I. General Information

1. Course Title:
Infant and Toddler Development, Learning, and Responsive Relationships

2. Course Prefix & Number:
CDEV 2116

3. Course Credits and Contact Hours:

Credits: 3

Lecture Hours: 3

4. Course Description:

This course provides an overview of infant/toddler theory, development, and responsive practice in home or center-based settings. Students will integrate knowledge of developmental needs, developmentally appropriate environments, effective care giving, teaching strategies and observation methods.

5. Placement Tests Required:

Accuplacer (specify test):

No placement tests required

Score:

6. Prerequisite Courses:

9. Co-requisite Courses:

There are no corequisites for this course.

II. Transfer and Articulation

III. Course Purpose

1. Program-Applicable Courses – This course is required for the following program(s):

Early Childhood Education A.A.S.
Early Childhood Education Diploma

 

IV. Learning Outcomes

1. College-Wide Outcomes

College-Wide Outcomes/Competencies	Students will be able to:
Demonstrate reading and listening skills	Research, evaluate, and plan developmentally appropriate learning experiences for infants and toddlers.
Work as a team member to achieve shared goals	Work with a partner(s) to complete an infant and/or toddler environment project.
Discuss/compare characteristics of diverse cultures and environments	Research diverse cultures and infant, toddler child rearing practices then participate in and document group discussion of findings.

2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of the course:

• Describe prenatal, infant, and toddler development;
• Predict individual growth and development patterns;
• Examine culturally relevant child rearing strategies and developmental effects;
• Observe and assess temperament/personality types of infants/toddlers;
• Research and examine developmentally appropriate learning experiences for infants and toddlers;
• Examine responsive caregiving;
• Research and examine developmentally appropriate guidance strategies;
• Examine and describe developmentally appropriate adult expectations of infant and toddler behaviors; and
• Evaluate and plan a developmentally appropriate learning environment for infants and toddlers.

V. Topical Outline

Listed below are major areas of content typically covered in this course.

1. Lecture Sessions

1. A relationship based approach
• Importance of the early years
• Infant and toddler programs and school readiness
2. Infants, toddlers, and their families
• Biological and cultural effects on the family
• Becoming parents
• Family structure
• Program practices that support families
3. Understanding and using theories
• What theories are and why they are important
• Theories of emotional and social development
• Theories of cognitive, language, and motor development
• Applying theories in programs
4. The power of observation with infants and toddlers
• What we can learn and how we observe to learn
• Observation as part of assessment
• What the observer brings to observations
5. Genetics and prenatal development
• The developing brain
• The newborn
6. Development and learning through the adult-child relationship and program practices that enhance
• Emotional
• Social
• Cognitive
• Language
• Motor
7. Responsive programs: quality, health, safety, and nutrition
• An emphasis on health and safety
• Systems, lays, and policies that support quality programs
8. Creating a relationship based curriculum
• A way of thinking about infants and toddlers
• The infant-toddler professionals role
• Relationships with families and culturally sensitive care
• Responsive, relationship based planning
9. Routines, environments, and opportunities: Day to day
• Creating responsive, relationship based environments
• Responsive opportunities
• Curriculum approaches
10. Respect, reflect, and relate
• A relationship based approach to guidance
• Relationship realignments
• Challenging behavior and mental health
11. Including infants and toddlers with disabilities in child care and learning programs
• What disabilities do we see in infants and toddlers?
• Early intervention: Part C of IDEA
• A natural environment
• Professional positions
12. The infant-toddler professional
• The profession and professional
• Relationship based, reflective practice