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Standard |
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R State Standard £ Institutionally Developed College: NA |
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ECE 2136 –
Infant/Toddler Curriculum |
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Course Description |
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Addresses the basic issues of how to translate significant research
findings about the relationship of early brain and language development into
classroom practices and how to arrange optimal learning
experiences/activities at both the individual and group levels. Utilizes the
latest findings about the minds of children and how they discover the world
as well as developmental profiles and characteristics of children in a
specific age range to present materials and strategies that may be used with
individual children birth to age three. Examines how to design and implement
learning experiences geared to address each child’s needs regardless of how
typical or atypical that child’s development. Addresses strategies to most
effectively work with a group of very young children, one or more of which
may be significantly challenged in physical, cognitive, language, social, or
behavioral development. |
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Competency Areas |
Hours |
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Caregiving as a Relationship |
Class |
5 |
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Selection of Materials |
D. Lab |
0 |
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Caregiving Strategies to Enhance Development |
P. Lab/O.B.I. |
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Designing and Implementing Learning Experiences (Activities) |
Credit |
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Inclusion of Special Needs |
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Prerequisite: |
ECE 2132 and ECE 2134 |
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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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CAREGIVING
AS A RELATIONSHIP |
5 |
0
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0 |
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Review the three developmentally meaningful age periods during
infancy: infant, mobile infant, toddler. |
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Examine implications for caregiving as a
relationship during each age of infancy. |
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SELECTION OF
MATERIALS |
5 |
0
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0 |
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Identify appropriate commercial and homemade materials for the indoor
and outdoor infant/toddler classroom. |
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Identify criteria for selecting commercial and homemade materials for
the indoor and outdoor Infant/toddler classroom. |
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CAREGIVING
STRATEGIES TO ENHANCE DEVELOPMENT |
10 |
0
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0 |
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Identify developmental milestones in each domain in each age period. |
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Identify appropriate developmental tasks in each domain of development
in each age period. |
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Construct a developmentally appropriate approach to dealing with each
task through interaction, experiences, and activities. |
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Describe appropriate strategies for each of the ages of infancy in
each developmental domain. |
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Explore how teacher’s everyday relationships and interactions with the
child and family affect the learning process. |
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DESIGNING AND
IMPLEMENTING LEARNING EXPERIENCES/ACTIVITIES |
20 |
0
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0 |
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Describe appropriate routines and learning experiences for the ages of
infancy in each developmental domain. |
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Plan appropriate routines and experiences for each of the ages of
infancy in each developmental domain. |
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Implement appropriate routines and experiences for each of the ages of
infancy in each developmental domain. |
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Assess outcomes for each routine and experience through observation
and record comments/interpretations in a written format. |
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INCLUSION OF
CHILDREN WITH SPECIAL NEEDS |
10 |
0
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0 |
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Examine exceptional development across all domains. |
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Describe the Individualized Family Service Plan (IFSP). |
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Explore ways to modify routines and experiences to meet the needs of
infants and toddlers who are significantly challenged in physical, cognitive,
language, social or behavioral development. |
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Develop a modified routine plan for an infant or toddler with a
disability. |
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Suggested
Resources |
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Media |
Note: Please adhere to the APA Formatting
and Style Guidelines. Duncan, G.J., & Brooks-Gunn, J.
(Eds.). (1997). Consequences of growing
up poor. New York: Russell Sage Foundation. |
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Print |
Abrecht, K. & Miller, L.G. (2000). Innovations: The Comprehensive Toddler
Curriculum. Beltsville, MD, Gryphon House, Inc. |
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Abrecht, K. & Miller, L.G. (2001). Innovations:Infant & Toddler Development, Beltsville,
MD, Gryphon House, Inc. |
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Gonzalez-Mena, J. & Eyer, D.W. (2001). Infants, Toddlers, and Caregivers, 5th Ed. Mountain View,
CA, Mayfield Publishing Co. |
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Watson, L.D., Watson, M.A. & Wilson, L.C. (1999). Infants and Toddlers: Curriculum and
Teaching, 4th Ed. Albany, NY, Delmar |
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Dombro, L. Colker, D.
Dodge. (1999). The Creative Curriculum
for Infants and Toddlers, Revised.
Washington,
DC. Teaching Strategies Inc |
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Miller, K. Simple Transitions
for Infants and Toddlers, Gryphon House |
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Carlson, F. Essential Touch. NAEYC |
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Videos |
Cooing, Crying, Cuddling: Infant Brain
Development. NAEYC |
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Laughing, Learning, Loving: Toddler Brain
Development. NAEYC |
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Seeing Infants with New Eyes. NAEYC |
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Communicating and Learning. NAEYC |
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Making Friends and Getting Along with Peers. NAEYC NAEYC |
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Acquiring Self Regulation |
Posted: 01/08/09