II. Learning OutcomesGeneral Goal: This course is designed to teach students to apply theory and research related to infants and toddlers (prenatal – 3 years) utilizing an ecological systems approach. III. Required Texts, Resources, and Readings: C. Child Study Project (25 points) V. Administrative Course RequirementsVI. Evaluation and GradingVII. Major Topics of the Course VIII. Modes of instruction I. PROFESSIONAL PRESENTATION This project needs to be a substantive demonstration of your professional knowledge and skills.Fall 2009: The Young Child: B-3 Page 1 EDEC 340 The Young Child: Development, Care and Education (Birth to 3 Years) I. Descriptive Information A. Course number and title: EDEC 340: The Young Child: Development, Care and Education (Birth to 3 Years) B. Course Description: Infants’ and toddlers’ development and care from an ecological perspective. Assessment of children in various settings is emphasized. D. Prerequisite: None E. Co-requisite: EDEC 340-P F. Instructor: Early Childhood Faculty with expertise in infant/toddler learning, growth and development. II. Learning Outcomes General Goal: This course is designed to teach students to apply theory and research related to infants and toddlers (prenatal – 3 years) utilizing an ecological systems approach. Objectives: As emerging collaborative educational leaders, candidates will: 1. begin to identify themselves with the early childhood profession and will exhibit the attributes of a collaborative educational leader including the acquisition of appropriate knowledge, skills, and dispositions. 2. employ an ecological systems approach to knowing and understanding infants’ and toddlers’ characteristics and needs in the context of family, child care, social service agencies, etc. 3. demonstrate knowledge of current research on the physical, social, emotional, and intellectual development of infants and toddlers with varied cultural backgrounds. 4. compare the major theories of child development as they relate to infants and toddlers through age three. 5. know and understand the multiple hereditary, cultural and environmental influences that impact the development and learning of infants and toddlers. 6. observe and document infants’ and toddlers’ growth and development when they are participating in a group setting. 7. consider the implications of child development and learning theory and research as they relate to respectful, responsive caregiving and developmentally effective and culturally appropriate programming. 8. consider the implications of child development and learning theory and research as they relate to effective approaches, strategies and tools for enhancing infants’ and toddlers’ cognitive development and learning, language development and communication competencies, and social and emotional development. 9. consider the implications of child development and learning theory and research as they relate to discipline and child guidance of infants and toddlers. 10. become familiar with and begin to develop competence using developmentally appropriate techniques and tools for assessing infants’ and toddlers’ development and learning and the programs that serve them. 11. compare and contrast what is considered "typical" and "atypical" in development among infants and toddlers. 12. continue to build their competence using technology for teaching and learning. 13. participate in appropriate professional development activities. 14. continue to develop their professional portfolio to document their professional knowledge and competencies including their attainment of NAEYC Standards and the Dispositions identified in USC’s Professional Education Unit Conceptual Framework as being vital to the Collaborative Educational Leader.Fall 2009: The Young Child: B-3 Page 2 III. Required Texts, Resources, and Readings: 1. Santrock, J. W. (2009). Child Development (12th ed.). Boston: McGraw Hill. Use of the textbook’s website is also recommended. 2. Gonzalez-Mena, J. & Eyer, D. W. (2009). Infants, toddlers, and caregivers (8th ed.). Boston: McGraw Hill. Use of the textbook’s website is also recommended 3. NAEYC (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC; NAEYC. This Position Statement is linked from Blackboard. is available from Universal Copies, or you can download and print from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf 4. Ohio’s Infant & Toddler Guidelines: Early Experiences Last a Lifetime (2006). Ohio Child Care Resource and Referral Agency (OCCRRA): Columbus, OH. (soon to be adopted by South Carolina) These Guidelines are linked from Blackboard, are available from Universal Copies or download and print from http://www.occrra.org/files/infant_toddler/InfantToddlerGuides.pdf No need to print in color 5. Other readings specified by your instructor. IV. Academic Course Requirements and Assessments: A. Illustrating Infant/Toddler Environment Rating Scale (ITERS) Project (15 points) This group project is based on your participation in EDEC 340P during which you observe and interact with infants or toddlers and their caregivers. See attached guidelines and evaluation criteria. Group Projects will be presented in class on Thursday October 1. B. Field Notes (4 sets of notes, each worth 5 points) In the 2nd half of the semester you will submit 4 sets of Field Notes based on your work in the classroom. These Field Notes will provide much of the data upon which your Child Study Project will be based. See attached guidelines and evaluation criteria. C. Child Study Project (25 points) This in-depth Child Study project is based on your participation in EDEC 340P during which you will complete observations of, and interact with, a 2 to 3-year-old to learn about the developmental milestones this child has achieved. See attached guidelines and evaluation criteria for the required report and class presentation scheduled for Thursday Dec. 3rd . Safe Assignment is due by midnight Dec. 3rd . D. Midterm and final exams (10 points each) E. Unannounced quizzes (1 point each) F. Full participation in class on Blackboard Discussion Group (5 points) Use the EDEC 340 Blackboard website to join discussions; respond to and interact with the professor and peers; and to continue, elaborate on, question, and