Welcome to Infancy and Early Child Development!

Welcome to PSY 3215 - An online, distance education course in Development in Infancy and Early Childhood. You can register for this class and other distance education classes through AOCE at the University of Utah.

If you are registered for the course, you can go directly to the Infancy OLMS website to get the syllabus and other files that you will need to complete the class

You should also take a look around this website and read the lesson descriptions and other class resources that are here.

Brief Course Outline

This course on infant and early child development consists of 15 lessons which are outlined in the links and windows below. Some lessons, such as the first one, are simply designed to orient you to the class and class resources. Other lessons have you completing a study question, doing an experiential lesson, or taking an exam.

The study questions from the syllabus, as well as the names of the experiential lessons that you will need to download from OLMS are in the lesson links. This information is included on the website for ease of access, so take advantage of it!

Course Objectives: Learning about Infant Development

The primary goal of this course is to help you learn about the psychological and physiological experience of infants and young children by means of course readings and first-person experiential lessons. This course invites you to consider infancy as a metaphor for developmental change throughout the lifespan. Some ideas we will consider:

Along the way you will improve your skills in written expression through writing short papers, field notes, and two essay exams. You will acquire knowledge about the development and growth of infants and young children through careful study of current research and theory. You will appreciate how development is embedded within physical, social and cultural environments and become aware of the effects of society on children's development (related to issues such as culture, poverty, maternal employment, single parenthood, and childrearing beliefs). You will learn the differences between quantitative and qualitative research and their applications. I also hope that you will find parts of this process fun and intriguing as you will be having some rather unique experiences in this class...

Once again, if you are not registered for Infancy and Early Child Development and you would like to, please go to the AOCE website. This is an open-university course which means that you can take the course without officially applying to the University of Utah.

Required Course Materials

There is one required text for this course:

Fogel, A. (2001). Infancy: Infant, family and society, Fourth Edition. Wadsworth Books.

All other materials are on this website and OLMS.

Course Requirements

Study Questions

You will be required to write a short paper (1 to 1.5 pages) in response to one of the study questions assigned for the textbook chapter in that particular lesson (see Study Question section for each lesson). These study questions are based on the reading assignments. It is recommended that you attempt to answer all of the study questions for that lesson, not only the one you choose to write about. This will help you be better prepared for the exams (see below) which will be based on the study questions. Reading more will help you on the exams and in your learning.

Experiential lessons

During most lessons - except where noted in the syllabus - we will be doing both experiential movement explorations called Feldenkrais, Awareness Through Movement® and other explorations of experiential aspects of infancy and development.

The experiential lessons are pre-recorded, instructor-led lessons involving developmental sensory-motor patterns. They are usually done lying on the floor, although some will be done while sitting. Please wear loose comfortable clothes and lie on a towel, blanket or yoga mat. If you have some physical condition that would prevent you from doing these lessons, please contact the instructor. Each exploration will last between 20 and 45 minutes. After the lessons, you will write field notes on your experiences during the experiential lessons lesson and email them to the instructor. These written field notes will be worth up to 20 points each.

Further explorations outside of class are recommended. Additional lessons can be found at the end of most chapters in the textbook (Awareness Through Movement sections). The more you practice, the more aware you may become aware of your self and the process of learning itself. Each time that you do an experiential lesson on your own you can also write additional field notes. You may want these as additional data for the exams. The more you practice and the more field notes you write, the more you will be able to achieve a greater depth in your understanding of developmental processes.

Grading Criteria for Study Question Papers

Grading Criteria for Field Notes

Field notes are written descriptions of your experiences during the explorations. These field notes will be graded (0-20 points). Keep in mind the following grading criteria as you write:

Describe the sensations, movements, thoughts and emotions - or lack of - that occurred to you during the lesson. Report on any awareness you might have about prenatal, infant, or early childhood learning. Your reflections may come from your experiences during the experiential lessons. They may also come from experiences that these lessons trigger in your everyday life. Your answers are only read by the instructor and are confidential so please be open and honest about your experiences, both positive and negative. Your description should have sufficient detail so that the reader can re-construct what you did during the lesson.

Describe some potential meanings of this lesson. Each lesson carries different meanings and different significances to participants - even to the same participant at different points in time. Such things as current mood, life history, and attitude, can affect your experience. How you were affected (or not) by the lesson? What factors could have influenced your response? Which of those factors are in your control and can be changed? Who might benefit (or not) from a lesson such a this?*

*You do not need to answer every question. These questions are meant to stimulate your thinking.

Help with writing

The InfoTrac web site that comes as part of your textbook (when purchased new) can help you with writing your papers, field notes and exams. There is a tutorial on writing papers. Under "Student Resources," click on "InfoWrite."


There will be two exams. The first will cover the material assigned up to the day of the exam, and the second will cover the material for the entire semester. Each exam will have essay questions similar to the ones assigned as study questions. However, they will not be exactly the same. Exam questions will ask for integration and application of the study questions. The grading criteria for the exams are exactly the same as for the study question papers. If you've kept up with the assignments, you should have little trouble with the exams. The exams will be proctored, either by AOCE or someone who meets their requirements.

Policies and Grading

Equal Access

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the instructor and to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification.

Academic Honesty and Plagiarism

Plagiarism is a serious form of academic misconduct. No credit will be given to plagiarized work in this class. As defined by the University of Utah Student Handbook:

"Plagiarism" means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation.

Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual's words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.


1. Study Questions 13@20 = 260
2. Field Notes 12@20 = 240
3. Video Notes 3@20 = 60
4. Midterm (Essay, Proctored)     220
5. Final Exam (Essay, Proctored)     220
6. Extra-Credit Field Notes 2@20 = 40
Total Points     1040

Lower limit for grades

A 930
A- 900
B+ 870
B 830
B- 800
C+ 770
C 730
C- 700
D 600