| 4/26/2024 1:51:49 AM |
| 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:5/14/2018 |
| 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:
Untitled document
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:
Untitled document
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:
Untitled document
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
Untitled document
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:
Untitled document
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:
Untitled document
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
Print PDF
