ECED 120 - Child Growth and Development
PREREQUISITES: Demonstrated readiness for college level English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2023
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 (12 hours). 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, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, health and safety protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Standards, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
1. Identify and define the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development. (1a)
1-1 Define developmental domains
1-2 Explain domain priorities by age group
1-3 List strategies for bilingual/multilingual support
1-4 Discuss phases in the typical developmental progression of oral language development (KPS 1.8)
1-5 Recognize typical developmental milestones and variations in development among individual children.
1-6 Recognize signs of developmental delays or disorders and discuss the importance of early intervention and support services. (KPS 2.2, 3.4)
2. Recognize the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities. (1c)
2-1 Discuss cultural elements of child development research
2-2 Demonstrate knowledge of Bronfenbrenner’s theory
2-3 Identify major research findings regarding teaching and learning. (KPS1.6)
2-4 Explain how environmental, cultural, and social factors contribute to literacy development. (KPS 1.5)
2-5 Interview early childhood practitioners in various settings to determine how to best support diverse groups of children and their families.
2-6 Discuss the impact of early childhood experiences, including family dynamics, early education, and social interactions, on a child’s growth and learning.
2-7 Explore the effects of nutrition, health, and physical activity on children’s development and well-being.
3. Define the major theories of early child growth and development. (5a)
3-1 Investigate and discuss developmental theories
3-2 Describe key theories and theorists in child development, such as Piaget, Vygotsky, Erikson, and Bronfenbrenner.
3-3 Determine how to locate research based theories and analyze reliability. (KPS 1.6)
3-4 Explain the role of genetics, environment, and cultural influences on child development and behavior.
4. Identify, explore, and implement ways to support children in their growth and development process related to early brain development, learning, self-awareness, and their relationships with others.(1d, 4a)
4-1 Identify activities that support brain development.
4-2 Discuss the importance of play in early childhood development and its influence on learning and socialization.
4-2 Research how language and reading is processed in the brain. (KPS 1.1, 1.4)
4-3 Discuss the Simple View of Reading and that learning to read, for most people, requires explicit instruction. (KPS 1.6)
4-4 Annotate curriculum and activity plans for strategies that support early brain development.
4-5 Discuss attuned relationships and the role of attachment and relationships in early childhood, including the influence of caregivers and peers on social and emotional development.
4-6 Plan DAP activities to support development.
4-7 Implement DAP activities to support development.
5. Identify and discuss appropriate environments that promote healthy development of children using culturally and linguistically relevant, anti-bias, evidence based teaching skills and strategies that reflect the principles of universal design for learning. (4c)
5-1 Define healthy development.
5-2 Compare and contrast medical and social models of disability.
5-3 Summarize impact of environment and evidence based teaching practices on domains. (KPS 1.5, 1.6)
6. Research professional resources in early childhood education, to integrate knowledgeable, critical and reflective perspectives.(5c)
6-1 Locate credible professional resources.
6-2 Demonstrate reflective skills.
6-3 Create professional resource collection.
7. Explain the purposes for screening, progress-monitoring, diagnostic, and outcome assessments (3a, 3b, 3c).
7-1 Define each of the elements of an objective assessment.
7-2 Understand the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments. (KPS 3.1)
7-3 Discuss appropriate uses of assessment tools.
7-4 Discuss goals/benefits of each type of assessment.
7-5 Discuss ways to partner with families for the assessment process.
7-6 Discuss ways to partner with community-resources.
8. Observe children and assess development based on developmental milestones checklists (3a, 3b, 3c, 7).
8-1 Describe assessment tools and checklists and purposes for appropriate use.
8-2 Investigate observation strategies.
8-3 Discuss ethical considerations in child assessment.
8-4 Observe a child to complete an assessment screening.
8-5 Apply basic observational and assessment techniques to monitor and understand children’s developmental progress in various settings.
9. Partner with families to identify and plan goals to suppose the implementation and evaluation of activities to promote positive development for young children. (2a, 2b, 3d, 4a, 4b, 4c, 5b, 7)
9-1 Discuss various opportunities and strategies for collaborating with families.
9-2 Create appropriate developmental goals based on assessment data.
10. Complete a minimum of 12 hours of field experience which may include preparation/planning (including creation of materials)/observation, implementation/assessment/working directly with children, reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
10-1 Complete pre-placement tasks and request the field placement.
10-2 Practice standards of professionalism at the site.
10-3 Plan for DAP activities at the site.
10-4 Implement DAP activities for children at the site.
10-5 Reflect on overall professionalism, communication, and ability to plan and implement DAP activities at the site.
COURSE CONTENT: Topical areas of study include - Topical areas of study include -
Physical, social and emotional, cognitive, and linguistic, development of young children
Typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression
Major theories of child development
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 eight
Equitable and ethical use of assessment tools
Personal and professional strengths and behaviors
Introduction to Science of Learning and Science of Reading
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
X
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
X
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
X
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
X
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
X
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
X
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
X
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
X
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
X
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
X
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
X
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
X
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
X
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
X
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
X
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
X
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
X
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
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)
|
X
|
1.a, b, c; 3.b, c, d
|
|
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)
|
X
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale | 100 - 93% |
A |
| 92 - 85% |
B |
| 84 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT: All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
