8/31/2024 10:13:45 PM |
| New Course (First Version) |
CATALOG INFORMATION
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Discipline and Nbr:
CHILD110.1 | Title:
DEV TRND/INFNT-TDLR |
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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:
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. Observation required.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for English 100A
Limits on Enrollment:
Schedule of Classes Information
Description:
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Developmental trends of infants & toddlers. Physical, intellectual, social & emotional growth; adult role in supporting optimal growth.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for English 100A
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: | | |
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CSU GE: | Transfer Area | | Effective: | Inactive: |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | | Effective: | | Inactive: | |
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UC Transfer: | | Effective: | | Inactive: | |
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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. Translate major developmental theory into real life
situations.
5. Distinguish between appropriate and inappropriate practice
in adult interactions.
6. Assess whether programs that serve infants, one-year-olds,
and 2-year-olds are developmentally appropriate or
inappropriate.
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. Developmentally appropriate practice in programs that serve
children from infancy through 2-year-old.
7. Current issues and concerns for this age group.
Assignments:
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1. Write a naturalistic observation of a child in group care
(infancy through 2-year-old).
2. Complete various reaction essays to films, speakers and
hypothetical situations.
3. Complete study questions on reading and class discussions.
4. Complete and document eight hours of participation in an
infant through 2-year-old group care situation.
5. Answer in essay format select questions on the eight hour
participatory experience with the children.
6. 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 - 25% |
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 - 20% |
Multiple choice, Completion | |
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
Schickendanz, Judith A., Understanding Children. Mayfield Publishing
Company. Mountain View, California. 1990
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