BACHELOR OF SCIENCE IN PHYSICAL THERAPY

PROGRAM CURRICULUM AY 2019 – 2020

Course Name HUMAN DEVELOPMENT

Course Description

The study of Human Development is the study of continuity and change. This
course is designed to provide an overview of the major theories and topics in human
development. The emphasis is on childhood, although later periods of development will be
addressed as well. Rather than teaching a collection of facts, the course is designed to teach
you ways of thinking about development, and how various ways of thinking both compliment
and contradict one another. You should leave this course with a clearer understanding of how
human’s thinking, learning, and physical abilities vary at different ages and stages, and how
these various “lines” of development influence one another.

Course Credits 1 unit

Contact Hours/week 1 hour

Course Outline

I. Introduction
II. Course Overview and Requirements
III. Ways of Thinking about and Studying Human Development
IV. Prenatal Influences on Development
V. Infancy Part 1: Physical Development, Cognitive Development
VI. Infancy Part 2: Social Development: Temperament, Attachment
VII. Early Childhood Part 1: Preschool & Toddler thinking, language development
VIII. Early Childhood Part 2: Social & Emotional Development
IX. Middle Childhood Part 1: Cognitive Leaps and the Influence of School
X. School Aged Children Part 2: Social & Emotional Development
XI. Writing and Referencing
XII. Adolescence Part 1: Physical Changes

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 XIII. Adolescence Part 2: Social & Emotional Development
XIV. Young Adulthood
XV. Middle Adulthood
XVI. Late Life: Aging and Aging Well

References:

Required Textbook

 Berk, L.E. (2014), Exploring Lifespan Development. Boston: Pearson Education.

Feldman, R.S. (2012). Child Development. New York: Pearson Education.
Publication Manual of the American Psychological Association, 6th Edition. APA
Press.

 Fraley, R.C., Roisman, G.I., & Haltigan, J.D. (2012). The legacy of early experiences
in development: formulating alternative models of how early experiences are carried
forward over time. Developmental Psychology, March 2012 Online version.
 Dawson-Tunki, T.L., Fischer, K.W., & Stein, Z. (2004). Do stages belong at the
center of developmental theory? A commentary on Piaget’s Stages. New Ideas in
Psychology, 22, 255-263.
 Berk, Ch. 1
 Li, S.C., (2012). Neuromodulation of behavioral and cognitive development across
the life span. Developmental Psychology, 48(3), 810-814.
 Gordon, I., Zagoory-Sharon, O., Leckman, J.F., & Feldman, R. (2010). Oxytocin and
the development of parenting in humans. Biological Psychiatry, 68, 377-382.
 Feldman, R., & Eidelman, A. (2007). Maternal Postpartum behavior and the
Emergence of Infant-mother and Infant-father synchrony in preterm and full-term
infants: the role of neonatal vagal tone. Developmental Psychobiology, 10, 290-302.
 Berk, Ch. 2 & 3
 Charles, E. & Rivera, S. (2009). Object permanence and method of disappearance:
looking measures further contradict reaching measures. Developmental Science,
12:6, 991-1006.

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  Bruce, S. & Muhammad, Z. (2009). The development of object permanence in
children with Intellectual disability, physical disability, autism, and blindness.
International Journal of Disability, Development, and Education, 56 (3), 229-246.
 Berk, Ch. 4 & 5
 Stupica, B., Sherman, L.J., & Cassidy, J. (2011). Newborn irritability moderates the
association between infant attachment security and toddler exploration and sociability.
Child Development, 82 (5), 1381-1389.
 Santelices, M.P., Guzman, M., Aracena, M., Farkas, C., Perez-Sales, C.P., &
Borghini, A. (2010). Promoting secure attachment: evaluation of the effectiveness of
an early intervention pilot programme with mother-infant dyads in Santiago, Chile.
Child: Care, health, and deveopment37(2), 203-210.
 McElwain, N.L., Booth-LaForce, C., & Wu, X. (2011). Infant-mther attachment and
children’s friendship quality: Maternal mental-state talk as an intervening mechanism.
Developmental Psychology, 47 (5), 1295-1311.
 Hayden, E.P., Durbin, E., Klein, D.N., & Olino, T.M. (2010). Maternal personality
influences the relationship between maternal reports and laboratory measures of child
temperament. Journal of Personality Assessment, 92(6). 586-593.
 Healey, D.M., Brodzinsky, L.K., Bernstein, M., Rabinovitz, B., & Halerin, J.M.
(2010). Moderating the effects of neurocognitive abilities on the relationship between
temperament and global functioning. Child Neuropsychology, 16, pp. 20-31.
 Dougherty, L.R., Bufferd, S.J., Carlson, G.A., Dyson, M., Olino, T., Durbin, C.E.,
Klein, D.N. (2011). Preschoolers observed temperament and psychiatric disorders
assessed with a parent diagnostic interview. Journal of Clinical Child and Adolescent
Psychology, 40(2), 295-306.
 Berk, Ch. 6
 The two-word stage: Motivated by linguistic or cognitive constraints? Berk, S., &
Lillo-Martin, D. (2012). Cognitive Psychology, 65, 118-140.
 Hershkowitz, I., Orbach, Y., Lamb, M., Katz, C. (2012). The development of
narrative skills among preschoolers, lessons from forensic interviews about child
abuse. Child Development, 83(2), 611-622.
 Tucker-Drob, E.M., & Harden, K.P., 2012). Early childhood cognitive development
and parental cognitive stimulation: evidence of reciprocal gene-environment
transactions. Developmental Science, 15(2), 250-259.

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  Dearing, E., McCartney, K. & Taylor, B.A., (2009). Does higher quality early
childhood care promote low-income children’s math and reading achievement in
middle childhood? Child Development, 80 (5), 1329-1349.
 Berk, Ch. 7
 McClelland, M.M., & Cameron, C.E., (2012). Self-regulation in early childhood:
Improving conceptual clarity and developing ecologically valid measures. Child
Development Perspectives, 6 (2), 136-142.
 Maggi, S., Irwin, L.J., Siddiqui, A. & Hezman, C. (2010). The social determinants of
early child development: An overview. Journal of Paediatrics and Child Health, 46,
627-635.
 Berk, Ch. 8
 Shing, Y.L., & Lindenberger, U. (2011). The development of episodic memory:
Lifespan lessons. Child Development Perspectives, 5(2), 148-155.
 Hofferth, S. L. (2010). Home Media and Children’s Achievement and
Behavior. Child Development, 81 (5), 1598-1619.
 Weckbacher, L.M., & Okamoto, Y. (2012). Spatial Experiences of High Academic
Achievers: Insights From a Developmental Perspective. Journal for the Education of
the Gifted, 35 (1), 48-65.
 King. A. (2011). Development of Inhibition as a function of the presence of
supernatural agent. The Journal of Genetic Psychology: Research and Theory on
Human Development, 172(4), 414-432.
 Hymel, S., Rubin, K.H., Rowden, L., & LeMare, L. (1990). Children’s peer
relationships: Longitudinal prediction of internalizing and externalizing problems
from middle to late childhood. Child Development, 61, 2004-2021.
 Spieker, S.J., Campbell, S.B., Vandergrift, N., Pierce, K.M., Cauffman, E., Susman,
E.J., Roisman, G.I., et al., (2012). Relational aggression in middle childhood:
Predictors and adolescent outcomes. Social Development, 21(2), 354-375.
 Fordham, K. & Stevenson-Hinde, J. (1999). Shyness, friendship quality, and
adjustment during middle childhood. Journal of Child Psychology and Psychiatry, 40
(5), 757-768.

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  Booth-LaForge, C., Oh, W., Kim, A.H., Rubin, K., Rose-Krasnor, L., & Burgess, K.
(2006). Attachment, self-worth, and peer group functioning in middle childhood.
Attachment and Human Development, 8(4), 309-325.
 Rowley, S. J., Burchinal, M.R., Roberts, J.E., & Zeisel, S.A. (2008). Racial identity,
social context, and race related social cognition in African
 Americans during middle childhood. Developmental Psychology, 44 (6), 1537-1546.
 Berk, ch. 10
 Marceau, K., Ram, N., Grimm, K., Houts, R., Susman,E.J. (2011). Individual
differences in boys’ and girls’ timing and tempo of puberty: Modeling development
with nonlinear growth models. Developmental Psychology, s47(5), 1389-1409.
 Williams, J.M., & Currie, C. (2000). Self-esteem and physical development in early
adolescence: Pubertal timing and body image. Journal of Early Adolescence, 20 (2),
129-149.
 Jaquish, G. & Savin-Williams, R. (1981). Biological and Ecological factors in the
expression of adolescent self-esteem. Journal of Youth and Adolescence, 10(6), 473-
485.
 Berk, Ch. 11
 Gudonis-Miller, L.C., Lewis, L., Tong, Y., Tu, W. & Aaisma, M.C. (2011).
Adolescent romantic couples influence on substance abuse in young adulthood.
Journal of Adolescence, 35 (2012), 638-647.
 Mrug, S., Madan, A., & Windle, M. (2012). Temperament alters susceptibility to
negative peer influence in early adolescence. Journal of Abnormal Child Psychology,
40. 201-209.
 Reich, S.M., Subbrahmanyam, Krahmanyam, K., & Espinoza, G. (2012). Friending,
IMing and hanging out face-to-face:Overlap in adolescents’ online and offline social
networks. Developmental Psychology, 48 (2), 356-368.
 Plaisier, X.S., & Konijn, E.A., (2012). Rejected by peers – attracted to antisocial
media content: Rejection-based anger impairs moral judgment among adolescents.
Developmental Psychology, 1-9.
 Berk, Ch. 12
 Benson, J., & Elder, G. (2011). Young adult identities and their pathways: A
developmental and life course model. Developmental Psychology, 47 (6), 146-1657.
 Berk, Ch. 13 & 14
 Berk, Ch. 15 & 16
 Reading: Berk, Ch. 17, 18, 19

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