Metropolitan Community College
COURSE OUTLINE FORM
Course Title: Infant and Toddler Development
Course Prefix & No.:
LEC: LAB:
ECED 1110
4.5 0
Credit Hours:
4.5
COURSE DESCRIPTION:
This course focuses on typical and atypical development of children in the prenatal period of development
through 36 months of age. It examines planning curriculum in the domains of physical growth and motor skills,
cognition, language, and social and emotional development.
This course requires a minimum of four (4) field experience contact hours within early childhood education
settings.
COURSE PREREQUISITE (S):
None
RATIONALE:
All employees working in the field of Early Childhood Education must have a strong understanding of young
children's development from the ages of birth through thirty-six months. Rapid growth and change in infant's
brains requires a caregiver who understands and can provide developmentally appropriate stimulus to enhance
their development. In addition, caregivers who develop strong, trusting relationships with infants and toddlers
and provide high quality experiences as they grow, enhance the child's future learning and social development.
REQUIRED TEXTBOOK (S) and/or MATERIALS:
Title:
Infants and Toddlers: Curriculum and Teaching
Edition:
Current Edition
Author:
Douville-Watson, Linda, Watson, Michael A., Wilson, LaVisa Cam
Publisher:
Thomson: Delmar Learning
Materials:
None
Attached course outline written by: Kathy Halverson-Rigatuso
Date: Fall, 2004
Reviewed/Revised by:
Date: Oct., 2012
Jayme Hines, Belle Scheef
Effective quarter of course outline: Fall, 2013
Dean:
Dr. Ken Jones
Date:
Course Objectives, Topical Unit Outlines, and Unit Objectives must be attached to this form.
Metropolitan Community College
COURSE OUTLINE FORM
TITLE: Infant & Toddler Development
PREFIX/NO: ECED 1110
COURSE OBJECTIVES:
(Nebraska Early Childhood Education Statewide Core Course)
1. Demonstrate knowledge of physical and motor growth and development, cognitive and language
development, and social/emotional development for children from conception through thirty-six months
of age.
2. Identify how to arrange and equip a physical setting to create an active learning environment for infants
and toddlers.
3. Identify ways to establish supportive adult-child and adult-adult interactions.
4. Recognize children in the context of their families, culture and community.
5. Identify health and safety practices vital in caring for infants and toddlers.
6. Examine developmentally appropriate curriculum, play and activities for infants and toddlers.
7. Develop an awareness and appreciation of the individual likenesses and differences among children,
families and colleagues.
TOPICAL UNIT OUTLINE/UNIT OBJECTIVES:
UNIT I
History and Trends in Infant and Toddler Care and Development
1. define the terms mobile infant, young infant, toddler, preschooler, curriculum, teaching, and guide
2. describe theories of child development, including the Ecological Systems Theory
3. describe Bronfenbrenner's theory as it relates to current child care trends
4. explain the use of mentors in current child care training
5. outline the major historical and current trends in child care
Infant/Toddler Developmental Needs
1. identify five need levels (for infants/toddlers) and define each
2. identify the five major developmental areas for assessment, and discuss how they differ from one
another
3. explain how to view the child after having done an assessment of need levels and developmental areas
4. describe a developmental profile
5. indicate important theoretical contributions for each developmental area
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Birth to Preschool Developmental Patterns
1. define the differences between development and learning
2. identify typical patterns of physical, emotional, social, cognitive and learning skill development between
birth and preschool ages
3. explain the relationship between the sequence and the rate of development for individuals
4. recognize how the development of each child can differ from typical patterns of development
5. describe how children with developmental delays differ from typical patterns
Caregiver Behaviors with Infants/Toddlers
1. explain how to use the 3' A's (Affection, Attention & Approval) in daily child care
2. compare the concepts of the 3 A's (Affection, Attention & Approval) with your own personal
experiences
3. define differences between the 3 A's (Affection, Attention & Approval) of child care and the 3 A's
(Attention, Affection & Approval) of self-health
4. observe and record the process of using the 3 A's (Affection, Attention & Approval) with a child
Effective tools for Child Care and Development
1. describe the characteristics necessary to become a competent caregiver, including professional
preparation
2. analyze a caregiver's work in relationship to ORAOM (Observe, Record, Assess, Organize, Manage)
3. identify and analyze a caregiver's behaviors in relationship to the tools of: observing to know, circle of
safety, catching the child being good, shadowing, shepherding, and behavior-limiting steps to enhance
physical development
4. describe and analyze: changing the guard, ruing, inside/outside self-attention, label and express feelings,
self-soothing, and emotional management to enhance emotional development
5. explain how to use: positive perspective, rapport building, respectful is successful, cooperation vs.
competition, mirroring and "I" talk to enhance social development
6. discuss the tools: naming and labeling, time orientation, cause-effect, baby signing, observe yourself,
and concept formation to enhance cognitive skill development
7. recognize how to train children in: focal attention, memory, discrimination, association, and audio-visual
association perceptual skills to enhance learning skill development
UNIT II
Communicating With Parents and Staff
1. develop procedures for informal and formal communication with parents
2. analyze the working relationships and responsibilities of the staff with whom the caregiver is working
3. analyze the caregiver’s own performance in parent and staff relationships
4. explain the active listening process and how it differs from mirroring
Childcare Settings
1. identify characteristics of the family child care home
2. identify characteristics of the child care center
3. distinguish among the regulations of child care
4. categorize child care program emphases
5. compare caregiver support systems
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Indoor and Outdoor Environments
1. identify components of the indoor and outdoor environment
2. analyze and plan the appropriateness for infants and toddlers of equipment and materials used in the
indoor and outdoor environment
3. design and create an infant/toddler (diorama) environment.
Designing the Curriculum
1. identify major influences on the curriculum
2. examine the caregiver’s role in curriculum development
UNIT III
The Child from Birth to Four Months of Age
1. identify sequences of change in the physical, emotional, social, cognitive, and language development of
infants from birth to four months of age
2. select materials appropriate to that age-level infant’s development
3. devise strategies appropriate to that age-level infant’s development
The Child from Four to Eight Months of Age
1. identify and record sequences of change in the physical, emotional social, cognitive, and language
development of infants from four to eight months of age
2. select materials appropriate to that age-level infant’s development
3. devise strategies appropriate to that age-level infant’s development
The Child from Eight to Twelve Months of Age
1. identify sequences of change in the physical, emotional, social cognitive and language development of
infants from eight to twelve months of age
2. select materials appropriate to that age-level infant’s development
3. devise strategies appropriate to that age-level infant’s development
The Child from Twelve to Eighteen Months of Age
1. identify sequences of change in the physical, emotional, social, cognitive, and language development of
toddlers between 12 and 18 months of age
2. select materials appropriate to that age-level toddlers’ development
3. devise strategies appropriate to that age-level toddler’s development
The Child from Eighteen to Twenty-Four Months of Age
1. identify sequences of change in the physical, emotional, social, cognitive, and language development of
children from 18 to 24 months of age
2. select materials appropriate to that age-level child’s development
3. devise strategies appropriate to that age-level child
The Child from Twenty-Four to Thirty Months of Age
1. identify sequences of change in the physical, emotional, social, cognitive, and language development of
children from 24 to 30 months of age
2. select materials appropriate to that age-level child’s development
3. devise strategies appropriate to that age-level’s development
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COURSE OUTLINE FORM
The Child from Thirty to Thirty-Six Months of Age
1. identify sequences of change in the physical, emotional, social, cognitive and language development of
children from 330 to 36 months of age
2. select materials appropriate to that age-level child’s development
3. devise strategies appropriate to that age-level’s development
COURSE REQUIREMENTS/EVALUATION:
COURSE OBJECTIVES/ASSESSMENT MEASURES
COURSE OBJECTIVES
ASSESSMENT MEASURES
1. Demonstrate knowledge of physical and motor
growth and development, cognitive and
language development, and social/emotional
development for children from conception
through thirty-six months of age.
1.a. Exam: essay, objective (multiple choice,
true/false)
b. Weekly curriculum plans for: 0-4 mos., 4-8 mos.,
8-12 mos., 12-18 mos., 18-24 mos., 24-30 mos.,
30-36 mos.
2. Identify how to arrange and equip a physical
setting to create an active learning environment
for infants and toddlers.
2.
3. Identify ways to establish supportive adult-child 3.
and adult-adult interactions.
a. Exam: essay, objective (multiple choice,
true/false)
b. Project assignment - design a model infant
classroom and a model toddler classroom.
a. Exam: essay, objective (multiple choice,
true/false)
b. Project assignment - Observation and
identification of various interactions between
children and adults, and adults and adults: center
observation report
Exam: essay, objective (multiple choice,
true/false)
4. Recognize children in the context of their
families, culture and community.
4.
5. Identify health and safety practices vital in
caring for infants and toddlers
5.
a. Exam: essay, objective (multiple choice,
true/false)
b. Center Observation Report
6. Examine developmentally appropriate
curriculum, play and activities for infants and
toddlers.
6.
7. Develop an awareness and appreciation of the
individual likenesses and differences among
children, families and colleagues.
7.
a. Exam: essay, objective (multiple choice,
true/false)
b. Project assignment: Center Observation Report,
lesson/weekly planning/activity planning.
a. Exam: essay, objective (multiple choice,
true/false)
b. Project assignment: observation and
documentation of infant/toddler-adult interactions.
Metropolitan Community College
COURSE OUTLINE FORM