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DEL MAR COLLEGE CHILD DEVELOPMENT/EARLY CHILDHOOD

COURSE SYLLABUS CDEC 1321

Course Title: The Infant and Toddler (3 sem. hrs.) Course Description: A study of appropriate infant and toddler programs (birth to age 3), including an overview of development, quality routines, appropriate environments, materials, and activities, and teaching/guidance techniques. R1, E1, M1 Time and Place: This class is offered every other Spring, so please check with an advisor to see if this class is being offered during the current semester. TEXTBOOK: Deiner, Penny (2009). Infants & Toddlers: Development and Curriculum Planning, (2nd ed.) Delmar Cengage Learning (ISBN #: 978-1-4283-1824-3) COURSE LEARNING OUTCOMES/PROFICIENCES: Summarize prenatal development and the birth process; discuss theories of development as they apply to infants and toddlers; outline growth and development of children from birth to age 3; analyze components of teacher/child interactions and elements of appropriate indoor and outdoor environments. Provide developmentally appropriate materials and activities and use developmentally appropriate teaching/guidance techniques. COURSE OBJECTIVES TO DEVELOP COMPETENCY: 1. Analyze components of quality infant/toddler caregiving

a. Discuss characteristic of quality programs for infants and toddlers.

INSTRUCTOR: Dr. Amy Mintz, Assistant Professor of Child Development

How to reach me: Office: CL, Room 121

Office Phone: 698-1962 Email: aroetzel@delmar.edu

Office Hours: Monday-Thursday 9:00-9:30am AND 12:20-1pm Friday 2:00-3:00pm And by appointment

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b. Discuss social and cultural influence which impact infant/toddler care. c. Explain the importance of establishing and maintaining strong positive communicate and collaborative relationships with families d. Explain principle of quality caregiving e. Explain appropriate teacher’s roles and responsibilities for caregivers of children under three. f. Describe daily routine used in infant/toddler classrooms and their importance in meeting children’s needs. g. Discuss unique health and safety needs of infants and toddlers. h. Develop appropriate schedules for infants and toddlers. i. Discuss ways to include infants and toddlers with special needs into quality programs.

2. Analyze elements of appropriate indoor and outdoor environments.

a. Describe developmentally appropriate indoor environment for infants. b. Identify characteristics of effective room arrangement for infants. c. Describe developmentally appropriate outdoor environments for infants. d. Describe developmentally appropriate indoor environment for toddlers e. Identify characteristic of effective room arrangement for toddler f. Describe developmentally appropriate outdoor environment for toddlers. g. Explain how indoor and outdoor environments can be adapted of infants/toddlers with special needs.

3. Summarize prenatal development.

a. Outline stages and major milestones of prenatal development. b. Identify and describe possible environment factors (teratogens) and their effect on the developing embryo or fetus.

4. Summarize the birth process

a. Describe stages of labor. b. Compare methods of delivery c. Describe possible complications of delivery d. Discuss effects of medication during the birth process.

5. Discuss theories of development as they apply to infants and toddlers.

a. Compare the impact of nature and nurture on the developing child. b. Practice authentic observation of infants and toddlers in relation to developmental milestones.

6. Outline growth and development of children from birth to age 3.

a. Describe principals of development b. Explain the importance of brain research as it relates to growth and development of infants and toddlers c. Describe physical fine and gross motor and perceptual development d. Describe cognitive development e. Describe social development

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f. Describe emotional development including self-concept, and self-esteem g. Describe receptive and expressive language development h. Describe literacy development. i. Define “at risk” as it applies to infants and toddlers j. Identify community resources available for early intervention.

7. Provide developmentally appropriate materials and activities.

a. Choose and/or make developmentally appropriate material for use in infants/toddlers classrooms. b. Plan and implement developmentally appropriate learning activities for infants/toddlers

8. Use developmentally appropriate teaching/guidance techniques.

a. Apply principles of caregiving in a classroom with children under three b. Use appropriate transition with infants and toddlers. c. Use appropriate direct and indirect guidance techniques with infants and toddlers. d. Demonstrate appropriate procedure for feeding, diapering, toileting, dressing and sleeping. e. Demonstrate teamwork skills while working with colleagues in infant/toddlers classrooms.

SCANS: The SCANS competencies identified by the Secretary’s Commission on Achieving Necessary Skills have been infused into this course. The SCANS were developed to close the gap between training and workplace know how. Specific competencies to be developed in this course include:

Resources Interpersonal Skills Information Thinking skills Basic skills Personal Qualities

IDEAS The IDEA System defines effective teaching in terms of progress on particular objectives. The following objectives will be used to rate student’s progress in this course.

Gaining factual knowledge Developing specific skills, competences and points of view needed by professionals in the field Acquire skills in working with others as a member of a team.

COURSE EVALUATION: *************************************************************************************************************

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You are encouraged to work at your own pace, however deadlines are placed on class activities, assignments and exams. You should become familiar with the Calendar to determine when materials are due and adjust your study schedule accordingly. All work must be completed by the assigned date.

A. Exams:

There will be 3 exams in this class, including the final (non-comprehensive) at the end of the semester. All exams will be multiple choice, true/false, and short answer. You are expected to bring a scantron to each exam. I will give out a review sheet for each exam 1 week before.

B. Assignments:

There will be 3 assignments throughout the semester which will be completed outside of class time. Detailed instructions of each assignment will be handed out by the instructor. The purpose of these assignments is to apply the principles/material discussed in lecture. All assignments must follow writing expectations below.

Writing Expectations:

With a few exceptions, every assignment in this course requires that you turn in typed work. Handwritten work will not be accepted. Organization, clarity, punctuation, spelling, grammar, and neatness are very important in any type of professional writing, and adequate performance in all of these areas is expected in the written products required for this course. Points will be deducted from assignment grades for errors in the above mentioned criteria, and for late work.

Additional writing expectations include:

• Word processed (NO handwritten work will be accepted unless otherwise specified)

• Double-spaced lines (I give written feedback to all work, so I need some writing space)

• 12-point font • Times New Roman or Arial fonts only • 1” top and bottom margins; 1.25” side margins • Stapled! (no paper clips or binder clips) Late Point Deductions:

1 calendar day late loss of 5 points 2 – 7 calendar days late loss of 10 points 8 – 14 calendar days late loss of 20 points

C. Participation: Active Engagement:

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Completion of assigned readings and active participation in class discussions and activities are expected in this course. Active engagement means expressing your own thoughts and listening to those of others, engaging in respectful dialogue with classmates, and being willing to challenge and be challenged by the important ideas in this course. Students are also expected to take leadership roles in particular class discussions, participate in role plays or dramatizations, and/or share their expertise in other ways. I cannot emphasize enough the central importance of completing each reading for every class. Our class sessions depend upon student preparation; I come to class prepared and as a professional, I expect for you to do the same. Failure to complete each assigned reading will be apparent in class activities. Consistent failure to do the reading will result in deductions from your active engagement score; penalties will be decided on a case–by–case basis. It is expected that you bring the assigned reading with you to each class session in order for you to be able to fully participate in class activities and discussions. How your grade is determined Exam #1 15% Exam #2 15% Exam #3 (final) 15% Assignment #1 15% Assignment #2 15% Assignment #3 15% Participation/Attendance 10% STUDENTS REQUESTING DISABILITY ACCOMMODATIONS OR INFORMATION ARE ENCOURAGED TO CONTACT THE OFFICE OF SPEICAL POPULATION, HARVIN CENTER 698-1298.

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Guidelines for CD/EC Student Observers To Observe:

1. Students need to call the observation location, or stop by to schedule an appoint to observe.

2. Avoid bringing lots of personal items—bring only your notebook and something to write with. NO cell phones may be used in centers and they MUST be on silent.

3. Students need to bring their Del Mar College ID and show this to the front desk receptionist or the director as they are signing in.

4. Tell the front desk receptionist what or who you need to observe (a certain age group, a certain type of interaction, a certain environment, etc.). They can then guide you on where you need to go—so ask first!

5. Check the posted schedule to make sure you have enough time to observe (we ask that you leave during naptime).

When doing your observation:

1. Before you enter the environment, take a moment to look around and find your target child (if observing a child) and find an area where you can sit. Remember, your back needs to be against something (wall, shelf, etc.) so you are not in the middle of the child’s play environment.

2. When you enter, wash or sanitize your hands.

3. Do not disrupt the child’s play environment—you are there to observe, not interact or carry on a conversation. If a child approaches you, you can tell the child you are “here to watch” or doing “teacher work” and then look back down to your notes. If you are boring, they will go away.

4. Though a child may do or say something funny, do not laugh—this will encourage them to continue.

5. If you are unable to see, you may discretely move to another location without being distracting. Please remain seated in your new location, however. If you need to ask a teacher a question, please wait until they are not directly interacting with the children or with a parent.