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SENATE COMMITTEE ON UNDERGRADUATE 

sJ.UUIFS 

SENATE 

I

cIl.4

NEW COURSE PROPOSAL — PSYCHOLOGY 

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Date JULY 26, 1974 

451-5 

MOTION: 

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"That Senate approve, as set forth in S.74-100 

the new course proposal for Psychology 451-5 - 

Psychology of Infancy." 

If the above motion is approved: 

MOTION: 

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"That Senate waive the normal two semester time 

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lag requirement in order that Psychology 451-5 

may be first offered in the Spring semester 1975." 

.

SiMON FRASER UNIVERSITY ?

S-74-100

MEMORANDUM

.(.FII..

... .........................

Date....... ?

26,1974.

At its meeting of 25th June, the Senate Committee on 

Undergraduate Studies considered the attached proposal for* 

Psychology 

451-5:

the Psychology of Infancy. The Committee 

recommends approval of the course as outlined in the attached 

documentation. 

Should the course be approved, the Committee also 

recommends waiver of the normal two semester time lag require- 

ment so that the course may first be offered in the Spring 

semester, 

1975.

I. Mugridge 

ams

att. 

SENATE COMMITTEE ON UNDERGRADUATE STUDIES 

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3 7423

NEW COURSE PROPOSAL FORM 

•..

Calendar information 

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Department: 

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Psychology 

Abbreviation Code: Psvc 

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Course Number: 451 

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Credit Hours: 5 

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Vector: 0-5-0 

Title of Course: Psychology of Infancy 

Calendar 

Description 

of Course: 

Human development from conception to about two years of age. 

Nature of Course Seminar 

k'rereçuisites (or special instructions): Psychology 350-3 or 351-3 

Uffiat course (courses), if any, is being dropped from the calendar if this course Is 

approved: 

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None 

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2, Scheduling 

How frequently will the course be offered? Once a year 

Semester in which 

the

course will first be offered? 75-1 

Which

of your present faculty would be available to make the proposed offering 

possible? Dr. Jean E. Koepke, Assoc. Prof., Dr. Elinor 

W. Ames,

* ASOoc. Prof.

3.

Objectivesof the Course 

The objective of this course is to help the student gain a comprehensive 

knowledge of human development 

in

the

first 

two years of life and at the same 

time a greater 

appreciation 

of

the developmental process itself. 

4.

Budgetary 

andSpaceRequirements (for information only) 

What additional resources will be required in the following areas: 

Faculty None 

Staff None 

Library None 

Audio Visual Ndne 

? - - 

Space ? 

None 

Equipment None 

'-

Department Chalrm 

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-j

Da

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Chairman • SCUS 

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73-34b:-

(When completing this form, for instructions see Memorandum SCUS 73-34a. 

Attach course outlfrc.. 

Proposal for Seminar in The Psychology of Infancy 

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Psychology 451-5: Psychology of Infancy. 

Human development from conception to about two 

years 

of age. 

(0-5-0) 

Prerequisite: Psych 350-3 or 351-3. 

Course Outline; see attached course outline. 

Major Additional Resources: See list of relevant resource 

books

and journals 

at the end of the course outline. 

Relation to Other Courses 

The proposed course is designed to help the student gain a comprehensive 

knowledge of human development in the first two years of life and at the same 

time a greater appreciation of the developmental process itself. It would build 

on the introduction to infant development provided 

the prerequisite survey 

course in 

child psychology (Child Psychology: 351-3). This course surveys the 

literature of 

child psychology from birth to preadolescence and as such includes 

an introductory section on infancy. 

The literature on development in infancy, however, Is much broader than could 

possibly be covered In such a general survey course and is increasing rapidly. 

At. present infancy is one of the most active research areas in developmental 

psychology. That "the growth of research on Infants over the past 60 years has 

been prodigious" 

(p.

288) is asserted by Kessen, Haith and Salapatek in the 

introduction to their chapter, "Human Infancy", in Caruiichael's Manual of Child 

Psychology, 1970. Brackbill writes that "the enormous growth in the amount of 

research in infant behavior" (p.vii) was a factor 

stimulating 

'

publication of her 

exhaustive bibliography, Research in Infant Behavior, 1967. At the same time 

infancy is also an area of increasing interest to the public as can be seen by the 

• ? 

increased demand for infant day care programs and the increased interest in pre- 

ventative action focusing on the very young child. 

Behavioural development in infancy is primarily the province 

of*

psychologists since educators have seldom concerned themselves with children 

2.

young. Thus, the responsibility for disseminating information about early 

development rests mainly with psychologists. At present this information 

is not presented in any breadth or depth in any other course at SFU. A 

400-level course in infancy would fill ths gap and provide students who are 

planning to work with infants their on].) opporLunity at SFU to gain a broad 

knowledge of infant development. 

The proposed course differs from the present seminar in Developmental 

Psychology (450-5) in that it 

is designed 

to provide a broad coverage of a 

specific subject matter area, infancy. This contrasts with Psychology /450 

which has traditionally been devoted to an in-depth analysis of a selected 

topic with the topic free to vary widely rom semester to semester. Even 

when the topic did 

Lall

within the area of infancy, it represented a very 

specialized topic in the area, e.g. the early development of imitation, or 

attachment, etc. 

A much broader 

coverage of 

infant development 

would be 

presented in the 

proposed course 

so that the 

student could gain 

a wider, 

more integrated 

knowledge of this area. The title, "Psychology of Infancy", 

is proposed because this would clearly reflect the subject matter of the 

course and as such could be useful both in the educational planning and on 

the transcripts of students hoping to go on to work with young children, 

e.g. as infant day care workers, etc. 

The aim of the proposed course is to help the student gain a comprehensive 

working knowledge of the area of infancy 

.

through the interaction of reading, 

discussion, and direct observation. Field trips to a newborn nursery and 

an infant day care center are planned as well as observation of infants in 

the family and/or laboratory setting. This could best be done 

in a seminar 

course which permits considerable discussion and individualized 

instruction,

and which also makes large blocks of time available. Furthermore, field 

trips such as those planned would only be feasible with small groups. Thus, 

this course is proposed as a 5-hour seminar. 

3.

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Need For Such a Course 

Recent enrollments indicate that there is a need for a second 400-level 

course within the broad area of development. Demand for the present seminar 

in Developmental Psychology (450-5) has been increasing over the past three 

years such that it was given once in 1971, twice in 1972, three times in 1973 

and again in 74-1. Furthermore, the demand was so great in 73-3 that a 

second section had to be added. That there is an interest in infant develop- 

ment specifically is suggested by the fact that in the last few semesters the 

topic of 450 has most often involved some aspect of infant development. Thus, 

there appears to be sufficient student interest in seminars in the area of 

development, and specifically in infant development, to warrant adding the 

proposed course to the departmental offerings. 

Audience 

The proposed course should be of special interest to prospective infant 

day care workers, preschool teachers, nurses and other medical personnel, as 

well as to all those who plan to raise families. It should be attractive to 

students majoring in education as well as in psychology, since many of the 

former take the prerequisite course in child psychology. 

Instructor: Jean E. Koepke 

A copy of my curriculum vitae is available. I have been interested in 

early development and infancy throughout my career and have been Involved in 

research with human infants ever since coming to Simon Fraser Univerity. 

Frequency of Offering 

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Once per year. 

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Staffing 

During my absence Dr. Ames will be able to give the proposed course. 

Equipment 

No special or new equipment would be required. 

Course Outline (as it would be given to students) 

Psychology 451-5: Psychology of Infancy 

Recommended text: Smart, M.S., & Smart, R.C. Infants: Develornent and 

relationships. New York: Macmillan, 1973. 

In this course we will study the development of the human being from 

conception through about the first two years, the period commonly thought 

of as infancy. We will be concerned with learning about the specifics of 

development in this period and gaining 

a greater appreciation of the develop- 

mental process itself. 

As a basic resource for this period we will read and discuss the paper- 

back book Infants: Development and Relationships by Smart and Smart, which 

presents an interesting and comprehensive 

description of infancy. This will 

be supplemented with additional selected readings, student presented papers 

on topics of personal interest, field trips to a newborn nursery and infant 

day care center, pertinent films and videotapes, and direct observation of 

infants. 

It is 

hoped that through the interaction of reading and direct 

experience each member of the seminar will gain a comprehensive working 

knowledge of infant development. 

Major Topics to be Considered 

1. Prenatal development and birth 

a.

Physical development including sex differences 

b.

Factors affecting prenatal development 

c.

Birth and surrounding circumstances 

2. Early infancy 

a.

The neonate 

b.

Interaction of physical 

develc.pment 

and learning 

C. Perceptual development 

d.

Social development 

e.

Sex differences 

a

2.

3. Ways in which the infant comprehends and interacts with his environment 

a.

Cognitive development 

b.

Development of imitation 

c.

Language development 

d.

Sex differences 

4. Ways in which the infant relates to people 

a.

Development of attachment 

b.

Play and peer relations 

c.

Sex differences 

d.

Behavior problems 

5. The developmental process: Theoretical viewpoints and considerations 

Major Additional Resources 

Major Resource Books 

Ambrose, A. Stimulation in early infancy. New York: Academic Press, 1969. 

Baldwin, A.L. Theories of child development. New York: Wiley, 1967. 

Bower, T. 

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G.R. Development in infancy. San Francisco: Freeman, 1973. 

Bowlby, J. Attachment and loss. Vol. 1. Attachment. London: Hogarth, 1970. 

Bowiby, J. Attachment and loss. Vol. 2. Separation anxiety and anger. 

London: Hogarth, 1973. 

Brackbill, Y. (Ed.) Research in infant behavior: A cross-indexed 

bibliography. Baltimore: William & Wilkins, 1964. 

Brackblll, Y. (Ed.) Infancy and early childhood: A handbook and guide 

to human development. New York: Free Press, 1967. 

Brackbill, Y., & Thompson, C.G. (Eds.) Behavior in infancy and early' 

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childhood: A book of reading 

s

. New York: Free Press, 1967. 

Cohen, L., & Salapatek, P. (Eds.) Infant perception. New York: Academic 

Press, 1974. 

Foss, B.M. (Ed.) Determinants of infant behaviour. London: Methuen, 1961- 

1969. 4 vols. 

Frank, L.K. On the Importance of infancy. New York: Random House, 1966. 

Gibson, E.J. Principles of perceptual learning and development. New York: 

Appleton-Century-Crofts, 1969. 

l4accoby, E.E. (Ed.) The development of 

sex

differences.. Stanford: Stanford 

University Press, 1966. 

Mussen, P.R. Carmichael's Manual of Child Psychology (3rd ed.) New York: 

Wiley, 1970. 2 vols. 

Piaget, J. Play, dreams, and imitation in childhood. New York: Norton, 196 

Piaget, J., & Inhelder, B. The psychology of the child. New York: Basic 

Books, 1969. 

Rutter, 

M.

Maternal deprivation reassessed. Hammondsworth: Penguin, 1972. 

Schaffer, H.R. (Ed.) The origins

human social relations. New York:

Academic Press, 1971.

Sluckin, W. (Ed.)

Early learning and early experience.

Hainxnondsworth:

Penguin,

1971.

Stevenson, LW., Hess, E.H., & Rheingold, H.L. (Eds.)

Early behavior:

Comparative

and developmental approaches. New York: Wiley, 1967.

Straub, B., & Heilmuth,

J. (Eds.) Exceptional Infant. Vol. 1. The

normal infant. Seattle: Special Child Publications, 1967.

Vulliamy, D.C. The newborn child. (3rd. ed.) London: Churchill Livingstone,

1972.

Wachier, P., & Peters, D. (Eds.) Early childhood: The development of

self-regulatory mechanisms. New York: Academic Press, 1971.

White, B.L. Human infants: Experience and psychological development.

Englewood Cliffs, N.J.: Prentice-Hall, 1971.

Mal or Journals

Advances in

Child Development and Behavior

American Journal of Orthopsychiatry

Biology of the Neonate (formerly Biologia Neonatorum)

Child Development

Developmental Psychology

Genetic

Psychology Monographs

Human Development

Journal of Child Psychology and Psychiatry

Journal of Experimental Child Psychology

Journal of Genetic Psychology

Merrill-Palmer Quarterly (Papers from the annual Merrill-Palmer conference on

Research and Teaching of Infant Development are published in one issue each

year)