SRJC Course Outlines

4/23/2024 11:39:24 AMCHLD 110.1 Course Outline as of Spring 2002

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 110.1Title:  DEV TRND/INFNT-TDLR  
Full Title:  Developmental Trends in Infancy and Toddlerhood
Last Reviewed:5/14/2018

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum1.50Lecture Scheduled3.008 max.Lecture Scheduled24.00
Minimum1.50Lab Scheduled03 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total24.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  48.00Total 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:
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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:
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  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
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  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:
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  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:
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  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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