Spring 2009
KEAN UNIVERSITY
UNION, NEW JERSEY
WORKING WITH INFANTS AND TODDLERS
IN DIVERSE SETTINGS
Course Number:ID 3210
Semester Hours:Three
Prerequisites:None
Limitations on Enrollment:20
Elective forNon EC/FS Majors
Required forEC/FS Majors
Catalog Description:
Students will acquire an understanding of children’s development during their first three years of life. Physical, cognitive, language, and socio-emotional areas of development will be studied with an emphasis on implications for infant/toddler care and education.
N.B. In order to insure full class participation, any student with a disability or condition requiring special accommodations (e.g. tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to request such accommodations at the beginning of the course.
KEAN UNIVERSITY
UNION, NEW JERSEY
ID 3210: Working with Infants and Toddlers in Diverse Settings
I.COURSE OBJECTIVES: To achieve growth toward becoming informed, dynamic professionals as evidenced by demonstration in knowledge, skills, and dispositions to teaching.
Students will:
A.examine theories of development for typicallyand atypically developing children, from birth through toddlerhood. (K)
B.demonstrate understanding of developmental characteristics of young children. (K/S)
- demonstrate competency in observing, documenting, and assessing the developmental characteristics of infants and toddlers. (K/S)
- develop strategies for working with typicallyand atypically developing infants and toddlers to enhance their physical, cognitive, language, and socio-emotional growth. (K/S/D)
- demonstrate understanding of infant/toddler mental health. (K/S)
- examine the content, process, and context of an infant/toddler curriculum. (K/S)
- recognize the important role of the family and the community in the lives of infants and toddlers. (K/S/D)
- apply best practices and procedures to ensure the health and safety of infants and toddlers. (K/S/D)
- demonstrate understanding of the importance of nutrition for infants and toddlers. (K/S/D)
- examine the responsibilities and a code of ethicsfor infant/toddler professionals. (K/S/D)
II.COURSE CONTENT
A.Child development
1.Cognitive development
a.Bandura – social cognition
b.Gesell – normative maturation
c.Maslow – self-actualization
d.Piaget – knowledge construction
e.Skinner – social control
f.Vygotsky – language communication
2.Affective development
a.Erikson – psycho-social
b.Freud – psycho-sexual
c.Piaget – socio-moral
d.Rogers – self-concept
e.Vygotsky – socio-cultural
3.Physical development
a.Gesell – normative maturation
b.Weikart – movement education
B.Developmental characteristics of typicallyand atypically developing infants and toddlers
1.Cognitive development
a.language
b.memory
c.problem solving
2.Socio-emotional development
a.self-identity
b.self-regulation
c.psychosocial and attachment
d.social cognition and behavior
3.Physical/motor development
a.physical/relational
b.fine motor
c.gross motor
- Socio-cultural development
- cultural influences
- socialization
C.Formats for observing, documenting, and assessing the developmental characteristics of infants and toddlers
1.Checklists/rating scales
2.Comparison of a child’s development against the developmental milestones
3.In-depth study of an individual child
4.Narrative observations (e.g., anecdotal records, running records)
D.Strategies for working with typically and atypically developing infants and toddlers
1.Socio-emotional well-being
- adult-child quality interactions
- child-child quality interactions
2.The role of play in early childhood
a.cognitive development
b.language development
- physical development
- socio-emotional development
E.Infant/toddler mental health
- The importance of positive relationships in the lives of infants and toddlers
- Ways to support infants and toddlers as relationship builders
- Infant/toddler curriculum
1.Content: knowledge of infant/toddler development within the context of the child, family, and culture
2.Process: activities to help infants/toddlers develop and learn
3.Context: building trusting, respectful, and responsive relationships with infants/toddlers and their families
- The role of the family and the community
1.Decision makers for the children
2.Influences on the child’s development
3.Responsibilities for rearing and educating the child
- Health and safety
1.Best practices to ensure the health and safety of infants/toddlers
2.Licensing and regulatory requirements concerning infants and toddlers’ health and safety
3.Preparation for emergencies and implementation of procedures for dealing with child maltreatment
- Nutrition for infants/toddlers
1.The importance of a developmentally appropriate feeding environment
2.Knowledge of nutrition concepts, the basis of good nutrition, food safety, and best practices in feeding infants/toddlers
3.Implementation of age-appropriate food and nutrition activities throughout the day
- Responsibilities of and acode of ethics for infant/toddler professionals
1.Responsibilities of professionals caring for and educating infants and toddlers
2.Collaboration of infant/toddler professionals with families, communities, and colleagues
3.On-going commitment of infant/toddler professionals to improving the quality of care and education for infants/toddlers
4.On-going professional development for infant/toddler professionals
III.METHODS OF INSTRUCTION
A. Demonstrations
B.Group discussions
C.Individual conferences
D.Media
E.Observations
F.Oral presentations
G.Technology-enhanced lectures
H.Written assignments
IV.METHODS OF EVALUATION
A.Observation reports (K/S/D)
B.Oral presentation of case study (K/S/D)
D.Participation in class discussions and activities (K/S/D)
E.Written case study (K/S/D)
V.SUGGESTED TEXTS
Ahola, D., & Kovacik, A. (2007). Observing and understanding child development: A child study manual. New York: Thomson Corporation.
American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care (2002). Caring for our children: National health and safety performance standards: Guidelines for out-of-home child care (2nd ed.). Washington, DC: Health Resources and Services Administration, U.S. Department of Health & Human Services.
Cohen, D. H., Stern, V., Balaban, N., & Gropper, N. (2008). Observing and recording the behavior of young children (5th ed.). New York: Teachers College Press.
Copple, C., & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
Gonzalez-Mena, J., & Eyer, D. (2009). Infants, toddlers, and caregivers (8th ed.). Mountain View, CA: Mayfield Publishing Co.
VI.BIBLIOGRAPHY
A. Print
Beaty, J. J. (2006). Observing development of the young child (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Bergen, D., Reid, R., & Torelli, L. (2009). Educating and caring for very young children: The infant/toddler curriculum (2nd ed.). New
York, NY: Teachers College Press.
Frost, J. L., Wortham, S. C., & Reifel, S. (2005). Play and child development. Upper Saddle River, NJ: Pearson Education, Inc.
Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (6th ed.). New York: McGraw-Hill Higher Education.
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2004). Developmentally appropriate curriculum: Best practices in early childhood education (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Marion, M. (2004). Using observation in early childhood education. Upper Saddle River, NJ: Pearson Education, Inc.
Mindes, G. (2007). Assessing young children (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
B.Seminal Works
Aenoh, C. (Ed.) (1993). Handbook of infant mental health. New York: Guilford Press.
Berk, L. (1994). Infants and children: Prenatal through early childhood. Old Tappan, NJ: Simon and Schuster.
Bornstein, M., & Lamb, M. (1992). Development in infancy: An introduction (3rd ed.). New York: McGraw Hill.
Bowlby, J. (1991). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brazelton, T. B., & Cramer, B. (1990). The earliest relationships. New York: Basic Books, Inc.
Bromwich, R. (1981). Attachment and loss (Vol. I). New York: Basic Books, Inc.
Bronfenbrenner, U. (1970). Two worlds of childhood: US and USSR. New York: Russell Sage Foundation.
Chang, H. (1993). Affirming children’s roots: Cultural and linguistic diversity in early care and education. San Francisco, CA: California Tomorrow.
Charlesworth, L. (2000). Understanding child development. New York: Delmar.
Dodge, D., Dombro, A., & Korahlech, D. (1991). Caring for infants and toddlers (Vol. I & II). New York: Cryphon House.
Erikson, E. (1963). Childhood and society. New York: Norton.
Feldman, R. S. (1998). Child development. New Jersey: Prentice Hall: Wadsworth.
Fogel, A. (2001). Infancy: Infant, family and society. Belmont, CA: Prentice Hall.
Gleason, B. (Ed.) (1993). The development of language (3rd ed.). New York: Macmillan.
Gonzalez-Mena, J. (2001). The child in the family and the community (3rd ed.). New York: Macmillan.
Gonzalez-Mena, J. (2001). Multi-cultural issues in child care. Mountain View, CA: Mayfield Publishers.
Greenberg, P. (1990). Character development: Encouraging self-esteem and self-discipline in infants, toddlers and two-year-olds. Washington, DC: NAEYC.
Greenspan, S., & Wieder, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Washington, DC: Zero to Three.
Jones, E. (Ed.) (1991). Supporting the growth of infants, toddlers and parents. Pasadena, CA: Pacific Oaks.
Kamerman, S. B., & Kahn, A. (1994). A welcome for every child: Zero to three. Washington, DC: National Center for Clinical Infant Program.
Klaus, M. H. (1980). Birth, interaction and attachment. Somerville, NJ: Johnson and Johnson.
Klaus, M. H. (1980). Maternal attachment and mothering disorders. Somerville, NJ: Johnson and Johnson.
Lieberman, A. (1993). The emotional life of a toddler. New York: Macmillan.
Lipsitt, L. P. (Ed.) (1981). Advances in infancy research (Vol. I). Norwood, NJ: Ablex.
Malloy, B., & New, R. (Eds.) (1994). Diversity and developmentally appropriate practices: Challenges for early childhood education. New York: Teachers College Press.
Meisels, S. (1987). Screening and assessment: Guidelines in identifying young disabled and developmentally vulnerable children and their families. Richmond, VA: Zero to Three.
Osofsky, J. D. (Ed.) (1979). Handbook of infant development. New York: Wiley and Sons.
Provence, S. (1967). Guide for the care of infants in groups. New York: Child Welfare League of America.
Ramey, C. T., & Trohanis, P. (1982). Finding and educating high risk and handicapped infants. Austin, TX: Pro-Ed.
Stern, D. (1999). Diary of a baby. New York: Basic Books.
Stonehouse, A. (Ed.) (1990). Trusting toddlers. Minnesota: Red Leaf Press.
Uzgiris, I. C. (Ed.) (1979). Social interaction and communication during infancy. San Francisco, CA: Jossey-Boss.
Wortham, S. (2002). Early childhood curriculum. Upper Saddle River, NJ: Prentice Hall.
C.Pamphlets
National Association for the Education of Young Children
Early childhood education: Introduction to the profession
Curriculum is what happens
Promoting cognitive growth
Play: The child strives toward self-realization
The significance of young child’s motor development
Water, sand and mud as play materials
Let’s play outdoors
Play and playgrounds
Planning environments for young children: Space
Good life for infants and toddlers
What can we learn from infants?
Association of Childhood Education International, Washington, DC
A lap to sit on and much more
Play – children’s business
Young children and science
Bits and pieces – imaginative uses for children’s learning
Day Care Child Development Council, Washington, DC
Patterns for designing children’s centers
Found space and equipment
Workshop manuals (set of 7)
Housing for early childhood education
Guidelines for observation
“The good life” for infants
Playgrounds for city children
Basic propositions
Recipes for fun
Baby learning through baby play
Infant development research
Nutrition and feeding
Cognitive and mental development
Child care pamphlets (set of 4)
D.Non-print Media
1. Films
Finding a place
Four Families
In the beginning
Nurturing
Search for permanence
The separate self
2.Videos
Space to grow Flexible, fearful, or feisty It’s not just routine First moves DAP Partnerships NAEYC for Broadcast Infant curriculum great explorations
American baby: A journey through the first years of life Hand-in-hand supporting children with play problems First aid for infants and toddlers (Vol. I) First aid for infants and toddlers (Vol. II) Time with toddlers My kind of place: Identifying quality child care for infants and toddlers
Voices from the field: The California early childhood Improving your self-esteem
Dealing with anger
Developing your self-esteem
Child development
Caring for our children: Standards and you (Part 1)
Caring for our children: Basic care giving (Part 2)
Caring for our children: Ready for anything (Part 3)
Caring for our children: Setting up for healthy and safe care (Part 4)
Caring for our children: Keep it in shape (Part 5) Caring for our children: Illness in child care (Part 6) Infant/Toddler Environment Rating Scale
E.Internet
Association for Children of New Jersey
Early Head Start National Resource Center
National Association for the Education of Young Children
National Association of Early Childhood Teacher Educators
National Child Care Information and Technical Assistance Center
National Network for Child Care
New Jersey Association for the Education of Young Children
New Jersey Coalition of Infant/Toddler Educators
Zero to Three
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