Fall 2006: 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. Bulletin Description: Infants’ and toddlers’ development and care from an ecological perspective. Assessment of children in various settings is emphasized. C. Course Credit: 3 hours D. Prerequisite: None Co-requisite: EDEC 340-P E. Intended Audience: Students in early childhood education, psychology, physical education and related fields. F. Instructor: Dr. Nancy Freeman Office: USC Child Development Research Center Rm 225 Phone: 777-2470 (Office); 777-7887 (Administrative Assistant) E-mail: [email protected] G. Office Hours: Tuesday 8:30-9:30 and 10:45 to 12:15 Thursday 8:30-9:30 and 10:45 to 12:15 Other times by appointment I encourage you to contact me by email at any time. I read email many times every day. II. Statement of course Goals and Objectives A. 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. B. Objectives: Students will: 1. Begin to identify themselves with the early childhood profession and will exhibit the attributes of a professional educator as leader including 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, hospitals, 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 heredity and environmental influences that influence the development and learning of infants and toddlers.Fall 2006: The Young Child: B-3 Page 2 6. Observe and document infants’ and toddlers’ growth and development at home and 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. 12. Compare and contrast what is considered "typical" and "atypical" in development among infants and toddlers. 13. Examine the role of play in promoting infants’ and toddlers’ development and learning. 14. Continue to build personal competence using technology for teaching and learning. 15. Continue to develop your professional portfolio. Include components of the Recommendations for Responsive Caregiving and Kidwatching assignments as well as other course materials that showcase your professional knowledge and competencies. 16. Participate in appropriate professional development activities. III. Required Text and Key Readings Required: Berk, L. A. (2004). Infants and children: Prenatal through middle childhood (5th ed.). Boston: Allyn & Bacon. Use of the textbook’s website is also required http://wps.ablongman.com/ab_berk_ica_5 Gonzalez-Mena, J. & Eyer, D. W. (2007). Infants, toddlers, and caregivers (7th ed.). Boston: McGraw Hill. Use of the textbook’s website is also required http://highered.mcgraw-hill.com/sites/0073131296/student_view0/ Reading packet from Universal Copies and other readings as specified From other coursework: Bredekamp, C., & Copple, C. (Eds.) (1997). Developmentally Appropriate Practice in Early Childhood Programs. Revised Edition. Washington, DC: National Association for the Education of Young Children.Fall 2006: The Young Child: B-3 Page 3 IV. Academic Course Requirements and Candidate Performances A. Parent Information Fair This group project is based on your participation in EDEC 340P during which you observe and interact with an infant or toddler and his/her parent(s)/caregivers. See attached guidelines and evaluation criteria for the required group presentation and individual report. NAEYC Standards 1, 3, 4b; ISTE Standard I.A. B. Kidwatching This project is based on your participation in EDEC 340P. You will complete an in-depth Kidwatching project based on observations of, and interactions 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 December . NAEYC Standards 1, 3, 4b; ISTE Standard I.A. This project is to demonstrate: 1. Knowledge of theory as reflected by a familiarity with assigned readings, lectures, class activities and discussions. 2. An appreciation for observational research techniques and assessment tools and evidence of your developing skills documenting observations through the inclusion of running records, anecdotal notes, photographs, and other appropriate artifacts. 3. Thoughtful organization and writing that demonstrates attention to neatness, form, grammar, spelling, and punctuation. C. 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 reflect on class discussions and assigned readings. To receive full credit you must 1) post an INTRODUCTION by August 31, 2) initiate at least one NEW IDEA to the BlackBoard Discussion during 6 different weeks of the semester, AND 3) post at least one RESPONSE to an on-line discussion during 6 different weeks of the semester. Submit your Blackboard Discussion