Course Advisories

Advisories (you sould be able to test at this English level)

ESL 186 or placement in ESL 188 or readiness for college-level English.

Important Dates

This is a 12 week Asynchronous Online class from 8/16/24-12/20/24.

Last day to add is 9/1/24.

Last day to drop without a "W" is 9/1/24.

Last day to withdraw or reduce coursework in order to qualify for 100% tuition fee is 4/29/24.

Last day to withdraw or reduce coursework in order to qualify for 50% tuition fee is 5/8/24.

Last day to request P/NP grade option is 9/15/24.

Class holidays: TBD

The CDEV 88 Final is on Thursday, 12/12/23.

Course Description  

This three-unit course explores the principles and practices of relationship-based care that support infant/toddler social-emotional development, learning during routine care and play activities, and development of language and communication. The parent-provider partnership is explored as key to understanding children and keeping them connected to the family and culture.

Student Learning Outcomes 

Upon completion of this course, a student will be able to:

• Demonstrate knowledge of biological and environmental factors that influence pre-conception and prenatal health and development.

• Describe a child's behavior with an understanding of social-emotional development and possible underlying causes of that behavior.

• Connect observed behaviors of children, birth to 36 months, to developmental concepts and theories in the physical, cognitive, language, social, and emotional domains.

• Plan activities and create learning environments that support relationships in group care.

• Analyze the multiple contextual influences on infant and toddler development, including diverse family practices and environments.

• Evaluate the parent-provider partnership as a key to understanding children and keeping them connected to family and culture.

Attendance

Students who do not log in and participate the first week will be dropped from the class. It is strongly advised that if you need to miss more than one week that you contact me to avoid being dropped from the class.

Late Policy

I don't take off points for late work, but I cannot guarantee all late work will be graded.

Methods of Evaluation

Assignments

In-class activity: Instructor-led and group discussions on topics such as physical/sensory-motor, social-emotional, cognitive development, activities and learning environments that support relationships, attachment relationships, the role of primary caregivers, responsiveness toward infants and toddlers, reflective responses to videos on such topics as early messages, protective urges, and "It's Not Just Routine."

In-class activity: Individual written exercises covering such topics as: beliefs and practices, program policies that support relationships, stress, nature vs nurture, and the young brain.

In-class activity: Self-evaluation on beliefs and attitudes towards infant care given at the beginning and again at the end of the semester.

Out-of-class assignment: Weekly readings from text, handouts and electronic sources.

Out-of-class assignment: Written observation report on an infant/toddler classroom that includes: physical learning environments set up to support adult/child and child/child relationships; practices and strategies that support these relationships, as well as teacher/parent and parent/child relationships.

Out-of-class assignment: At least two reflection papers based on assigned readings and lectures on topics such as understanding infants/toddlers' development and relationship-based care.

Out-of-class assignment: One infant/toddler case study integrating the class topics to analyze an infant/toddler's development and explain family and societal influences on the developing child.

Evaluation

Participation: Active participation in class discussions and small group activities, showing an understanding of learning environments that support relationships in group care and outcomes such as evaluating the role of family and societal influences on the developing child in the first three years.

Written work: Reflection papers and short written responses to lecture, readings and videos showing ability to evaluate and analyze topics such as attachment relationships, the role of primary caregivers, and responsiveness toward infants and toddlers. Written reflection papers synthesizing learning from the reading, lecture, and class discussions that show an understanding of beliefs and practices and program policies that support relationships, social-emotional development, stress, nature vs nurture, and early brain development.

Written work: Infant/toddler observation using either running record or anecdotal method to assess infant/toddler's developmental domains.

Exams/Quizzes/Tests: Midterm essay demonstrating an understanding of topics such as social-emotional development and the possible underlying causes of behavior.

Final Assessment: Infant/toddler case study analyzing a child's development and integrating major developmental theories, brain development research, and practice based on discussions and assigned readings throughout the course. Final Project and written essay demonstrating an understanding of topics such as policies and practices that support infant toddler development and relationship-based care.