ECED 120 - Child Growth and Development

PREREQUISITES: ENGL 111 - English Composition
PROGRAM: Early Childhood Education
CREDIT HOURS: 3
LECTURE HOURS: 3
DATE OF LAST REVISION: Fall, 2020

Studies the physical, social, emotional, cognitive, and moral development of children from conception to age twelve. Theories of child development, biological and environmental foundations, prenatal development, the birth process, and the newborn baby are discussed. Influences of family, community, media, and culture in various countries are considered. Students are required to observe children in an affiliated site (child care center, licensed family child care home, or preschool classroom in a public school). Students are required to observe and work one-on-one with a child multiple times in a public setting to complete the Child Case Study Project. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5-panel drug screen, TB test, a physical examination, criminal history checks, CPS registry checks, reference checks, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

Identify and define the sequence and process underlying physical, cognitive, social, emotional, and moral characteristics and needs of development from conception to twelve years.
Recognize the impact of culture and society on the child’s development including support systems in various countries.
Identify and explore ways to support children in their growth and development process related to early brain development, learning, self-concept, and their relationship with others.
Identify the content knowledge of major theories of early child growth and development and the strengths and challenges of each.
Identify and discuss appropriate environments that promote healthy development of children from a variety of cultural and ethnic backgrounds.
Review and critique topical literature and other professional resources in early childhood education, to integrate knowledgeable, critical and reflective perspective.
Survey observational methods used by early care and educational professionals.
Observe children and assess development based on developmental milestone checklists.
Identify and plan goals and activities to promote positive development for young children.
Identify positive guidance techniques that support children in their development.
Recognize appropriate personal strengths and behaviors, desired when working with children from birth through twelve years of age.
Evaluate life experiences in relation to developmental theory.
Complete the NAEYC Key Assessment #1 Child Case Study.

COURSE CONTENT: Topical areas of study include -

Physical, emotional, social, cognitive, and moral, developmental domains of young children

Major theories of child development

Biological and environmental foundations

Impact of family, community, culture, society, and media on development

Methods to support children and their growth and development

Appropriate environments for young children

Positive guidance techniques; research methods

Ages and developmental stages from conception to age twelve

Globalization

NAEYC Standards ECED 120 Child Growth and Development		INTASC Standards met	NAEYC standards
Promoting Child Development and Learning
1a:	Knowing and understanding young children’s characteristics and needs	1 a, b,	x
1b:	Knowing and understanding the multiple influences on development and learning	1 b,e,f	x
1c:	Using knowledge of development to create healthy, respectful, supportive, and challenging environments
Building Family and Community Relationships
2a:	Knowing about and understanding diverse family and community characteristics	3 a,c,f	x
2b:	Supporting and empowering families and communities through respectful, reciprocal relationships
2c:	Involving families and communities in their children’s development and learning
Observing, Documenting and Assessing to Support Young Children and Families
3a:	Understanding the goals, benefits and uses of assessment	6a,d,j,k,r,,v	x
3b:	Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.	6.a,b,c,d,e,k,t,v 7a, b	x
3c:	Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.	6.a,b,c,d,e, 7a, b	x
3d:	Knowing about assessment partnerships with families and other professional colleagues to build effective learning environments.	3a,b,c, 7m,o	x
Teaching and Learning
4a:	Understanding positive relationships and supportive interactions as the foundation of work with children
4b:	Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c:	Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d:	Reflecting on own practice to promote positive outcomes for each child
Using Content Knowledge to Build Meaningful Curriculum
5a:	Understanding content knowledge in early education	4 j,l,n	x
5b:	Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c:	Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child
Becoming a Professional
6a:	Identifying and involving oneself with the early childhood field	10 p,r,s,t	x
6b:	Knowing about and upholding ethical standards and other professional guidelines	3 p,q,r, 9 d,e,f,g,i,j	x
6c:	Engaging in continuous, collaborative learning to inform practice
6d:	Integrating knowledgeable, critical and reflective perspectives on early education
6e:	Engaging in informed advocacy for children and the profession
Field Experiences
7a:	Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
7b:	Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)

GRADING POLICY
Scores from the quizzes, tests, and final must average a minimum of a D or higher to successfully complete this class.

Grading Scale

100 - 93%	A
92 - 85%	B
84 - 75%	C
74 - 71%	D
70 - 0%	F

Course Addendum - Syllabus (Click to expand)

Costs

Payments

ECED 120 - Child Growth and Development