4/29/2025 3:21:19 PM	CHLD 110.1 Course Outline as of Spring 2002	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 110.1	Title:  DEV TRND/INFNT-TDLR
Full Title:  Developmental Trends in Infancy and Toddlerhood
Last Reviewed:11/4/2024

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	1.50	Lecture Scheduled	3.00		8 max.	Lecture Scheduled	24.00
Minimum	1.50	Lab Scheduled	0		3 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	24.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  48.00

Total Student Learning Hours: 72.00

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD110.1

Catalog Description:

Ages and stages of the infant, one-year old, and two-year old; physical, intellectual, social, and emotional growth. Emphasis on practical application of principles and adult role in supporting optimal growth.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 100A or ENGL 100 or ESL 100.

Limits on Enrollment:

Schedule of Classes Information
Description:

Developmental trends of infants & toddlers. Physical, intellectual, social & emotional growth; adult role in supporting optimal growth.

(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 100A or ENGL 100 or ESL 100.
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

  Student should be able to:

     1. Define key terms relating to physical, psychosocial, and

        cognitive development of infant through 2-year-old.

     2. Describe normal developmental expectations of an infant,

        one-year-old, and 2-year-old.

     3. Demonstrate appropriate strategies for working with this

        age group.

     4. Apply developmental theory to real life situations.

     5. Evaluate appropriate and inappropriate practice in adult/child

        interactions.

     6. Assess programs that serve infants, one-year-olds and 2-year-olds

        for developmentally and culturally appropriateness.

Topics and Scope

  1.  Physical and motor development.

 2.  Cognitive and language development.

 3.  Social development; attachment and separation issues.

 4.  Typical concerns of adults working with infants through

     2-year-old children.

 5.  The role of the adult in supporting optimal growth and

     development.

 6.  The role of family and culture in the developing child.

 7.  Developmentally appropriate practice in programs that serve children

     from infancy through 2-year-old.

 8.  Current issues and concerns for this age group.

Assignments:

  1.  Write a naturalistic observation of a child (infancy through

     2-year-old.

 2.  Complete reaction/responses to films, speakers and hypothetical

     situations.

 3.  Complete study questions on reading and class discussions.

 4.  Interview parents on their role in the raising of their child under

     three.

 5.  Study for and complete essay quizzes and final.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 25 - 75%
Written homework, Essay exams, REACTION PAPERS
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 10 - 60%
Homework problems, Quizzes, Exams
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 5 - 10%
Field work
Exams: All forms of formal testing, other than skill performance exams.		Exams 10 - 60%
Observations, interviews
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 0 - 0%
None

Representative Textbooks and Materials:

  Charlesworth, Rosalind.  Understanding Child Development - 3rd Ed.

 Delmar Publishers, Inc.  Albany, New York, 1992

 Barrett, Karen, et al, Child Development, Glencoe Dev. MacMillan/

 McGraw Hill, Westerville, Ohio, 1995

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