This course focuses on the study of social and emotional development in children from birth through age eight. It primarily considers how children experience themselves and others; the role of relationships in development; and the interaction of biological, psychological and social forces. Restricted to Erikson Institute Graduate Students.

This course provides students with a basic knowledge of cognitive development in children from birth through age eight and fosters awareness of the application of this knowledge to children with diverse abilities and varying cultural and linguistic backgrounds. Restricted to Erikson Institute Graduate Students.

This course examines the concept of risk and how it impacts child development. We will use multiple frameworks to examine risk, including public health, developmental psychopathology, and education. Attention will be focused on biological/genetic (such as prematurity and temperament), family (such as parent mental health and child maltreatment), and environmental (such as poverty and neighborhood violence) factors. The consequences of growing up in the context of chronic adversity will be explored, as well as the factors that lead some children to cope with and show resilience in these circumstances. The challenges of understanding risk in current research, as well as the implications of this research for programs and policy will also be discussed.

An understanding of the two domains of learning and teaching is fundamental to the field of child development and education. This course examines these issues through investigating and analyzing exemplary models of recent and influential theory and research. A dialogue-based approach to learning will be used throughout the course to encourage personal involvement in exploring and explaining the science of learning and teaching. Students will also engage in fieldwork, such as on-site observations, conversations with practitioners, and a research project, to gain first-hand experience of these issues.

Through an examination of current theory and multidisciplinary social science research, this course explores the influence of contextual factors on the development of children. Socially and culturally constructed factors (such as gender, race, ethnicity and social class) and institutions (such as family, schools, and organized child care) will be discussed in terms of their influence on child rearing and child development. Through course lectures, discussion, and assignments, students will gain an understanding of the variability of child rearing strategies and outcomes across cultural communities; the role of historical and ecological factors in child rearing and family functioning; identity development in complex societies; and sources of possible tensions between different cultural communities and societal institutions (such as schools, social service providers, and child care programs).

This course provides an advanced introduction to evaluating social services and education programs, including the study of factors leading to better program outcomes (i.e., implementation science). Restricted to Erikson graduate students.

The student will work either with an Erikson faculty member, research scientist, or research associate, or on a research project at another institution.

The student will teach or assist in teaching a college course in child development or a related topic.

Enrollment for this course should be considered in close consultation with the faculty advisor. This course allows doctoral students to select from a range of applied child development courses at Erikson Institute that are taught by a member of the doctoral program faculty. Examples include Physical Growth and Development; Language Development; and Working with Adults. Students will gain deep understanding of the theories, research, and issues with regard to a special content area in child development and early education.

Course for continuing doctoral students engaged in study for comprehensive or qualifying examinations.

Course for continuing students engaged in dissertation research under advisor's supervision.