11/21/2024 5:54:31 AM	CHLD 110.2 Course Outline as of Fall 2019	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 110.2	Title:  DEV TRENDS/CHLD 3-5
Full Title:  Developmental Trends in the Child Age 3-5 Years
Last Reviewed:1/28/2019

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	1.50	Lecture Scheduled	1.50		17.5 max.	Lecture Scheduled	26.25
Minimum	1.50	Lab Scheduled	0		6 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	1.50			Contact Total	26.25
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  52.50

Total Student Learning Hours: 78.75

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:  CHILD110.2

Catalog Description:

Growth and development (physical, cognitive, psychosocial) of children ages 3 - 5 years old. Emphasis on practical application and the adult role in supporting optimal growth in a variety of contexts. Child observations are required.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 100 or ESL 100

Limits on Enrollment:

Schedule of Classes Information
Description:

Growth and development (physical, cognitive, psychosocial) of children ages 3 - 5 years old. Emphasis on practical application and the adult role in supporting optimal growth in a variety of contexts. Child observations are required.

(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for 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: Both Certificate and Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1.  Define developmental milestones for children ages 3 - 5 in the areas of physical, psychosocial

    and cognitive development.

2.  Examine and evaluate appropriate strategies for working with 3 - 5 year olds.

3.  Use observations of children to apply developmental theory.

 

Objectives:

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

1. Define key terms relating to physical, cognitive and psychosocial development of children

    ages 3 - 5.

2. Describe typical developmental expectations for children ages 3-5.

3. Evaluate appropriate strategies for adult interactions with this age group.

4. Apply developmental theory to children in a variety of contexts.

5. Use observational skills to evaluate the growth and development of 3-5-year-old children.

Topics and Scope

I. Domains of Development

    A. Physical and motor development

    B. Cognitive and language development

    C. Psychosocial development

II.  Characteristics of Development of Children, ages 3 - 5 Years Old

III. Role of Play in the Development of 3 - 5 Year Old Children

IV. The Role of the Adult in Supporting Optimal Growth and Development

V.   Application of Developmental Theory

    A. Role of family

    B. Societal expectations

    C. Role of caregiver

    D. Prevention of child maltreatment

    E. Developmental differences and special needs

VI.  Introduction to Observation Methods

    A. Running records

    B. Anecdotal records

Assignments:

1. Reading assignments of approximately 20-30 pages per week

2. Written responses to reading and class discussions (1-2 pages weekly)

3. Written report of observation conducted in group care setting  (approximately 2-4 pages)

4. Writing assignment that integrates theory and practice  (2-4 pages)

5. Conduct a naturalistic observation; write a 2-4 page report using anecdotal and/or running

    records

6. Exams (1-2); Quizzes (1-5)

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 50 - 60%
Written observation reports; written responses; theory and practice assignment
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 10 - 20%
Naturalistic Observation
Exams: All forms of formal testing, other than skill performance exams.		Exams 20 - 30%
Exams (1-2); Quizzes (1-5)
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 15%
Attendance and participation

Representative Textbooks and Materials:

Developmental Profiles: Pre-birth Through Adolescence. 8th ed. Marotz, Lynn and Allen, Eileen. Cengage Learning. 2016

Instructor prepared materials

Print PDF