* CHLD 1250a / EDST 1125a / PSYC 125 / PSYC 1425a, Child Development  Ann Close and Carla Horwitz

This course is first in a sequence including Theory and Practice of Early Childhood Education (CHLD1270) and Language Literacy and Play (CHLD 1280). This course provides a theoretical base in child cognitive, social, and emotional development and tools to sensitively and carefully observe infants and young children. This course assumes it is not possible to understand children without understanding families and culture, and parent-child relationships. The course overview includes major theories in the field, focusing on the complex interaction between the developing self and the environment, exploring current research, theory, and practice. Students have the opportunity to see how programs for young children use psychodynamic and interactional theories to inform curriculum development. Students do two separate weekly observations over the course of the semester (3 hours total per week). They observe in a group setting for 2 hours each week at a Yale-affiliated childcare center. Students will also arrange a weekly 1-hour observation (in person or virtually) of a child under age 6. Students must make their own arrangements for these individual observations. If it is not possible to arrange a child to observe, please do not apply to take this course. Priority given to juniors, seniors, Ed Study students.  WR, SO
W 1:30pm-3:25pm

* CHLD 1270b / EDST 3127b / PSYC 1427b, Theory and Practice of Early Childhood Education  Carla Horwitz

The course deals with development and delivery of curricula for young children ages 3-6 and the current context of educational reform and debate. Goals are to deepen insights through critical analysis of educational programs for young children in light of current research and developmental theory and to understand how culture and political context contribute to the practice of education. Regularly scheduled seminar discussions and workshops that engage students with learning materials emphasize the ongoing dynamic process of developing emergent curriculum and focus on methods of creating a responsive, inclusive environment; planning and assessment; appreciating cultural and linguistic diversity; teachers’ roles; anti-bias education; working with families; conceptualizing the professional challenges of collaborating on a teaching team within the organization of the school; standards and accountability and the role of policy and advocacy in educational change. The course will use current journals, internet sources, video and other recent media as primary sources in addition to current research and other texts. Students must arrange to do a weekly one-hour observation (in-person or virtually) of a child under age 6 and an additional 2 hour in-person classroom observation at Calvin Hill Day Care Center or another Yale-affiliated childcare center. Total observation time commitment is 3 hours per week. If you are unable to find a child to observe, please do not register for this class. Introduction to Child Development (CHLD 1250/PSYCH 1425/EDST 1125) is recommended. Permission of instructor is required. Priority given to juniors, seniors, and Ed Studies students.  WR, SO
T 1:30pm-3:25pm

* CHLD 1280b / EDST 3128b / PSYC 1428b, Language, Literacy, and Play  Ann Close and Carla Horwitz

The focus of this course will be to demonstrate the complicated role that play has in the development of language and literacy skills. A major part of each topic presentation will be a discussion of the role that play has in the curriculum in enhancing these developmental areas. There is a widespread consensus that play is an essential component of a developmentally appropriate early childhood curriculum. Research indicates that play enhances a child’s creativity, intellectual development and social emotional development. Because learning to play, learning language and learning literacy skills are all part of the process of thinking and communication, the course will provide a view which attempts to demonstrate the integration of language, literacy and play in an early childhood education curriculum. Theoretical aspects of each of these developmental areas will be examined first, and it will be that theoretical understanding which will be the basis upon which ideas about curriculum will be explored, experienced and discussed. Students must arrange to do a weekly one-hour observation (in-person or virtually) of a child under age 6 and an additional 2 hour in-person classroom observation at Calvin Hill Day Care Center or another early childhood program. Total observation time commitment is 3 hours per week. If you are unable to find a child to observe, please do not register for this class. Introduction to Child Development (CHLD 1250/PSYCH 1425EDST 1125 recommended. Permission of instructor. Enrollment priority will be given to juniors, seniors, and Ed Studies students.  WR, SO  RP
W 9:25am-11:20am

* CHLD 3500b / EDST 1350b / PSYC 3450b, Autism and Related Disorders  Mariana Torres-Viso, Kelly Powell, and James McPartland

Weekly seminar focusing on autism and related disorders of socialization. A series of lectures on topics in etiology, diagnosis and assessment, treatment and advocacy, and social neuroscience methods; topics cover infancy through adulthood. Supervised experience in the form of placement in a school, residence, or treatment setting for individuals with autism spectrum disorders. Details about admission to the course are explained at the first course meeting. Prerequisite: an introductory psychology course.  SO
HTBA