HomeMy WebLinkAboutEDU-130Bergen Community College
School of Business, Arts and Social Sciences
EDU 130: Infant and Toddler Care and Education
EDU-130-
3 Lectures/3 credits
Prerequisites: None
Meeting Times:
Location: Fully
Instructor:
Office Location:
Phone:
Departmental Secretary: Marguerite MacDonald
Office Hours:
Email Address:
COURSE DESCRIPTION
EDU-130 Infant and Toddler Care and Education [3.00 cr.]
This course focuses on the developmental milestones of children aged 0-3 years old.
Coursework includes the presentation of a variety of strategies to promote cognitive,
language, physical, and social/emotional development. There is a strong emphasis on
working with children and their families in culturally sensitive ways. A special feature
of this course is five hours of observation in an infant/toddler classroom setting. Lecture
[3.00].
STUDENT LEARNING OUTCOMES
Upon completion of this course, students will be able to:
1. Examine the developmental milestones of infants and toddlers.
2. Identify strategies to foster the development of children aged 0 through 3 years
old, in the following areas: cognitive, language, emotional, social and physical.
3. Reflect on how cultural, linguistic, and socio-economic factors influence learning,
health, and development.
4. Evaluate current research on brain development, early life experiences and
prenatal factors, which impact early childhood development.
5. Develop professional behaviors for working with diverse populations.
6. Demonstrate improvement in academic writing, technological literacy, research
and presentation skills.
COURSE CONTENT
Students will learn content through lecture, videos, hands-on learning activities, class
discussions, infant/toddler classroom observations, presentations, group work and role
play.
I. Developmental Theories and Best Practices for Infant/Toddler Care
A. Creating Developmentally Appropriate Learning Experiences
B. Importance of Collecting Resources as an Infant/Toddler Caregiver
II. Developmentally Appropriate Curriculum
A. Teaching Through Planned Activities and Unplanned "Happenings"
B. Addressing the cognitive, language, social, emotional, physical domains
C. Emergent Literacy
D. Development of Problem-Solving and Higher Thinking Skills
III. Establishing Positive Relationships with Families
A. Importance of Family and Effects on Child Development
B. Cultural Backgrounds/Development of Cultural Sensitivity and Awareness
C. Families' Roles in the Learning Process
IV. The Process of Observation
A. Observation as a Tool for Instruction and Curriculum Development
B. Formal Observation
C. Informal Observation
V. The Ideal Infant/Toddler Learning Environment
A. Creating an Effective, Developmentally Appropriate Program
B. Meeting Special Needs
C. The Importance of Attachment and Attunement for Mental Health
D. Development of Social and Emotional Health/Mental Health
VI. Maintaining a Commitment to Best Practices in Early Childhood
A. Current Issues in Infant/Toddler Education
SPECIAL FEATURES OF THIS COURSE
Observation in the Field
In addition to the online coursework, you will be required to log 5 hours of
observation in the field, in Infant/Toddler classroom settings. Students who observe
and volunteer in the field provide beneficial services and enrich their own learning
experiences. Students are required to make their own arrangements or select from a
list of instructor-approved settings posted online. For many settings, it will be more
appropriate for you to observe and not work directly with the students. Discuss your
role with the caregiver/teacher. As an observer, your obligation is to offer your
services in whatever capacity will best serve the needs of the students and teachers
with whom you will be working.
Students must keep a record of their hours and submit 2 written evaluations of
classroom observations. These assignments are called Journal Entries 1 and 2.
Also, minimum technology skills required for this course include the ability to use
presentation technology such as Power Point. It is required that you download Word
Viewer and Power Point Viewer if you do not have Power Point on your computer.
These programs are free from the college at:
http://www.bergen.edu/faculty-staff/center-for-innovation-in-teaching-and-
learning/distance-learning-for-students/get-support/plug-ins
RECOMMENDED RESOURCES TO SUPPORT LEARNING
http://www.pitc.org
http://www.zerotothree.org
www.ncei.org/ie
www.rie.org
www.educarer.org
http://zttcfn.convio.net/site/DocServer/Glossary_of_Terms_11_08.pdf?docID=6721
www.spacesforchildren.com
http://www.planetearthplayscapes.com
http://pitc.edgateway.net/lpt/pitc_docs/magfonghnd.html
http://www.ohiou.edu/childdevcenter/DOCUMENTS/lightbook.pdf
GRADING
1. Essays/Written Assignments 20%
2. Classroom Observation in Infant-Toddler Classroom/Journal Entries 20%
3. Midterm: Curriculum/Materials Presentation 20%
4. Final Project: Community Resource File/Case Study Presentation 20%
5. Participation /Attendance 20%
Grading Policy:
A 90-100
B+ 85-89
B 80-84
C+ 75-79
C 70-74
D 60-69
F below 60
Grading Policy
The final grade in this course will be determined by a student’s overall mastery of the
subject matter as evidenced through written assignments, Discussion Forums, 5
observation hours in the field and Midterm and Final projects.
Late assignments are dropped one letter grade and it is highly recommended that
you participate in a timely way and refrain from emailing late assignments in order
to maintain your participation grade.
Means of Assessment:
• Students will describe the cognitive, physical, social and emotional development
of infants and toddlers via oral presentations, written responses and multi-media
formats.
• Students will research and create presentations on current issues and trends that
impact the language and cognitive development of infants and toddlers, utilizing
instructional technology as visual aids.
• Students will design developmentally appropriate curriculum for children 0-3
years old.
• Students will submit written reports of observations, noting children’s
developmental levels, methods of instruction and students' specific instructional
needs.
• Students will submit written reflections on course topics, demonstrating critical
thinking and academic writing skills.
• Students will present a developmentally appropriate activity that integrates the
language development, social/emotional development, cognitive and physical
skills of young children.
• Students will create a fictional case study, describing his or her cognitive,
physical, linguistic and social developmental levels, his or her age, cultural
background, socioeconomic background, then research and present a list of
relevant community resources to share with their fictional subject’s family.
• Students will research and organize age-appropriate finger plays, songs, and
chants, creating their own resource.
Attendance Policy:
An objective of this course is to develop professional behaviors and characteristics. Submitting
assignments prior to the posted due dates and fully participating during class are reflections of
your professionalism as someone who is considering a career in teaching.
Statement on Plagiarism and/or Academic Dishonesty - Academic Integrity
Plagiarism
Plagiarism is a form of academic dishonesty and may be a violation of U.S. Copyright
laws. Plagiarism is defined as the act of taking someone else’s words, opinions, or ideas
and claiming them as one’s own.
Examples of plagiarism include instances in which a student:
• knowingly represents the work of others as his/her own
• represents previously completed academic work as current
• submits a paper or other academic work for credit, which includes words, ideas, data or
creative work of others without acknowledging the source
• uses another author’s exact words without enclosing them in quotation marks and citing
them appropriately
• paraphrases or summarizes another author’s words without citing the source
appropriately
*Note: An instructor may establish other guidelines regarding academic integrity
consistent with the College policy.
Academic Integrity Policy in This Course
The integrity of any academic discipline is essential and requires that those who engage
the subject matter do so in an honest and forthright manner. In this environment cheating
of any sort is unacceptable, and if uncovered, will be sanctioned. The policy used in this
course is akin to that of the College. If a student is found cheating or plagiarizes on
written assignments he/she will receive an F for that assignment. A written description of
the incident will be forwarded to the Vice President of Student Affairs to be placed on
file. If a second incident occurs the student will fail the course and a second written
description concerning the event will be forwarded to the Vice President of Student
Affairs. Any subsequent actions will be pursued by the Vice President and the Committee
on Academic Standing.
Statement on Americans with Disabilities Act (ADA)
It is the policy of Bergen Community College to provide equal access to employment and
educational programs, benefits and services to any qualified individual, without regard to
disability. In compliance with the Americans with Disabilities Act and §504 of the
Rehabilitation Act of 1973, the College will make reasonable accommodations, wherever
possible, to enable qualified individuals with a disability to fully access the programs,
benefits and services offered by the College.
Discrimination and Harassment Policy
Bergen Community College is committed to providing its students and employees with
an academic and work environment free from sexual harassment or discrimination.
1. Discrimination, harassment or disrespect on the basis of age, race, creed, color,
national origin, ancestry, religion, gender, (including gender identity or expression or
disability), marital status, affection or sexual orientation, military service, political
affiliation, veteran status, genetic information, atypical hereditary cellular or blood trait
or any other legally protected classification.
2. Sexual harassment in any form constitutes prohibited, unprofessional, and
unacceptable conduct and is a violation of Title VII of the Civil Rights Acts of 1964 and
1990, as amended, Title IX of the Education Amendments of 1972, the New Jersey Law
Against Discrimination, established case law and State policies. The policy applies to all
persons. Administrators, faculty, staff, and students are all covered.
Acceptable Use of BCC Technology Resources
Bergen Community College reserves the right to monitor its information technology
resources and telecommunications network to protect the integrity of its computing
systems, workstations, and lab facilities, and to ensure compliance with all acceptable use
and related policies and procedures. To this end, the College reserves the right to inspect
any and all computer systems or data that reside on its telecommunications network for
violations of any acceptable use and related policies and procedures. (See BCC Catalog
for details). The College’s entire Acceptable Use policy, administrative guidelines, and
procedures may be found at the College website.
Faculty Office Hours: The Purpose and Value
All full-time instructors will reserve a minimum of three (3) hours per week for the sole
purpose of meeting with students. The exact hours are to be determined by each
individual instructor and posted in the department and if possible next to the instructor’s
office. The purpose of this is to assist students who have questions pertaining to class
assignments or who are in need of clarification of material or concepts discussed in class.
All students are welcome to visit the instructor during the posted hours but if this is not
possible due to scheduling conflicts the instructor at the students request will arrange for
a time to meet which is mutually convenient. The faculty office hours are valuable
because they provide a setting for the instructor and student to interact on a one-to-one
basis where they can focus on specific individualized concerns.
Student and Faculty Support Services
Services for Students with Disabilities
The Office of Specialized Services (OSS) located in the Pitkin Education Center, RM L-
115 on the main campus in Paramus, offers a wide variety of academic support services
to students with documented disabilities. A student interested in receiving services should
provide documentation of their disability to OSS by the suggested semester deadlines;
August 1st for fall semesters, December 1st for spring semesters.
The Sidney Silverman Library
The Sidney Silverman Library is an integral part of the College’s educational programs.
To support the curriculum, the library acquires, organizes, and provides access to a
variety of print, media, and electronic resources for individual and classroom use.
The library is located on the second and third floors in the L area of the Pitkin Education
Center in Paramus, and on the second floor of the BCC at the Meadowlands building. It is
open whenever classes are in session and on a reduced schedule when classes are not in
session. The library is open to all students, faculty, and the general public. (See BCC
Catalog for details).
The Library’s Web page, http://www.bergen.edu/library, is available for up-to-date
information regarding library collections and services.
Other Student and Faculty Services
Academic Advising Center [Pitkin Education Center, Room A-122; (201) 612-5480]
Center for Student Success-Transfer and Career [Pitkin Education Center, Room A-118]
Child Development Center [Ender Hall]
English Language Resource Center [Ender Hall, Room E-156]
Health Services [Pitkin Education Center, HS-100; (201) 447-9257]
Office of Specialized Services [Pitkin Education Center, L-115; (201) 612-5270]
Office of Testing Services (Pitkin Education Center, Room S-127; (201)447-7202)
Public Safety [Pitkin Education Center; Room L-154; (201)447-9200
Course Outline (Dates/topics subject to change)
Week 1 Course Syllabus and Student Responsibilities
Caregiving in the Classroom Environment
Week 2 Responsive Caregiving as a Foundation for Physical and
Mental Health
Week 3 Child Development Theories/Developmental Milestones
Week 4 Motor Development and Cognition
Week 5 The Physical and Social Classroom Environment
2 hours of observation must be logged in an Infant/Toddler
Classroom must by this week
Journal Entry 1 is due this week
Week 6 Positive Mental Health and Emotional Development
Attachment and Attunement
Week 7 Sensory Perception
Temperament and Emotions
Week 8 Language Development and the Development of
Social/Emotional Health
Week 9 Developing Early Literacy Skills and Emergent Literacy
Week 10 Midterm Project:
Presentation of Curriculum and Instructional Materials
Week 11 Curriculum Planning for Infant/Toddler Classrooms
Logs of 5 Observation Hours are due this week
Birth to Three Learning Standards
Week 12 Working With Diverse Students and Their Families
Cultural Sensitivity and Awareness
Journal Entry 2 is due this week
Week 13 Early Intervention/Individual Family Service Plans
Prenatal and Biological Influences on Infant Development
Week 14 Final Project:
Presentation of Case Study/Community Resources
Week 15 Course Reflection