· web viewsyllabus for cdec 1321. the infant and toddler. europe distance learning. semester...

SYLLABUS FOR CDEC 1321The Infant and Toddler

Europe Distance LearningSemester Hours Credit: 3

Lecture Hours: 48Lab Hours: 0

Course Dates: 16 Apr – 10 Jun

Weekly CTC Blackboard discussions and assignments

Instructor: Brian K Cambra

Instructor’s Location: Vicenza, Italy

Skype Name: brocam777

Weekly Skype Office Hours: Mondays, 9am-12pm orby appointment

Instructor Email: [email protected]

Phone: +39 346/7501174

I. INTRODUCTION

1. A study of appropriate infant and toddler (birth to 3 years) programs, including an overview of development, quality routines, learning environments, materials and activities, and teaching/guidance techniques. The student will summarize prenatal development and the birth process; discuss theories of development of children 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 positive guidance techniques; design learning environments; and select materials and activities for infants and toddlers.

2. This course is required to receive the Child Development Associate of Applied Science Degree.

3. Prerequisite: Yes.

II. LEARNING OUTCOMES

Upon successful completion of this course, the student will be able to:

1. Summarize prenatal development.

A. Outline stages and major milestones of prenatal development. B. Identify and describe possible environmental factors (teratogen) and

their effects on the developing embryo or fetus. C. Describe components of good prenatal care.

2. Summarize the birth process.

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A. Describe the stages of labor. B. Compare methods of delivery. C. Describe possible complications of delivery. D. Discuss effects of medication during the birth process.

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

A. Compare and contrast the impact of nature versus nurture on the developing child.

B. Practice naturalistic observations of infants and toddlers in relation to development milestones.

C. Research and analyze the different theoretical approaches in relation to the development of infants and toddlers.

4. Outline growth and development of children from birth to 3 years.

A. Define and describe principles of development. B. Describe and discuss the physical growth pertaining to fine and gross

motor and perceptual development from birth through age 3. C. Identify and describe cognitive development from birth through age 3. D. Identify and describe social development from birth through age 3. E. Identify and describe emotional development, including self-concept

and self-esteem from birth through age 3. F. Define and describe receptive and expressive language development

from birth through age 3. G. Describe and discuss literacy development from birth through age 3. H. Research and identify community resources available for early

intervention.

5. Analyze components of teacher/child interactions and positive guidance techniques.

A. Discuss characteristic of quality programs for infants and toddlers. B. Discuss social and cultural influences which impact infant/toddler care. C. Explain the importance of establishing and maintaining strong, positive

communication and collaborative relationship with families. D. Explain and apply principles of caregiving in a classroom with

children birth to age three. E. Explain appropriate teacher roles and responsibilities for caregivers

of children under three. F. Describe and demonstrate appropriate procedures and daily routines

to include feeding, diapering, toileting, dressing, sleeping, and the 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. Demonstrate the use of appropriate transitions with infants and toddlers. J. Demonstrate the use of direct and indirect guidance techniques with

infants and toddlers. K. Demonstrate teamwork skills while working with colleagues in

the infant/toddler classrooms. CDEC 1321 10th Ed (09.16w) 218D9221 of 19

6. Design learning environments.

A. Describe developmentally appropriate indoor environments for infants. B. Identify characteristics of effective room arrangements for infants. C. Describe developmentally appropriate outdoor environments for infants. D. Describe developmentally appropriate indoor environments for toddlers. E. Identify characteristics of effective room arrangements for toddlers. F. Describe developmentally appropriate outdoor environments for toddlers.

7. Select materials and activities for infants and toddlers.

A. Choose and/or make developmentally appropriate materials for use in infant/toddler classrooms.

B. Plan and implement developmentally appropriate learning activities for infant/toddlers.

III. INSTRUCTIONAL MATERIALS:

A. The instructional materials identified for this course are viewable throughhttp://www.ctcd.edu/academics/booksinstructional-materials/

Required Student Textbook:

Gonzalez-Mena, J., Widmeyer Eyer, D. (2015). Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive Care and Education. (10th ed.) New York, NY: McGraw Hill.

ISBN: 9780078110344

IV. COURSE REQUIREMENTS:

A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B. ATTENDANCE:

1. You should attend online class regularly on Central Texas College (CTC) Blackboard. Online attendance involves logging into your Blackboard class and participating in discussions, submitting assignments, etc. Be prepared to also take any unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog.

2. Students who do not complete one or more academically related activities (graded or non-graded) by the deadline set by the instructor and/or do not participate in class as determined by the instructor will be dropped from the class the day after the class census (certification) date. This requirement

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applies to all instructional delivery methods to include self-paced online classes.

3. You MUST sign in and complete a related activity by the following date or you will be dropped for non-attendance: Tuesday, 24 April, 2018.

C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

Students guilty of scholastic dishonesty will be administratively dropped from the course with a grade of “F” and be subject to disciplinary action, which may include suspension and expulsion.

H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

V. COURSE FORMAT

This course has been developed on Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments. It is also the student’s responsibility to log into CTC Blackboard at least

CDEC 1321 10th Ed (09.16w) 218D9221 of 19

once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.

The course will meet for 8 weeks. Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the lecture hours per week. Weekly interactions may include various communication tools to include Skype, Blackboard Collaborate, or Voice Podcaster/Voice Email, and conventional use of emails and Blackboard Message Board. Students may be assigned to participate in Groups, Journals, Blogs, or Wikis. Students will also have an access to required Discussion Board threads; course Announcements; critiques and feedback on Assignments and drafts of papers. Specific weekly interaction will be communicated via Announcements on Blackboard and arranged with the course instructors.

VI. EXAMINATIONS:

A. There will be a minimum of two major examinations and a written paper or project as follows:

1. Mid-term exam on 13 May.

2. Final exam must be completed by 10 Jun.

3. Research Paper due on 10 Jun.

B. A student must take all examinations as scheduled by the instructor. Students who know in advance that they will be unavailable for an examination, due to valid reasons, must arrange to take an early examination. Unexpected absences from class, due to illness or extenuating circumstances will require the student to communicate with the instructor about individual make-up work.

C. Students who miss an exam without communicating the reason or circumstance with the instructor will be given a zero for the missed examination.

D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

E. Exams will be administered via BioSig application. See Blackboard class for registration information.

VII. SEMESTER GRADE COMPUTATIONS:

The final grade in this course will be based on the following:

Participation (Bb activity) 50 pointsDiscussion Board Activity 150 pointsAssignments (8 weekly assignments; 25 pts each) 200 pointsPowerPoint Presentation on Research 100 pointsResearch Paper 200 pointsMid-term Exam 100 pointsFinal Exam 200 points

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Total possible points: 1,000 points

POINTS GRADES900-1000 A=4 pts/sem hr 800-899 B=3 pts/sem hr 700-799 C=2 pts/sem hr 600-699 D=1 pt/sem hr 0-599 F=0 pts/sem hr

A term paper or term project is expected from all students. Students may vary in their competency levels on these abilities, so the instructor may need to revisit the term paper concept during the course.

VIII. NOTES AND ADDITIONAL INSTRUCTIONS

A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.

B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy.

For self-pay students, refunds are computed from the date the Application for

Withdrawal or Refund is filed with the CTC Site Coordinator or designated student Services Officer. Special conditions apply to students who receive federal, state, and/or institutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

C. Course Withdrawals, Student Responsibilities : It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Site Coordinator or designated counselor.

D. Faculty/Administrative Initiated Withdrawals

Faculty are authorized to withdraw students who are not making satisfactory course progress as outlined in the section of the Catalog entitled "Satisfactory Progress Standards”.

A student may be administratively withdrawn by a designated member of the administrative staff of the College under the following conditions:

The student has been placed on Academic Suspension or Disciplinary Suspension;

The student has an outstanding financial obligation owed to the college;

The student registered for a course without the required prerequisite or departmental permission;

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Students who do not participate or complete graded activities during the first week will be administratively withdrawn.

The college is under no obligation to refund tuition and fees, or other costs associated with a student who is administratively withdrawn.

E. Incomplete / Course in Progress Grade Policy : An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.

F. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.

G. Instructor Discretion : The instructor reserves the right of final decision in course requirements.

H. Civility : Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

IX. COURSE OUTLINE

Note: The instructor has the right to change the course schedule and will announce any changes in class.

This structured course has been developed on Blackboard with any instructor-required live sessions on Skype, Blackboard Collaborate, Google+, FaceTime, etc. It is not a self-paced course. Please follow your instructor’s schedule of Discussion Board posts, lessons, assignments, and quizzes/exams.

The course will meet for eight weeks. Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the learning outcomes.

Schedule of Assignments:

Weekly:a) CTC Blackboard Discussion Board posts are due by Thursday at midnight (Central

European Time)b) CTC Blackboard peer responses to Discussion Board posts are due by Sunday (Central

European Time)c) CTC weekly assignments are due by Sunday midnight (Central European Time)

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Week Lesson Chapters Assignments/Projects/Exams Due Dates

1 1

Chapter 1: Principles, Practice, and Curriculum

Chapter 2: Infant-Toddler Education

Assignment 1

Discussion Board Week 1 Post 1


Blackboard Collaborate Session 1

04/21

04/19

04/21

TBA

2 2

Chapter 3: Caregiving as Curriculum

Chapter 4: Play and Exploration as Curriculum

Chapter 5: Attachment

Assignment 2



04/29

04/26

04/29

3 3Chapter 6: Perception

Chapter 7: Motor Skills

Assignment 3




05/06

05/03

05/06

TBA

4 4 Chapter 8: Cognition

Assignment 4



Midterm Exam

05/13

05/10

05/13

05/13

5 5 Chapter 9: Language

Chapter 10: Emotions

Assignment 5



05/20

05/17

05/20

6 6Chapter 11: Social Skills

Chapter 12: The Physical Environment

Assignment 6




05/27

05/24

05/27

TBA

7 7

Chapter 13: The Social Environment

Chapter 14: Adult Relations in Infant Toddler Care Education Programs

Assignment 7



06/03

05/31

06/03

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8 8Chapters 1-14

Review and Conclusion

Assignment 8



PowerPoint on Research

Final Exam

Research Paper

06/10

06/07

06/10

06/10

06/10

06/10

LESSON 1 - (16 Apr – 22 Apr) CHAPTERS 1 – 2

A. Curriculum as It Applies to Infants and Toddlers:

1. Learning Outcome: Upon successful completion of this lesson, the student will be able to:

a. Discuss social and cultural influences which impact infant/toddler care.

b. Develop positive relationships with the Infant and Toddler. c. Describe ten principles based on a philosophy of respect. d. Define and describe the “Three-R’s interactions. e. Define and describe “Curriculum” as it applies to the infants

and toddlers. f. Describe Developmentally Appropriate Practice in relation

to principles of development. g. Describe the ongoing communication between caregivers and

infants/toddlers. h. Explain recent studies on brain research in relation to cognitive

development.

2. Learning Activities:

a. A combination of the following teaching methods, as determined by the individual instructor will be used:

b. Read Chapter One in textbook; complete assignments; participate in discussions; complete assigned video observation; work on Infant or Toddler toy project proposal.

3. Equipment and Materials: Per instructor.

4. Audio-Visual Aids: Per instructor.

5. Lesson Outline: CDEC 1321 10th Ed (09.16w) 218D9221 of 19

a. Discussion on the social and cultural influences impacting infant/toddler care.

b. Positive relationships with the infant/toddler. c. What are the ten principals based on a philosophy of respect? d. Identify and describe the “Three-R’s interactions. e. Provide a definition and description of “Curriculum” in regards to

infants and toddlers. f. Describe DAP concerning the principals of development. g. Explain the communication between caregivers and

infants/toddlers. h. Describe brain research studies regarding cognitive development.

LESSON 2 - (23 Apr – 29 Apr) CHAPTERS 3 – 5

B. An Educational Approach versus Curriculum:

1. Learning Outcomes: Upon successful completion of this lesson, the student will be able to:

a.Describe education for infants and toddlers in the classroom. b. Use observation as a tool for documentation in the classroom. c.Describe how to facilitate problem-solving among infants and

toddlers. d. Define and describe how to recognize “Optimum Stress” levels

among infants and toddlers. e.Identify appropriate role-modeling behavior techniques in the

classroom. f. Explain and describe attachment development in infants. g. Define and describe the meaning of primary-caregiver system. h. Identify assessment in relation to the infants and toddlers. i. Describe how breastfeeding is accepted in a variety of cultures. j. Explain and identify cultural differences in an infant’s needs while in

care. k. Review Developmentally Appropriate Practices (DAP) in relation to

caregiving and the curriculum.


a.A combination of the following teaching methods, as determined by the individual instructor will be used:

b. Read Chapters Two and Three in textbook; complete assignments; participate in discussions; submit Infant or Toddler toy project proposal.



5. Lesson Outline:

a. Description of the educational needs for the infants and toddlers. CDEC 1321 10th Ed (09.16w) 218D9221 of 19

b. Utilizing observation as a tool regarding documentation. c. Description of problem-solving in relation to infants and toddlers. d. What are “Optimum Stress” levels in children birth through age

three? e. Classify behavior techniques in relation to role-modeling. f. Description of infants’ attachment development. g. Description of the primary-caregiver system. h. Characterize infant/toddlers assessment. i. Description of various cultures in relation to breastfeeding. j. Review DAP regarding caregiving and curriculum.

LESSON 3 - (30 Apr – 06 May) CHAPTERS 6 – 7

C. Play is Learning and Learning is Play:


a. Define and describe “Free Play”. b. List the benefits of play.

c. List the safety needs of the children to include children with disabilities.

d. Define and describe selective intervention. e. Describe the adult’s role as the facilitator in problem-solving. f. Describe observation as an important component. g. Explain the environment and its role in promoting learning.

h. Define and describe “Happenings” in relation to infants and toddlers.



b. Read Chapter Four in textbook; complete assignments; participate in discussions; work on Infant or Toddler toy project; complete assigned video observation.



5. Lesson Outline:

a. Description of “Free Play”. b. Document benefits of play. c. What are the safety needs of children to include children

of disabilities. d. Description of selective intervention. e. Description of the adult’s role as facilitator. f. Description of observation. g. Explanation of the environment in relation to promoting learning.

CDEC 1321 10th Ed (09.16w) 218D9221 of 19

h. Description of “Happenings” regarding to children birth through age three.

D. Attachment/Sensory Integration in Connection to Brain Development.


a. Explain the attachment process of children birth through age three. b. Define and describe the functions of the brain. c. Explain the difference between attachment of the caregiver and the

parent. d. Define and explain the term “Mirror” neurons and its relation

to the infant/toddler. e. Explain the infant’s developmental milestones and what occurs in

each. f. Define what occurs in infants/toddlers and parents

involving measuring attachment. g. Explain special needs and their affects concerning attachment. h. Define and explain the term perception. i. Define and explain what sensory integration is and how it applies

to attachment. j. Describe the use of the five senses as it applies to the infant and

toddler. k. Describe the use of the five senses as it applies to special needs

children.



b. Read Chapters Five and Six in textbook; complete assignments; participate in discussions; work on toy project; students will work on one of the following infant/toddler research topics: SIDS, SBS, Pre-natal/Birth Process.



5. Lesson Outline:

a. Description of the attachment process of infants/toddlers. b. Description of brain function. c. Description of attachment differences regarding

caregiver versus parent. d. Description of the term “Mirror” neurons regarding

infants and toddlers. e. Description of the infant’s developmental

milestones. Explain each milestone. f. Description of measuring attachments

involving infants/toddlers and parents. CDEC 1321 10th Ed (09.16w) 218D9221 of 19

g. Description of attachment regarding the affects of special needs.

h. Description of perception. i. What is the meaning of sensory integration and

the attachment application? j. Explain the five senses and the process involving

infants and toddlers. k. Explain the five senses and the process involving

infants and toddlers with specials needs.

E. Infant and Toddler Motor Development:


a.Describe motor development of the infant and toddler as it pertains to physical and brain growth.

b. Define and describe the development of reflexes from birth to adulthood.

c.Compare and explain the Baley Chart: Major Milestones to the Pikler Chart: Gross Motor Activity.

d. Identify and explain the small motor skills from infants to toddlers.

e.Identify ways caregivers can promote motor development in children birth to age three.

f. Recognize the importance of early intervention concerning special needs children.



b. Read Chapter Seven in textbook; complete assignments; participate in discussions; work on toy project; student will research and work on one of the following assigned topics: SIDS, SBS, Pre-natal/Birth Process.

3. Equipment and Materials: Pre instructor.


5. Lesson Outline:

a. Description of infant/toddler motor development regarding physical and brain growth.

b. Description of reflex development for infants and toddlers. c. Description of the Baley Chart and Pikler Chart. d. Description of small motor skills from infants to toddlers. e. How do caregivers promote motor development in children

from birth to age three? CDEC 1321 10th Ed (09.16w) 218D9221 of 19

f. Identify early intervention regarding children with special needs.

LESSON 4 - (07 May – 13 May) CHAPTER 8

F. The Infant-Toddler Cognitive Development:


a. Explain the importance of the cognitive experience as it applies to the infant and toddler.

b. Describe and compare the infant/toddler cognitive development of Jean Piaget and Lev Vygotsky.

c. Describe and explain the sociocultural influences of Vygotsky and Piaget.

d. Describe how we support infant/toddler cognitive development.

e. Discuss the functions of the brain and how it applies to the learning of the infant and toddler.

f. Explain the special need delays in relation to cognitive development.



b. Read Chapter Eight in textbook; complete assignments; participate in discussions; work on toy project; student will work on one of the following research topics: SIDS, SBS, Prenatal/Birth Process; complete assigned video observation.

3. Equipment and Materials : Per instructor.

4. Audio-Visual Aids : Per instructor.

5. Lesson Outline:

a. Description of the cognitive experience regarding infants/toddlers.

b. Description of Piaget and Vygotsky concerning cognitive development.

c. Description of Piaget and Vygotsky regarding the sociocultural influences.

d. How do we support infant/toddler cognitive development? e. Review the brain functions in relation to the learning of

infants and toddlers. f. Give details regarding special needs delays regarding

cognitive development.

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LESSON 5 - (14 May – 20 May) CHAPTERS 9 - 10

G. The Acquisition of Language Development:

1. Learning Outcomes : Upon completion of this lesson, the student will be able to:

a. Define and describe the term “language” and how it applies to infants and toddlers.

b. Define and explain the meaning of “Receptive” language as it relates to Expressive language.

c. Explain the functions of brain growth and language development in infants and toddlers.

d. Describe and explain how caregivers support language development.

e. Explain how language development leads to the early literacy experiences.

f. Explain how caregivers incorporate cultural and bilingualism differences in the classroom.

g. Recognizing special needs children within the context of language development.

2. Learning Activities :


b. Read Chapter Nine in textbook; complete assignments; participate in discussions; work on toy project; student will research and work on one of the following assigned topics: SIDS, SBS, Pre-natal/Birth Process.



5. Lesson Outline :

a. Language and how does it apply to infants/toddlers. b. Receptive regarding expressive language. c. Brain growth functions and language development. d. How do caregivers support language development? e. Language development description leading to literacy. f. Incorporating cultural/bilingualism differences. g. Special needs in relation to language development.

H. The Emotional Development of Infants and Toddlers:

1. Learning Outcomes : Upon completion of this lesson, the student will be able to:

a. Describe how infants begin using their senses from birth. CDEC 1321 10th Ed (09.16w) 218D9221 of 19

b. Demonstrate how to respond to an infant’s emotions. c. Describe the developmental concepts, temperament and

resiliency. d. Explain the importance of accepting a young child’s fear

and knowing how to use caregiver strategies. e. Describe coping strategies for caregiver to assist infants

and toddlers with anger. f. Describe infants’ and toddlers’ self-calming techniques. g. Compare the brain as it relates to the emotional factor. h. List the characteristics of children with special needs

involving emotional disorders.



b. Read Chapter Ten in textbook; complete assignments; participate in discussions; submit toy project; students will research and work on one of the following topics: SIDS, SBS, Pre-natal/Birth Process.



5. Lesson Outline:

a.How do infants use their senses? b. Responding to infant’s emotions. c.The developmental concepts temperament and resiliency. d. How to use strategies coping with a child’s fear. e.How to use strategies coping with a child’s anger. f. What are infants/toddlers self-calming techniques? g. The brain in comparison to the emotions. h. Special needs characteristics involving emotional

disorders.

LESSON 6 - (21 May – 27 May) CHAPTERS 11 - 12

I.Promoting Social Skills in Early Childhood:

1. Learning Outcomes: Upon completion of this lesson, the student will be able to:

a. Define and describe the term Social Skills as it applies to Infants and Toddlers.

b. Define and describe the characteristics of Erik Erikson’s first three Stages of Psychosocial Development.

c. Define and describe “Guidance and Discipline” techniques in connection to infants and toddlers.

d. Recognize and encourage pro-social behaviors in infants CDEC 1321 10th Ed (09.16w) 218D9221 of 19

and toddlers. e. Describe the relationship between healthy brain growth

and social development.



b. Read Chapter Eleven in textbook; complete assignments; participate in discussions; student will research and work on one of the following topics: SIDS, SBS, Pre-natal/Birth Process.



5. Lesson Outline :

a. Social skills in relation to infants/toddlers. b. Three stages of Erik Erikson’s Stages of Psychosocial

Development. c.Guidance and Discipline in relation to infants/toddles. d. What are pro-social behaviors in infants/toddlers? e.Explain healthy brain growth and social development.

J.An Approach Environment for Infants and Toddlers:

1. Learning Outcomes: Upon completion of this lesson, student will be able to:

a.Describe what constitutes a safe environment for infants and toddlers.

b. Define and describe a healthful environment for infants and toddlers.

c.Explain why locations for caregiving routines (eating, diapering…) are included in the category of learning environments.

d. Assess the quality of different learning environments for infants and toddlers.

e.Describe the importance of what is developmentally appropriate for toys and materials.

f. Define the Child Development Associate (CDA) assessment process that pertains to quality settings for infant and toddler care.



CDEC 1321 10th Ed (09.16w) 218D9221 of 19

b. Read Chapter Twelve in textbook; complete assignments; participate in discussions.



5. Lesson Outline:

a. Explain a safe and healthy environment for infants/toddlers. b. Caregiving routine locations regarding learning

environments. c. The quality of learning environments for infants/toddlers. d. Explain developmentally appropriate toys and materials. e.The CDA assessment process regarding quality settings.

LESSON 7 - (28 May – 03 Jun) CHAPTERS 13 - 14

K. The Young Child’s Social Development:

1. Learning Outcomes: Upon completion of this lesson, student will be able to:

a.Explain what identity formation means. b. Define and describe the different parts of self-concept in

relation to identity. c.Explain the meaning of multicultural infant-toddler

curriculum. d. Explain the relationship between self-concept and

discipline. e.Explain the importance of modeling self-esteem.



b. Read Chapter Thirteen in textbook; complete assignments; participate in discussions; complete assigned video observation.



5. Lesson Outline :

a.Define identity formation. b. The differences between self-concept and identity. c.Define the multi-cultural infant/toddler curriculum. d. Define the self-concept relationship regarding discipline. e.Description of modeling self-esteem.

CDEC 1321 10th Ed (09.16w) 218D9221 of 19

L. Establishing Positive Adult Relationship:

1. Learning Outcomes : Upon completion of this lesson, student will be able to:

a.Describe the “Caregiver Stages of Relating to Parents.” b. Recognize the importance of good communication with

parents to establish positive relationships. c.Define and describe what a service plan is and how it

relates to the children and their parents. d. Give examples of what hinders communication between

parents and caregivers. e. Establish a positive working relationship between parents

and caregivers. f. Compare differences and challenges between family child

care providers and center staff.


a.A combination of the following teaching methods, as determined by the individual instructor will be used:

b. Read Chapter Fourteen in textbook; complete assignments; participate in discussions.



5. Lesson Outline:

a. Description of “Caregiver Stages of Relating to Parents.” b. The establishment of good communication with parents. c. Description of a service plan with

regards to children/parents. d. Parent and caregiver communication delays. e. Parent and caregiver working relationships. f. Child care providers and staff differences and challenges.

LESSON 8 - (04 Jun – 10 Jun) CHAPTERS 1-14 REVIEW

CDEC 1321 10th Ed (09.16w) 218D9221 of 19

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