EDHD 720: Fall, 2008 1
Prof. Melanie Killen
Office Phone: 301.405.3176
Thursdays, 1:00 to 3:45pm, 1108 Benjamin Building
Social Development and Socialization Processes
The aim of this course is to cover theory and research in the area of social
development. Social development is the study of how we become social members of society.
This involves studying how children conceptualize the social world, interact with parents and
caretakers, develop social relationships with peers, and interpret, analyze, and respond to
cultural messages and ideologies. We will cover parent-child relationships, peer
relationships, moral development, social cognition, theory of mind, aggression, self esteem,
self identity, social identity, prejudice, exclusion, culture, and comparative aspects of social
development. We will discuss these issues in our analysis of the theoretical and research
Course Requirements and Grading. Students will be required to conduct a field
exercise, give oral presentations using power point, turn in two typed discussion questions
weekly, write a two-page critique due at the mid-term, and write a theoretical term paper which
will be summarized and presented to the class at the end of the semester. Grading will be as
follows: 30% for oral presentations, weekly questions, and empirical work (100 points for full
credit), 20% for the two-page critique, and 50% for the term paper (letter grade).
Course Structure and Readings. The first half of each class meeting will be devoted
to a discussion of theoretical material on specific topics. The second half of each class
meeting will be spent discussing reading questions as well as a class presentation (an oral
report on an article related to the topic), a field exercise at the Center for Young Children
(CYC), and term paper projects. A reading package is available at the College Copy Center,
7319-B Route 1 (next to Bentleys, under the Hair Salon). Call first before you go to the Copy
Center, Tel. 301.985.5100.
Course Objectives. To help students:
• Gain knowledge about theory and research in social development.
• Understand the scientific method and acquire the ability to formulate
• Develop critical reading, writing, and presentational skills through reading
assignments, writing assignments, group discussions of theoretical
material, and class presentations of current research findings.
EDHD 720: Fall, 2008 2
• Make connections between theory, research, and practice, and to consider
the implications of research for interventions, education, and policy
regarding children and adolescents.
Class Attendance. Students should attend each class session, except in the case of
illness and/or extenuating circumstances. Please inform the instructor of missed absences
with an explanation. Medical notes are expected for absences as well as missed deadlines.
Academic Dishonesty. It is assumed that all students understand the consequences
of academic dishonesty at the University of Maryland. If you do not, please consult the
graduate catalog or course registration booklet to become familiar with how cheating,
fabrication, facilitation of academic dishonesty, and plagiarism are defined by the University.
Late Assignments. Late papers or assignments will automatically be marked down
one full letter grade for each class day that they are handed in late.
Students with Disabilities. If you are a student with a documented physical or
learning disability, please contact me by the first week of class so that we can make
arrangements for the necessary accommodations.
Sept 4 Introduction: What is Social Development?
Sept 11 Historical and Theoretical Overview
• Freud, S. (1923). The ego and the id. pp.18-29
• Piaget, J. (1929). Psychology and intelligence. 3-17;156-166.
• Skinner, B.F. (1971). Beyond freedom and dignity. pp.96-120
Sept 18 Attachment and Temperament
• Ainsworth, Bell, & Stayton (1974). Infant-mother attachment.
• Belsky & Cassidy. Attachment: Theory and evidence.
• Fox, N.A., & Henderson, H.A. (1999). Does infancy matter?
Predicting social behavior from infant temperament. Infant
Behavior and Development, 22, 445-555.
• CYC Observation of children’s conflicts- Field Exercise
Sept 25 Socialization and Parenting
• Grusec, J. & Goodnow, J. (1994). Impact of parental discipline
methods on the child's internalization of values: A
reconceptualization of current points of view. DP, 30, 4-19.
• Perlman, M., & Ross, H. S. (1997). The benefits of parent
intervention in children’s disputes: An examination of concurrent
EDHD 720: Fall, 2008 3
changes in children’s fighting styles. Child Development, 64,
Oct 2 Social and Moral Knowledge
• Smetana, J.S. (2006). Social-cognitive domain theory. (chap in
• Turiel, E. (2008).Thought about actions in social domains:
Morality, conventions, and social interactions. Cognitive
Development, 23, 136-154.
Oct 9 YK Theory of Mind
• Astington, J. W. & Gopnick, A. (1988). Knowing you’ve changed
your mind: Children’s understandings of representational change.
In J. W. Astington, P. Harris, & D. Olsen (Eds.), Developing
theories of mind (pp. 193-206). Cambridge, England: Cambridge
• Wellman, H. M. & Liu, D. (2004). Scaling of theory-of-mind tasks.
Child Development, 75, 523-541.
• Woodward, A. L. (in press). Infants’ grasps of others’ intentions.
Current Directions in Psychological Science.
Oct 16 Peer Interactions
• Rubin, K., Bukowski, W., & Parker, J. (2006). Peer interactions,
relationships, and groups. Handbook chp.
• Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment,
psychological adjustment, and school functioning
in early adolescence. Journal of Educational of
Psychology, 92, 349-359.
• JOURNAL ARTICLE PAPER DUE
Oct. 23 Aggression and Social Information Processing
• Arsenio, W.F., & Lemerise, E. (2004). Aggression. CD.
• Commentary from Dodge,K.
• Commentary from Nucci, L.P.
• Dodge, K. & Frame, C.L. (1982). CD. Social cognitive deficits.
EDHD 720: Fall, 2008 4
Oct 30 Self-Esteem, Social Identity, and Ethnic Identity
• Wigfield, A., Eccles, J., MacIver, D., Reuman, D. & Midgley, C.
(1991). Transitions in early adolescence: Changes in children’s
domain specific self perceptions and gender self-esteem across
the transition to junior high school. Developmental Psychology,
• Fuligni, A. J., Witkow, M., & Garcia, C. (2005). Ethnic identity
and the academic adjustment of adolescents from Mexican,
Chinese, and European backgrounds. Developmental
Psychology, 41, 799-811.
• Nesdale, D., Griffith, J., Durkin, K., & Maass, A. (2005).
Empathy, group norms and children's ethnic attitudes. Journal of
Applied Developmental Psychology, 26, 623-637.
Nov. 6 Intergroup Exclusion and Prejudice
• Killen, M., Sinno, S., & Margie, N. G. (2007). Children’s
experiences and judgments about group exclusion and inclusion.
In R. Kail (Ed.), Advances in Child Psychology, Vol. 35 (p. 173-
218). New York: Elsevier.
• Rutland, A., Cameron, L., Milne, A., & McGeorge, P. (2005).
Social norms and self-presentation: Children’s implicit and
explicit intergroup attitudes. Child Development, 76, 451–466.
• Bigler, R., Brown, C., & Markell, M. (2001). When groups are not
created equal: Effects of group status on the formation of
intergroup attitudes in children. CD, 72, 1151-1162.
Nov. 13 Groups, Culture, and Society
• Horn, S. S. (2006). Group status, group bias, and adolescents'
reasoning about the treatment of others in school contexts.
International Journal of Behavioral Development, 30, 208-218.
• Wainryb, C. (1995). Reasoning about social conflicts in different
cultures: Druze and Jewish children in Israel. Child
Development, 66, 390-401.
• Helwig, C. (1998) Children’s conceptions of fair government and
freedom of speech. CD, 69, 518-531.
• PARAGRAPH TERM PAPER TOPIC DUE
EDHD 720: Fall, 2008 5
Nov 20 Social and Comparative Development
• Tomasello, M., Carpenter, M., Call, J. Behne, T., & Moll, H.
(2005). Understanding and sharing intentions: The origins of
cultural cognition. Behavioral and Brain Sciences, 28, 675-691.
• de Waal, F. (2000). Peacemaking among primates. Harvard
University Press. Chap 1 “False dichotomies”.
THANKSGIVING- Nov 27
Dec 4 Class Presentations
Dec. 11 Class Presentations (last class)
TERM PAPER IS DUE MONDAY, DEC. 15TH, 2:00 PM, TO PROF. KILLEN’S
DEPARTMENTAL MAIL BOX (3304 Benjamin building).