KERN COMMUNITY COLLEGE DISTRICT – CERRO COSO COLLEGE

CHDV C205 COURSE OUTLINE OF RECORD

  1. DISCIPLINE AND COURSE NUMBER:
    CHDV C205
  2. COURSE TITLE:
    Infant & Toddler Curriculum
  3. SHORT BANWEB TITLE:
    Infant & Toddler Curr.
  4. COURSE AUTHOR:
    O'Neal, Mary C.
  5. COURSE SEATS:
    -
  6. COURSE TERMS:
    70 = Fall; 30 = Spring; 50 = Summer
  7. CROSS-LISTED COURSES:
  8. PROPOSAL TYPE:
    CC Course Revision
  9. START TERM:
    30 = Spring, 2012
  10. C-ID:
  11. CATALOG COURSE DESCRIPTION:
    Students learn to plan a responsive and relationship-based curriculum for infants and toddlers by connecting information about development and learning to how the teacher makes decisions about the curriculum. The student learns to observe babies and respond in ways that promote learning and deepen their relationships with their teachers, their parents, and others. The student learns to appreciate that learning for infants and toddlers occurs in spontaneous moments; through brief interactions; and that each shared expression of surprise or joy is a moment of learning!

  12. GRADING METHOD

    Default:
    S = Standard Letter Grade
    Optional:
    P = Pass/No Pass
  13. TOTAL UNITS:
    3

  14. INSTRUCTIONAL METHODS / UNITS & HOURS:

    Method
    Min Units
    Min Hours
    Lecture
    3
    54
    Lab
    0
    0
    Activity
    0
    0
    Open Entry/Open Exit
    0
    0
    Volunteer Work Experience
    0
    0
    Paid Work Experience
    0
    0
    Non Standard
    0
    0
    Non-Standard Hours Justification:

  15. REPEATABILITY

    Type:
    Non-Repeatable Credit
  16. MATERIALS FEE:
    No
  17. CREDIT BY EXAM:
    No
  18. CORE MISSION APPLICABILITY:
    Associate Degree Applicable (AA/AS);Certificate of Achievement (COA);CSU Transfer;Career Technical Education (CTE)
  19. STAND-ALONE:
    No

  20. PROGRAM APPLICABILITY

    Required:
    Elective:
    CHDV Child Development AA (AA Degree Program)
    CHDV Child Development Associate Teacher (Certificate of Achievement)
    CHDV Child Development Cert (Certificate)
    CHDV Child Development Teacher (Certificate of Achievement)
    CHDV Child Development Teacher Cert (Certificate)
    CHDV Master Teacher (Certificate of Achievement)
    CHDV Master Teacher Permit (Certificate)
    CHDV Site Supervisor Permit (Certificate)
    Child Development (AA Degree Program)
    Child Development Site Supervisor (Certificate of Achievement)

  21. GENERAL EDUCATION APPLICABILITY

    Local:
    IGETC:
    CSU:
    CSU GE Area D: Social, Political, and Economic Institutions and Behavior, Historical = D7 - Interdisciplinary Social and Behavioral Science;
    UC Transfer Course:
    CSU Transfer Course:

  22. STUDENT LEARNING OUTCOMES Upon completion of the course, the student will be able to

    1. Construct respectful infant/toddler curriculum using inquiring observation.
    2. Relate reflection, thinking about one’s own experience and the experience of others, when implementing infant/toddler curriculum.
    3. Choose relational responses, responses that support learning and the relationship, when implementing infant/toddler curriculum.

  23. REQUISITES

    Advisory:
    Reading - 1 Level Prior to Transfer
    Writing - 1 Level Prior to Transfer

  24. DETAILED TOPICAL OUTLINE:

    Lecture:

    Theories:

    ·        Infants and toddlers need responsive relationships because emotional development is the foundation of all later learning— an extension of Bowlby and Ainsworth’s attachment theory ( Ainsworth, Blehar, Waters, & Wall, 1978; Bowlby, 1969).

    ·        The primary work of infant/ toddler care teachers is to support the parent- child relationship— an extension of Bronfenbrenner’s bio- ecological model ( Bronfenbrenner, 2004).

    ·        Infants and toddlers construct their knowledge of their world through their experiences— an extension of Piaget and Bruner’s constructionist models of learning ( Bruner, 1996; Piaget, 1954).

    ·        The construction of knowledge evolves within each child because of inherent abilities to build mental representations of objects, people, places, and events— an extension of Spelke’s core knowledge systems ( Spelke, 2000; Spelke & Kinzler, 2007).

    ·         Infant/ toddler care teachers guide children’s learning through their own interactions and by providing an engaging, responsive, developmentally appropriate environment— an extension of Vygotsky’s sociocultural model and Hinde’s relationship- based theory ( Hinde, 1992; Vygotsky, 1962).

    ·         Infant/ toddler care teachers need age- specific knowledge about development and need the skills of relationship- based, reflective practice— an extension of Erikson’s stages of development ( Erikson, 1950).

     

    Topics:

     

     

     

    1. Engaging families
    2. Responsive, safe, and healthy caregiving routines
    3. Creating environments
    4. Guidance and relationship realignments
    5. Using observation and documentation for responsive planning and ongoing assessment
    6. Attachment and emotional
    7. Creativity, symbolic play, and development sensory development
    8. Social development
    9. Fine motor development
    10. Learning development
    11. Movement development 
    12.  Language, literacy, and music 
    13.  Learning about the outdoors

     

     

     

     

     

     

  25. METHODS OF INSTRUCTION--Course instructional methods may include but are not limited to

    1. Audiovisual;
    2. Case Study;
    3. Demonstration;
    4. Discussion;
    5. Field trip;
    6. Group Work;
    7. Guest Lecturers;
    8. In-class writing;
    9. Informational Interviews;
    10. Instruction through examination or quizzing;
    11. Lecture;
    12. Library;
    13. Outside reading;
    14. Peer analysis, critique & feedback;
    15. Peer-to-peer instruction;
    16. Presentations (by students);
    17. Problem Solving;
    18. Project-based learning;
    19. Skills Development and Performance;
    20. Written work;
    21. Other Methods: Presentations of course information

  26. OUT OF CLASS ASSIGNMENTS: Out of class assignments may include but are not limited to

    Observe infants in a group setting. For example, observe the interactions of one infant with cargiver(s) and indentify respectful infant/toddler curriculum using inquiring observation or lack thereof. Research Paper: For example, 5 page paper discussing the theorhetical basis for relational responses, responses that support learning and the relationship, when implementing infant/toddler curriculum Case study: For example, observe one child throughout the semester. What changes did you see in the infant’s physical, cognitive, and socio-emotional development? Read and respond to textbook and other assigned readings

  27. METHODS OF EVALUATION: Assessment of student performance may include but is not limited to

    Exams - multiple choice and essay

    Observe infants in a group setting. For example, indentify respectful infant/toddler curriculum using inquiring observation

    Research Paper: For example, 5 page paper discussing the theorhetical basis for Apply realtional responses, responses that support learning and the relationship, when implementing infant/toddler curriculum

    Case study: For example, observe one child throughout the semester. What changes did you see in the infant’s physical, cognitive, and socio-emotional development?

  28. TEXTS, READINGS, AND MATERIALS: Instructional materials may include but are not limited to

    Textbooks
    Petersen & Wittmer. (2009) Endless Opportunities for Infant and Toddler Curriculum: A relationship-Based Approach , 1st, Pearson
    -
    Manuals
    Periodicals
    Software
    Other
    Professional journals as assigned
  29. METHOD OF DELIVERY:
    Online (purely online no face-to-face contact) ;iTV – Interactive video = Face to face course with significant required activities in a distance modality ;Online with some required face-to-face meetings (“Hybrid”);Face to face;
  30. MINIMUM QUALIFICATIONS:
    Child Development/ (Masters Required);EarlyChildhood Education (Masters Required);Education (Masters Required);Family and Consumer Studies/Home Economics (Masters Required);

  31. APPROVALS:

    Origination Date
    10/19/2011
    Last Outline Revision
    01/18/2011
    Curriculum Committee Approval
    01/18/2011
    Board of Trustees
    01/12/2012
    State Approval
    UC Approval
    UC Approval Status
    CSU Approval
    50 = Summer 2000
    CSU Approval Status
    Approved
    IGETC Approval
    IGETC Approval Status
    CSU GE Approval
    CSU GE Approval Status