Active Outline

General Information

Course ID (CB01A and CB01B)
C DD058.
Course Title (CB02)
Infant/Toddler Development
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2024
Course Description
In this course, students will study the physical, cognitive, language, social, and emotional development of children from preconception to age three, emphasizing cultural diversity and the role of family and relationships in development. The application of theoretical frameworks to interpret behavior and the interaction between heredity and environment will be presented in the course. Program and Individualized Family Service Plan planning based on observation of infants and communication with parents will be explored. Ways to implement assessment tool results (such as from Desired Results Developmental Profile and/or Ages and Stages surveys) will be discussed. Methods for infant and toddler care routines, the role of administration, and interpretation of observations will be explored. Best practices, responsive caregiving techniques, environments, infant/toddler foundations, health, safety, and licensing requirements will be examined. (This course meets NAEYC Standards 1-5; NBPTS Standards 4 and 5; and DEC Standard 5 Family Based Practices.)
Faculty Requirements
Discipline 1
[Child Development/Early Childhood Education]
FSA
[FHDA FSA - CHILD DEVELOPMENT]
Course Family
Not Applicable

Course Justification

This is a CSU transferable course that differs from other Child Development courses because of the primary focus on infant and toddler development. This course belongs on the A.A. degree in Child Development.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours5.010.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
60.0
Laboratory
0.0
Total
60.0
Course Out-of-Class Hours
Lecture
120.0
Laboratory
0.0
NA
0.0
Total
120.0

Prerequisite(s)

None

Corequisite(s)

None

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class exploration of Internet sites

Quiz and examination review performed in class

Homework and extended projects

Field observation in °®¶¹´«Ã½ Child Development Center infant/toddler program

Guest speakers

Collaborative learning and small group exercises

Collaborative projects

Assignments

  1. Required reading from the text and supplemental sources.
  2. Journal writing demonstrating critical analysis of assigned reading materials and class lecture/discussions/ multimedia
  3. Reading from professional journals: Young Children, Zero to Three, and others.
  4. Conduct an observation and evaluation for one young child, using Desired Results Developmental Profile and other tools.
  5. Written naturalistic observation of a parent interacting with his or her infant or toddler.
  6. Written caregiving plan based on the observation of either the infant or the toddler to include the Needs and Service Plan.

Methods of Evaluation

  1. Midterm  exam that tests comprehension and application of course materials.
  2. Final evaluation based on a rubric that tests comprehension and application of course materials.
  3. Written assignments showing ability to collect, analyze, and present data.
  4. Written and oral presentation of observational papers to evaluate ability to critically analyze behavior.
  5. Observational experiences to demonstrate the understanding of how to collect, analyze and interpret Desired Results Developmental Profile data.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None
Essential College Facilities:
  • None

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
The California Department of EducationThe California Infant/Toddler Curriculum FrameworkThe California Department of Education2018/11th Edition
Gonzales-Mena, JanetInfants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive, Relationship-Based Care and EducationMcGraw Hill2021/12th Edition
Harms, Thelma, Cryer, Debby & Clifford, Richard. MInfant/Toddler Environment Rating Scale (ITERS-3)Teachers College Press2017/3rd Edition
Whitmer, Donna & Petreson, SandyInfant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach, with Enhanced Pearson eText -- Access Card PackagePearson2017/4th Edition

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Explain the physical development of infants and toddlers.
  • Identify and discuss cognitive and language development (verbal and nonverbal language) of infants and toddlers.
  • Describe the psychosocial and emotional development of infants and toddlers in a cultural context.
  • Evaluate infant environments and demonstrate setting up appropriate surroundings for infant and toddlers including selecting developmentally appropriate classroom materials.
  • Analyze and draw reasoned conclusions about the development of language (verbal and nonverbal) by describing the importance of family language in the healthy development of young children.
  • Analyze the results of infant/toddler assessment within the context of the child’s home culture and development.
  • Review assessment results with family members and develop a Needs and Service Plan for all children, including those with special needs children and disabilities.
  • Demonstrate knowledge of brain development as it relates to development during the first three years of life.
  • Demonstrate knowledge of Infant/Toddler Learning Foundations
  • Examine elements of a safe, healthy indoor and outdoor environment for infants and toddlers.
  • Examine the role of the family, family relationships and interactions including both verbal and nonverbal cues and interactions.
  • Examine professional development factors

CSLOs

  • Develop an understanding of typical and atypical developmental milestones from birth to three years through observation and assessment.

  • Demonstrate an understanding of the importance of relationships and home culture in the care of infants and toddlers.

  • Demonstrate knowledge of biological and environmental factors that influence pre-conception and prenatal health and development.

  • Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social and emotional domains.

  • Analyze the multiple contextual influences on infant and toddler development including diverse family practices and environments.

Outline

  1. Explain the physical development of infants and toddlers.
    1. Examine prenatal influences on development including conditions that affect the developing brain.
    2. Discuss newborn reflexes including primitive and survival.
    3. Discuss large motor skills and locomotion.
    4. Discuss small motor skills and manipulation.
  2. Identify and discuss cognitive and language development (verbal and nonverbal language) of infants and toddlers.
    1. Identify Piaget's Cognitive Development Theory: Sensorimotor stage including schemes, assimilations, and accommodation.
    2. Explore the discoveries of infants including: learning schemes, cause and effect, object permanence, use of tools, understanding space, and imitation.
    3. Examine care-giving responsiveness that supports cognitive development in infants and toddlers.
    4. Discuss brain-based learning and research.
  3. Describe the psychosocial and emotional development of infants and toddlers in a cultural context.
    1. Recognize theories of infant and toddler personalities: Erik Erikson's psychosocial theory.
    2. Examine theories of attachment such as Mary Ainsworth and Jerome Kragan.
    3. Discuss Thomas and Chess theory of Temperament to include: Flexible, Feisty, and Fearful.
    4. Compare and contrast cultural variations of care-giving routines.
    5. Describe the caregiver's role in the child's development of self, emotions, and regulation.
  4. Evaluate infant environments and demonstrate setting up appropriate surroundings for infant and toddlers including selecting developmentally appropriate classroom materials.
    1. Develop safe, healthy, and responsive environments for infants and toddlers.
    2. Discuss care giving routines as curriculum for infants and toddlers.
    3. Examine responsive practices regarding nutrition, including working with families about food preferences and allergies.
    4. Compare Title 22 and Title 5 requirements.
    5. Explore the relevance of a non-stereotypical environment for infants/toddlers.
    6. Create an inclusive, non-stereotypical environment for infants and toddlers
  5. Analyze and draw reasoned conclusions about the development of language (verbal and nonverbal) by describing the importance of family language in the healthy development of young children.
    1. Examine the development of communication, including both verbal and nonverbal aspects: precrying, crying, cooing, babbling, gesturing,nonverbal language, holophrases, and telegraphic speech.
    2. Discuss different theories of language development.
    3. Discuss Chomsky's Language Acquisition Device as related to the acquisition of language.
    4. Explore various ways to support language development: child directed speech, Vygotsky's Zone of Proximal Development, bilingual education, baby sign language, and visual supports.
    5. Discuss ways to foster language development through literacy.
  6. Analyze the results of infant/toddler assessment within the context of the child’s home culture and development.
    1. Explore ways to create partnerships with families.
    2. Examine strategies for effective communication between care givers and families.
    3. Discuss the importance of healthy attachment as a way to help parents understand separation issues in infants and toddlers.
    4. Examine ways to create positive care-giver/parent relationships in childcare.
    5. Discuss ways to establish culturally sensitive partnerships with parents and caregivers.
    6. Discuss the importance of the California State Departments of Education assessment tool, the Desired Results Developmental Profiles for children and their families.
    7. Discuss the importance of the Program for Infant Toddler Care (PITC) philosophy and training sessions for teachers.
  7. Review assessment results with family members and develop a Needs and Service Plan for all children, including those with special needs children and disabilities.
    1. Observe infants and toddlers in their natural setting.
    2. Explore the role of the care giver’s contribution to the development of the IFSP with the child’s family.
    3. Describe ongoing evaluations of the child's progress to meet IFSP goals.
    4. Discuss the individualized Needs and Service Plan for each child, by providing on-going assessment results to parents and specialists.
    5. Discuss the importance of observation and documentation to understand the child's needs in all developmental domains.
  8. Demonstrate knowledge of brain development as it relates to development during the first three years of life.
    1. Practice responsive, respectful, and reciprocal care give behavior and routines, i.e., diapering, toilet learning, eating, hand washing and throughout sensitively observing child cues and responding respectfully and appropriately.
    2. Describe the importance of brain development related to children’s responses to care giving routines.
    3. Discuss the importance of individualized feeding, diapering, and napping routines for infants and toddlers and recognize that all of this is dependent on appropriate, sensitive and careful observation of child cues both verbal and nonverbal cues and communication.
    4. Practice ways to provide culturally responsive and sensitive care giving including the ability to read appropriately nonverbal cues.
  9. Demonstrate knowledge of Infant/Toddler Learning Foundations
    1. Describe the importance of learning and development integrated across all domains.
    2. Explain the use of daily routines and schedules as an educational experience.
    3. Discuss how we facilitate infant/toddler learning through play with prepared environments and the selection of appropriate toys, materials and activities.
    4. Describe the importance of multi-language learning.
    5. Discuss the importance of encouraging infant’s/toddler’s natural cognitive curiosity
    6. Explain how to facilitate development of motor and perceptual skills
    7. Identify challenging behaviors and how to implement positive guidance strategies to develop

      pro-social behavior.
  10. Examine elements of a safe, healthy indoor and outdoor environment for infants and toddlers.
    1. Review policy and procedures that protect the health and safety of infants, toddlers and adults which reflect current best practice.
    2. Review healthy nutrition and meal planning for infants and toddlers
    3. Review universal precautions, diapering, hand-washing, cleaning, sanitizing and emergency procedures.
    4. Identify the major types of abuse including symptoms and signs of abuse in the non-verbal child
    5. Review community care licensing regulations
  11. Examine the role of the family, family relationships and interactions including both verbal and nonverbal cues and interactions.
    1. Discuss family as the primary relationship in the infant and toddlers' life
    2. Compare and contrast similarities and differences in the cultural context of families.
    3. Discuss the importance of maintaining confidential communication with families.
    4. Examine family goals, values and cultural background.
    5. Assess how to build respectful relationships and communication with families, staff and the program including nonverbal communication.
  12. Examine professional development factors
    1. Discuss the team approach to meeting the individual needs of infants and toddlers.
    2. Explore how to foster respectful and collaborative relationships among adults.
    3. Explore ongoing professional development.
    4. Critically assess ethical professionalism and conduct and reflective practices.
    5. Examine and reflect on behaviors and personal qualities essential for high quality professionals caring for infants and toddlers such as abilities to read and respond in sensitive and appropriate ways to infant and toddler nonverbal cues, compassion, and knowledge of NAEYC Standards for professionals.
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