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Standard |
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R State Standard £ Institutionally Developed College: NA |
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ECE 2132 - Infant/Toddler Development |
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Course Description Introduces
the three developmentally meaningful age periods during infancy. Provides
knowledge, grounded in brain and attachment research, about how children
learn and the skills and attitudes necessary to support optimum
social/emotional, cognitive, and physical development for children from birth
to three. Principles of brain development and language and communication will
be explored in depth. Special emphasis is placed on experiential learning to
show caregivers practical ways of meeting the fundamental needs of all
infants in group care settings and of helping them learn the lessons that
every infant comes into the world eager to learn. The needs of infants and toddlers with
established disabilities as well as those at risk for developmental problems
will be examined from the perspective of early intervention and inclusion. |
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Competency Areas |
Hours |
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Ages
of Infancy |
Class |
5 |
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Understanding/Supporting Behavior |
D. Lab |
0 |
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Social-Emotional Milestones |
P. Lab/O.B.I. |
0 |
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Brain
Development |
Credit |
5 |
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Discoveries
of Infancy |
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Language
and Communication |
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Special
Needs |
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Socialization |
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Prerequisite: |
Provisional admission |
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Corequisite: |
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Course
Guide |
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Competency |
After
completing this section, the student will be able to: |
Hours |
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Class |
D. Lab
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P. Lab/ O.B.I. |
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Ages of Infancy |
3 |
0
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0 |
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Identify the three developmentally meaningful age periods
during infancy. |
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Explain
why ages overlap. |
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Understanding/Supporting
Behavior |
5 |
0
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0 |
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Describe
the importance of reading infant cues. |
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Recognize
the importance of primary care-giving and continuity of care in supporting
behavior. |
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Identify
the role of early experiences in relationships in developmental progress. |
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Demonstrate
how caregiver expectations
influence infant/toddler behavior. |
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Describe
the responsive process. |
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Social-Emotional Milestones |
8 |
0
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0 |
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Identify
the three major temperament patterns. |
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Recognize
temperamental traits and their handling. |
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Identify
the stages of emotional development. |
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Describe
baby’s emotional milestones. |
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Identify
emotional strengths and their development. |
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Describe
how to get in tune with infants and toddlers. |
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Explain
the caregiver’s role in the child’s development of self. |
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Socialization |
8 |
0
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0 |
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Identify
the roots of socialization. |
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Describe
socialization techniques. |
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Demonstrate
caregiver practices that guide acceptable behavior for infants and toddlers. |
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Describe
ways of dealing with aggressive behavior. |
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Explore
ways of responding to competing demands. |
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Brain Development |
8 |
0
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0 |
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Describe
how the brain develops during infancy. |
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Identify the role of genetics and experience in brain
development. |
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Describe the relationship between social/emotional
early interactions and brain structuring. |
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Identify factors that may suspend or hamper brain
development. |
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Explain how synaptic connections are made. |
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Discoveries of Infancy |
8 |
0
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0 |
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Identify
how and what children learn. |
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Summarize
the intellectual activity of infancy. |
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Identify
the six discoveries of infancy. |
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Describe
caregiver practices that support and facilitate cognitive development. |
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Identify
developmental milestones in cognitive development and learning. |
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Discuss
the distinction between work and play. |
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Language
and Communication |
5 |
0
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0 |
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Identify
the earliest signs in the emergence of communication. |
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Identify
warning signs of possible language delays. |
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Describe
the relationship between language and relationships/interactions. |
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Describe
caregiver practices that support language development and communication. |
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Identify
developmental milestones in language and communication. |
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Discuss
factors involved in supporting home language/cultural differences in the
infant care setting. |
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Special
Needs |
5 |
0
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0 |
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Explore
the concept of and attitudes about full inclusion. |
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Identify
personal experiences with special needs. |
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Describe
the relationship of temperament to the expression of a special need. |
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Demonstrate
people first language. |
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Describe adaptations of environment to support special
needs. |
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Suggested
Resources |
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Print |
Berk,
L. E. (2005). Infants and children:
Prenatal through middle childhood. Boston: Allyn and Bacon. |
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Fabes,
R., & Martin, C. L. (2001). Exploring
development through childhood. Boston: Allyn and Bacon. |
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Watson,
L. D., & Watson, M. (2003). Infants
and toddlers: Curriculum and teaching. New York: Delmar. |
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Computerized test bank, Instructor's
manual and WebTutor for Blackboard also available. |
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Herr,
J., & Swim, T. (2004). Creative
resources for infants and toddlers. New York: Delmar. |
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Tender care and early learning: Supporting
infants and toddlers in child care settings. (2000). New York: Delmar. |
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Dombro, A. L., Colker, L. J., & Dodge, D. T. ( 1997). Creative curriculum for infants and
toddlers. Teaching Strategies. Parent's guide also available. |
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Videos |
The Program for
infant toddler caregivers, California Department of Education. The West-Ed series has book and videos
about infant/ /toddler development and care-giving. |
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For additional
examples and more APA citation resources, we recommend using the following
link: http://library.osu.edu/sites/guides/apagd.html |
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Posted: 01/06/09