring. Members of the department
144 Qualitative and Ethnographic Methods in Applied Social Science Research. An interdisciplinary overview of qualitative research methods. Focus on providing tools and strategies for practitioners and researchers in social sciences to pursue systematic inquiry in applied settings. Spring. Mistry
145 Technological Tools for Thinking and Learning. (Cross-listed as Education 182.) Explores the design and use of new tools to think with, including "hands-on" technological tools (software) and "heads-in" theories and values to examine tools suitable for a wide variety of age levels, settings, and topic areas. Prerequisite: consent. Bers
151 Advanced Intellectual Development of Young Children. Contemporary theory and research on the development of intellectual processes from infancy through adolescence. Compares cognitive-developmental theories and research to psychometric, information-processing, and other approaches. Topics include assessment procedures, theoretical interpretations, research results, and implications for applied work with children. Outside-of-class "metahobby" project required. For graduate students and seniors. Fall/summer. Feldman
152 Development of Thought and Language. Focus on relationship of thought and language, including review of theoretical underpinnings of nativist, constructivist, behaviorist, and sociocultural perspectives. This relationship will be examined in light of selected topics such as development of knowledge, metalinguistic awareness, narrative structure, mathematical knowledge, and others. Seminar format. Prerequisite: consent. Spring. Gidney
153 Culture and Learning: Issues for Education. This interdisciplinary course addresses issues raised by the increasing cultural diversity of children in schools and human-service settings. Focus on the analytic tools and theoretical frameworks for understanding and bridging differences between children's culturally acquired learning styles and the culture of schools or other human-service settings. Fall. Mistry, New
155 The Young Child's Development of Language. Human language is examined as a form of communication and compared with animal signal systems. Other topics are phonological, syntactic, and semantic development; language, culture, and thought; language and social class; and language and bilingualism. Fall. Gidney
156 Applied Aspects of Physiological Development. Introduction to physiological, particularly neurophysiological, development in children. Topics include development of cerebral lateralization and the relationship between linguistic processes and the acquisition of reading ability. Emphasis on integrating knowledge of physiological development with disorders of learning, e.g., developmental dyslexias and childhood aphasia. Field observations in local hospitals and clinics. Prerequisites: junior, senior, or graduate status; Child Development 1 or Psychology 1. Fall. O'Brien, Wolf
157 Theories of Spiritual Development. (Cross-listed as Comparative Religion 157.) The nature of spiritual development as understood by various cultures and religions. Studies major works by preeminent philosophers and psychologists in the field, including Cassirer, Kohlberg, Oser, Fowler, Freud, and Erikson. Examines the imagery and thought in aesthetic creations. Provides case studies of individuals and communities as illustrations of different theoretical perspectives. Fall. Scarlett
158 Psychological Study of Creativity. Evaluation of what is known about the creative person, process, and product; and the conditions requisite for expression of creative potential, especially extreme potential. Prerequisite: Child Development 1 or Psychology 1. Spring. Feldman
160 Children and Family Change. Theories and research on the impact of separation, divorce, and remarriage on the social and cognitive development of children. Topics will include children's understanding of the separation and divorce experience, postdivorce parent-child relationships, and school and family interactions. Implications of research findings for parenting after divorce, legislation and judicial practice, school policies, and planning of intervention programs. Prerequisite: Child Development 1 or Psychology 1. Fall. Members of the department
161 Advanced Personal-Social Development. This course deals with personality and social development from infancy through adolescence. Topics to be covered include continuity in development, attachment, sex-role development, empathy and friendship, social cognition, and moral development. A combination chronological/topical approach will be followed. Advanced course for seniors and graduate students. Spring/summer. Members of the department
162 Child, Family, and Society. Societal change together with cultural and racial diversity among families in relation to child rearing and education. The transformation of the modern nuclear family to the postmodern permeable family. Introduction to families of different racial and ethnic backgrounds. Spring. Elkind
163 Infancy. A survey of current research and theories in the area of child development through the first two years. Students will have the opportunity to observe newborn and infant behavior. Topics covered include genetic inheritance; development of sensory and motor systems; perception; early learning; early social interaction; attachment, including normative and atypical development. Emphasis placed on experimental evidence and methods as well as application. Fall. Easterbrooks
164 Cultural Diversity in Child and Family Services. Review of theoretical and applied approaches for providing services to young children and families from culturally diverse backgrounds, particularly families who have recently immigrated from non-Western countries. Topics include early intervention, comprehensive assessment, health care, and school integration. Students have the opportunity to visit programs and acquire focused experience with infants, young children, and parents. Spring. Garcia-Sellers
166 Children's Play and the Developing Imagination. The origins, forms, effects, and determinants of children's play, including parent-infant play, peer play, play common to different age groups, and play used in educational and therapeutic settings. Readings of classic and current papers on play; student observation studies; analyses of children's jokes, toys, games, playgrounds, and problems in playing. Scarlett
167 Children and the Mass Media. Why educators, broadcasters, advertisers, and politicians consider children a special audience of the mass media. Examination of children's media content (television, video, computers, film, and print) and the effects of media on children and adolescents. Regulations that govern children's media use, including V-chip, ratings systems, and Internet access. Student projects on media literacy and other topics. Dobrow
168 Adolescent Development and the Transition to Adulthood. The physical, cognitive, emotional, and social developments of adolescence and the transitions from childhood to adulthood. Emphasis on individual differences and the impact of family, school, peers, community, culture, and historical context. Consideration given to interventions aimed at promoting positive youth development. Elkind, Lerner
170 Development of Literacy. Literacy development in the young child from psychological, anthropological, and educational perspectives. Development of children's knowledge about the nature and functions of printed language, acquisition of language abilities supporting literacy, description of culturally conditioned beliefs, and behavior patterns related to literacy. Assessment of children's abilities, analysis of home and school settings. Special attention to cultural minority groups. Spring. Gidney
171 Curricula for Young Children. Curriculum design and implementation for the preschool, kindergarten, and lower-elementary-school-age child. Focus on interface between theories of teaching and learning, authentic assessment strategies, and project-based curricula as means of responding effectively to the needs and potentials of diverse populations of young children. Utilization and development of materials, documentation processes, and technology in the Curriculum Resource Laboratory. Fall. Members of the department
172 Reading and Language Arts for Young Children. Approaches to teaching reading to elementary-school-aged children and an examination of methods for integrating reading and language arts instruction into the total curriculum. Spring. Members of the department
174 Designing Educational and Therapeutic Environments. Examines ways in which individuals are affected by the environments they inhabit. Fosters awareness of physical space as a critical variable in development and therapy. Imparts skills for planning for children, including homes, day care centers, schools, hospitals, playgrounds, special needs, and therapeutic programs. Special attention is given to the impact of the environment on stress and well-being. Intended for professionals with educational or clinical objectives. Summer. Members of the department
176 Children's Literature. Analysis of literature for children from preschool age to early teens from developmental-learning and literary perspectives. Final project: story or book for children, or critique/analysis of some genre or issue of children's literature. Fall. Reynolds
177 Bilingual Children in U.S. Schools. Relationship of culture and language, including macro-level focus on issues related to linguistic and cultural integration of immigrant children and families, such as language and ethnic identity, language and nationalism. Topics will also include theoretical perspectives on second-language learning, bilingualism, and bilingual education. These topics will be examined using case studies from multilingual nations. Spring. Gidney
178 Creative Movement and Body Language. This course will expand students' self-awareness through an understanding of the mind/body connection; develop stronger communications skills through an integration of nonverbal and verbal experience; and explore creative potential through the avenue of body movement. Provides a developmental basis for the use of movement as an educational and therapeutic tool with emphasis on the early-childhood years. A practicum with children accompanies the course. Fall/summer. Pasternack
179 Child Art. The nature and developmental implications of the art of the young child, with emphasis on the ways in which cognitive and expressive factors influence the artistic process. Consideration of appropriate materials and activities for preschool and elementary-school-age children. Studio work is an integral part of the course. Fall. Feinburg
180 Rights of Children to Social Services. Exploration of public policy toward children created and implemented through the action of courts, legislatures, and administrative agencies. Emphasis on health and public assistance programs, child abuse and neglect, foster care and adoption, and juvenile delinquency, including status offenders. Forums for advocacy: state legislature, courts, and state administrative agencies. Prerequisite: junior, senior, or graduate status. Spring, alternate years. Members of the department
181 Child Care: Policy and Practice. (Cross-listed as UEP 183.) Study of child care within the context of social policy, child development, and early-childhood education. Examination of legislation, funding, programming, curriculum, and staffing; and how age, stage, gender, race, culture, and family lifestyle affect the child's experience of child care. Students use Tufts Educational Day Care Center as a laboratory. Prerequisite: Child Development 1 or Psychology 1, or consent. Spring. Members of the department
182 Social Policy for Children and Families. (Cross-listed as Urban and Environmental Policy 182.) Intersection of child development and social policy. Case studies of processes through which social problems are defined, policies formulated and implemented. Models for analyzing existing and proposed policies and for interpreting program evaluation results. Topics may include child abuse and neglect, family leave, maternal and child public-health policy, child care, early-childhood education. Special attention to policies affecting disadvantaged and minority populations. Prerequisites: Child Development 1 or Psychology 1, and senior or graduate standing. Fall. Davies
183 Child Advocacy Educational Rights. Legal and constitutional rights of children in schools, including special and bilingual education, freedom from race and sex discrimination, and school law in general (e.g., discipline, civil liberties). Role and techniques of the advocate, defined broadly to include lawyers, law advocates and social workers, psychologists, and other professionals. Forums for advocacy: state legislature, courts, and state administrative agencies. Aptaker
184 Science and Math Curricula for Teachers of Young Children. Theory and content of science and math curricula for teachers of children in preschool and the lower elementary grades. Consideration of children's use of raw materials, tools, apparatus, games, and manipulatives as they relate to and promote scientific and logical reasoning. Field and classroom math and science activities will be demonstrated. Materials will be developed in the Curriculum Resource Laboratory. Members of the department
187 Teaching through Drama and Improvisation. (Cross-listed as Drama 187 and Education 187.) Review of the theory and practice of using drama in education. Aspects of dramatic expression, including dramatic play, improvisation, and story dramatization, as tools for extending the educational experiences of children and adolescents. Particularly suited for those interested in teaching preschool, elementary, middle, or secondary school. Camara, Jorgensen
188 Seminar in Government Policy and the Family. (Cross-listed as Urban and Environmental Policy 188.) Examines government's role in promoting family development and well-being. Analysis of policies with implications for children and families. Case material from the United States and other countries. Topics will vary but may include parental leave, child protection, child care, health care, family support, and immigration. Prerequisite: Child Development 182 or consent. Spring. Jacobs
190 Children with Special Needs. The role that genetic mechanisms, trauma, environment, and acute and chronic disease play in affecting the child's physical, cognitive, and social-emotional development. Students will observe children with various physical and developmental disabilities in both separate and integrated settings. Educational implications for children with these conditions will be discussed. Fall. Allen, Zeller
191 Developmental Psychopathology and Adaptation. Survey of approaches to understanding and helping children and adolescents with emotional, cognitive, and behavioral problems. Intensive consideration of conceptual frameworks and perspectives that describe and explain problems in childhood and adolescence. Understanding problems in the contexts of age groups and important settings. A holistic and developmental-contextual understanding of children's problems. Prerequisite: Child Development 1 or Psychology 1. Scarlett, Sang, McMenamy
192 Approaches to Problem Behaviors in Children. Prevention and management of problem behaviors in young children in a variety of settings (e.g., home, school, clinic, hospital). Theoretical approaches to identification and treatment of unusual or atypical behaviors interfering with development; clinical applications of specialized techniques. Spring. Members of the department
193 Pediatric Psychology. Research, clinical practice, and public policy focusing on children's health. Application of child development theories, methodologies, and empirical database to problems in health care. Focus is biopsychosocial and multidisciplinary, aiming at comparison and integration of perspectives of researchers, clinicians, advocates, and policymakers. Topics chosen from psychosocial stress and illness; adaptation to chronic illness including diabetes, childhood cancer and pediatric AIDS; mental health in primary care; behavioral and developmental pediatrics; schools as health-care delivery agents; prevention and health promotion; adolescent pregnancy. Spring. Wertlieb
195 Developmental Disorders in Language and Reading. Principal foci for this course are aphasia, autism, deafness, and the dyslexias. Research and clinical studies of these disorders will be considered in weekly seminar meetings. Each student will have fieldwork experiences in appropriate clinical or educational settings. Prerequisite: Child Development 1 or consent. Gidney, Wolf
196 Curriculum for Children with Special Needs. Specialized instruction for children with developmental handicaps, including sensory and physical impairment, speech/language disorders, mental retardation, learning disabilities, and emotional disturbance. Emphasis on individualized instruction, therapeutic equipment, curricula, task analysis, and adapted materials. Making referrals to special placements, designing curriculum, and evaluating child progress. Prerequisite: Child Development 90 or 190. Members of the department
197 Learning Disorders. Overview of learning disorders and attention-deficit
disorders in the context of child development and education. Emphasis on the strong links
among cognitive development, self-esteem, and learning styles across the age span, and the
importance of identifying learning disorders during preschool years. Impact of processing
deficits on academic performance in reading, written language, and mathematics.
Prerequisite: Child Development 1. Spring. Meltzer
199 Community Field Placement. Graduate equivalent of Child Development 99. (See description under Child Development 99.)
201 Graduate Seminar. Professional development seminar for doctoral students. Discussion of doctoral program and presentation of individual reports on basic topics to a seminar group for discussion and criticism. Fall/spring. Members of the department
211 Contemporary and Critical Perspectives on Child Development. Understanding the contemporary state of scholarship in generating and applying knowledge about child development. Core dimensions of the knowledge in distinct domains of child development (socio-emotional, cognitive, linguistic, physiological) as they have been studied over the history of the field; interpretation of the knowledge from multiple, and sometimes competing, theoretical perspectives. Mistry
232 Internship. (Master's degree students only.) Field placement related to child development and practice at an advanced level. Prerequisite: prior course work in early-childhood education, including student teaching and curriculum, or consent. Variable credit. Fall/spring. Members of the department
235 Supervision. Theory and practice of supervision of students and other personnel in educational and human-service settings. Lectures, discussions, case studies, and videotapes as a means of strengthening the following competencies: analyzing the teaching process, developing educational materials, evaluation, communication skills. Students enrolled in this course will supervise students in a placement, including courses such as Fieldwork, Community Field Placements, and Student Teaching. Students taking this course must have evidence of direct applied experience with children. Offered in alternate years. Prerequisite: consent. Spring. Members of the department
236, 237 Doctoral Internship. Supervised field placement for doctoral students in one of the applied child development fields. Variable credit. Members of the department
238 Teaching Internship. A teaching internship on the preschool to elementary levels for a minimum of 400 hours, accompanied by a series of workshops and seminars. The course is intended for those seeking to meet the requirements for standard certification and others seeking professional development. Teaching interns are required to develop a portfolio documenting various facets of their teaching experience. Variable credit. Prerequisites: provisional certification and consent. Members of the department
240, 241 Directed Research. Supervised research on an approved topic in applied child development. Variable credit. Members of the department
242 Seminar in Research Methods. Design, methods, and data analysis used in applied research. Topics will vary but may include factorial quasi-experimental designs; data reduction procedures for multimethod multiple measure designs; development of scales and coding frameworks, descriptive analyses and inferential statistics for multivariate data and use of computer software packages. Prerequisite: graduate status. Spring. Members of the department
243, 244 Special Topics. Guided individual study of an approved topic. Fall/spring. Members of the department
245, 246 Thesis. Guided research on a topic that has been approved as a suitable subject for a master's thesis. Fall/spring. Members of the department
247 Program Evaluation. (Cross-listed as Urban and Environmental Policy 256.) Purposes for and types and techniques of program evaluation. Study of the evaluation process, including design, implementation, and dissemination, with focus on development of relevant data collection, analysis, and report-writing skills. Emphasis on learning to match programs to evaluation models, optimizing eventual evaluation utilization. Students design evaluations for existing program. Fall. Jacobs
248 Applied Developmental Science: Theoretical Foundations. Philosophical, historical, and past and current theoretical foundations of applied developmental science. Topics include life‑span human development; action theory; life‑course sociology; bioecological human development; developmental systems theories, applications to children, youth, families, and communities and to American higher education, and civil society. Prerequisites: Prior course work in developmental theory and instructor permission. Lerner
251 Seminar in Intellectual Development. The purpose of this course is to explore a selected topic in depth. The seminar may focus on a book, a monograph, a portion of the literature, or a theoretical methodological issue. Topics will vary from semester to semester. Prerequisites: Child Development 151, Psychology 147 or equivalent, and consent. Spring. Alternate years. Feldman
253 Advanced Seminar in Piagetian Psychology. Careful reading and analysis of selected works by Jean Piaget with a particular emphasis on educational and clinical implications. Student reports and a term paper on a topic of Piagetian psychology are required. Prerequisite: graduate status. Alternate years. Elkind, Feldman
260 Seminar in Research on the Family. Analysis of conceptual frameworks and current research on child development and family life. Topics will vary but may include effects of family environments on the cognitive and affective development of children. Processes of family interaction and cultural and social-class variations in family interaction. Prerequisite: graduate status. Fall. Easterbrooks, Wertlieb, Minuchin
261 Seminar in Personal-Social Development. Seminar format for in-depth exploration of various topics in social and personality development. Topics may include development of the self, attachment, and emotional development. Prerequisite: graduate status. Typically, a single topic will be covered during the semester. Spring. Easterbrooks
270 Seminar in Early and Elementary Education. Study of various interpretations of 'best practices' in early childhood and elementary education as they correspond to contemporary theories of child development and learning. Analysis of education within specific cultural, historical, and political context(s), as they inform notions of developmentally appropriate practices. Major emphasis on sociocultural theory and concept of teaching as collaborative inquiry and reflective praxis. Observations at the Eliot-Pearson Children's School and a variety of other settings in the greater Boston area. Assignments include individual as well as small team projects; all students will develop a personal philosophy statement. Prerequisite: graduate status or consent. Fall. New
272 Observation and Analysis of Classrooms. The process of observing and analyzing classrooms for children in preschool through the elementary grades, with emphasis on understanding the implementation of the developmental model in education. Developing competence in naturalistic observation and the documentation of child and teacher behavior; emphasis on teacher development and strengthening skills in supervision and peer evaluation. Spring. Members of the department
281 Consultation Strategies. This course examines consultation theory and practice. Through readings, classroom experiences, and a change project, students will increase their understanding of various consultation activities. The course contributes to the professional development of individuals in their present and future roles, including teacher, special educator, child development specialist, counselor, policy maker, or administrator. Such roles involve consultative relationships with parents, colleagues, other professionals, and members of the community. Both the consumer and the provider perspectives will be considered, aiming toward more effective functioning by both clients and consultants. Prerequisite: consent. Spring. Alternate years. Wertlieb
285 Advanced Research Methods in Applied Developmental Science. Methods for identifying measuring developmental change. Topics include multivariate versus univariate conceptions and analyses of change; developmentally-sensitive, descriptive, and explanatory research designs; classical versus developmental test theory; measurement equivalence across person and context; external and internal validity; convergent and divergent validation; triangulation within and across both quantitative and qualitative methods; and ethics and professional development. Prerequisites: Prior graduate courses in statistics and research design and instructor permission. Lerner
291 Seminar in Clinical-Developmental Psychology. Issues in psychoanalysis, behaviorism, and family therapy, review of other selected theories, and consideration of major classes of coping behaviors from a developmental perspective. Past or concurrent experience involving children with emotional or behavioral problems is required. Prerequisite: undergraduate course in psychopathology. Rothbaum
296 Seminar in Special Education. An in-depth exploration of four major topics: social and psychological aspects of disability; developmental conceptions of handicapping conditions; parental reactions to caring for a handicapped child; and current research concerning the integration of handicapped and nonhandicapped children. The course will link theory with practice through observations and case studies. Zeller
297, 298 Doctoral Dissertation. Supervised research on a topic approved for the dissertation.
401PT Master's Continuation, Part-time.
402FT Master's Continuation, Full-time.
501PT Doctoral Continuation, Part-time.
502FT Doctoral Continuation, Full-time.