Description:

This course is a study of creating and maintaining a developmentally appropriate environment for infants and toddlers. The course will include the history of education and care, theories of child development, developmental stages and capabilities of the very young child, and curriculum development for infants and toddlers. Health, safety and nutrition; assessment; interaction techniques; the role of the educator specific to the needs of the infant and toddler; partnering with family and community; and advocating for the very young are presented. The laboratory will include demonstration of the subject matter. 2 hrs. lecture, 3 hrs. lab/wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Present the historical and current perspectives and trends in infant and toddler education and care.
2. Differentiate among cultural views of child care and education.
3. List the required characteristics of a competent educator of very young children.
4. Compare the theories of early childhood development.
5. Present the physical, cognitive, language, social and emotional capabilities of the infant.
6. Present the physical, cognitive, language, social and emotional capabilities of the toddler.
7. Identify and assess the needs of infants and toddlers.
8. Describe the process of curriculum development.
9. Utilize developmental profiles to guide curriculum development.
10. Develop and implement a curriculum to facilitate physical and motor skills development.
11. Develop and implement a curriculum to nurture language and cognitive development.
12. Develop and implement a curriculum to nurture social and emotional development.
13. Explain the interrelatedness of the areas of development and the concomitant curricular areas.
14. Discuss how play is curriculum.
15. Evaluate curriculum for infants and toddlers.
16. Develop indoor and outdoor physical environments appropriate for, and supportive of, the education and care of infants and toddlers.
17. Develop health policies for the prevention, control and management of illness in educare settings.
18. List clues that could indicate illness in very young children.
19. Describe conditions necessary for safety in an educare setting.
20. Practice safe and legal transportation procedures for infants and toddlers.
21. Discuss nutritional needs of infants and toddlers.
22. Develop nutrition and feeding plans for infants and toddlers.
23. Identify the feeding problems of, and remedies for, very young children.
24. Recognize and report known or suspected child abuse or neglect.
25. Discuss the state regulations for the care of infants and toddlers.
26. Develop procedures for informal and formal communications with families.
27. Develop partnerships with families and relevant community organizations.
28. List sources of professional preparation for educators.
29. Discuss the characteristics of a quality education and care-setting for infants and toddlers.
30. Advocate for very young children and their families.

Content Outline & Competencies:

I. Historic and Current Perspectives of Early Childhood Education
   A. Describe infant and toddler education and care from ancient time to
the twenty-first century including:
      1. Greece
      2. Roman Empire
      3. The Middle Ages
      4. Western Europe: Thirteenth to eighteenth century and eighteenth
and  nineteenth centuries
      5. The United States: Eighteenth and nineteenth centuries and
twentieth century
   B. Goals and objectives of contemporary education and care
      1. Define goal setting.
      2. Describe universal goals.
      3. Identify developmental goals.
      4. Describe goals that meet societal purposes.
   C. Contemporary cross-cultural research
      1. Compare world-wide cultural views of infancy.
      2. Discuss cultural differences in caring for very young children.
      3. Describe the different and similar expectations of education and
care programs across cultures.

II. The Educator
   A. Professional preparation
      1. Outline formal education needs.
      2. List continuing education requirements and resources.
      3. Access state regulations.
      4. List core competencies.
      5. Describe the work of the education and care team.
   B. Personal qualities   
      1. Describe how teachers' values, ethics, biases and prejudices
affect the learning environment.
      2. Identify the characteristics of a competent educator.
      3. List and describe the stages of professional development.
      4. Discuss the benefits of good physical and mental health.

III. Infant and Toddler Development
   A. Discuss the theories and child's capabilities in the following
domains:
      1. Physical - A. Gesell
      2. Cognitive - J. Piaget and Lev Vygotsky
      3. Speech and Language - B.F. Skinner and N. Chomsky
      4. Affective - S. Freud, E. Erikson, S. Greenspan, A. Thomas and S.
Chess, J. Bowlby and M. Ainsworth
   B. The whole child
      1. Discuss the nature versus nurture debate.
      2. Describe the benefits of appropriate early learning experiences
on later development.
      3. Discuss how behaviors are interrelated.
      4. Describe the needs of infants and toddlers with disabilities.
      5. Evaluate the issue of ages and stages.

IV. Developmental Assessment
   A. Techniques and interpretation
      1.    Describe and use the observation process.
      2.    Explain sampling methods.
      3.    Use checklists and rating scales.
      4.    Use developmental profiles.
      5.    Define norms.
      6.    Write descriptions.

V. Curriculum Development
   A. Describe the basic needs of infant and toddlers including:
      1. Physiological survival and well-being
      2. Psychological security
      3. Love and belongingness
      4. Learning - exploration and experimentation
      5. Environmental stimulation
      6. Human stimulation
   B. Describe the role of play in the development of infants and toddlers
including:
      1. Characteristics and purpose
      2. Stages of play
      3. The value of play in all developmental areas
      4. Gender differences
      5. Violence and play
      6. The role of the educator
   C. Process of curriculum development
      1. Describe the goals, values and philosophy used for developing
experiences for the very young.
      2. Use developmental profiles as a guide in curriculum development.
      3. Develop objectives.
      4. Select appropriate methods and materials.
      5. Develop long- and short-term plans.
      6. Explain the importance of considering the child's family, culture
and community in curriculum design.
      7. Identify sources of information.
      8. Explain how to evaluate curriculum and modify goals.
   D. The Developmental Curriculum: Outline guidelines to design,
implement and evaluate early experiences for the following:
      1. Physical development
      2. Cognitive development
      3. Language development
      4. Social development
      5. Emotional development

VI. The Learning Environment
   A. Healthy and safe environments
      1. Describe the elements of a program to prevent, control and manage
illnesses.
      2. List the criteria for identification of illness in very young
children.
      3. List the health requirements of the educator.
      4. Describe injury prevention plans - indoor, outdoor, play
equipment.
      5. Describe emergency preparedness and procedures.
      6. List the safe and legal transportation procedures for infants and
toddlers.
      7. List pedestrian safety rules.
      8. Explain the identification procedures and reporting laws for
known or suspected abuse and neglect.
      9. Outline guidelines for the prevention of abuse and neglect in the
child-care and education setting.
     10. Access the state regulations for infant and toddler education and
care-settings.
     11. Describe basic first aid for infants and toddlers.
     12. Distinguish a responsive from a non-responsive educator - touch,
converse, play.
     13. Describe age-appropriate guidance techniques.
     14. Explain how to build schedules and routines.
   B. The physical and experiential environment
      1. Identify the environmental dimensions supportive of appropriate
experiences.
      2. Differentiate the needs of living and learning spaces.
      3. Describe how to select, place and maintain furnishings and
equipment.
      4. Identify age and developmentally appropriate play materials.
      5. Design an accessible developmentally appropriate playground.
      6. Explain the importance and use of adult spaces in care and
education setting.
   C. The nutrition component
      1. Describe nutrition-related disorders.
      2. List food nutrients, nutritional needs and good nutrition for
infants and toddlers.
      3. Discuss very young children's feeding problems and remedies.

VII. Partnerships with Families and the Community
   A. Family involvement
      1. Identify the family's needs and role in providing care and
education.
      2. Describe skills to use for effective communication with
families.
      3. Discuss daily communication strategies.
      4. Use an open door policy.
      5. Design a program to involve the family in the education process.
      6. Describe strategies for involving volunteers in the care and
education program.
      7. Explain how to provide an environment that welcomes all
families.
   B. The community
      1. Identify local business innovations.
      2. Describe potential cooperative initiatives.
   C. Advocacy for children and families
      1. Advocate for young children at the community, state and national
levels.
      2. Discuss legislative mandates and guidelines.
      3. Describe the benefits of participating in local, state and
national professional organizations.

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

Three tests                        30% of grade
Three activities                   25% of grade
 1. Assess an infant or toddler
 2. Design indoor and outdoor physical 
    environments appropriate for an 
    infant or toddler
 3. Design a newsletter for 
    parents/guardians
Lab                                35% of grade
Other                              10% of grade
                                  100%

Caveats:

1. A health assessment, TB test and KBI background check are required.

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.