Foothill CollegeApproved Course Outlines

Business and Social Sciences Division
CHLD 79CARING FOR INFANTS & TODDLERS IN GROUPSSummer 2011
3 hours lecture.3 Units

Total Quarter Learning Hours: 36 (Total of All Lecture, Lecture/Lab, and Lab hours X 12)
 
 Lecture Hours: 3 Lab Hours: Lecture/Lab:
 Note: If Lab hours are specified, see item 10. Lab Content below.

Repeatability -
Statement: Not Repeatable.

Status -
 Course Status: ActiveGrading: Letter Grade with P/NP option
 Degree Status: ApplicableCredit Status: Credit
 GE Status: Non-GE

Articulation Office Information -
 Transferability: CSUValidation: 4/26/10; 12/14/10

1. Description -
Overview of infant and toddler development as it relates to caregiving practices in group settings. Observation and analysis of infant/toddler classrooms. Influence of responsive and culturally sensitive relationships with children and their parents on children's development. Effects of social and physical environments on program practices, child learning and behavior.
Prerequisite: None
Co-requisite: None
Advisory: None

2. Course Objectives -
Student will be able to:
  1. Describe the caregiver's role at each stage of infancy in supporting infant/toddler development in group care environments.
  2. Demonstrate observation and documentation skills.
  3. Explain the concept of respectful, responsive and reciprocal inter-relationships.
  4. Identify the caregiver's role in developing and implementing individualized curriculum based on principles of a model infant/ toddler program.
  5. Design a high quality environment for infants and toddlers.
  6. Analyze the role of cultural sensitivity as it relates to infants, toddlers and families in group care.
3. Special Facilities and/or Equipment -
None

4. Course Content (Body of knowledge) -
  1. Describe the caregiver's role at each stage of infancy in supporting infant/toddler development in group care environments.
    1. Identify strategies to encourage physical-motor development
    2. Examine the importance of social-emotional connections
    3. Identify strategies to facilitate cognitive growth
    4. Define and understand verbal and nonverbal communication
    5. Describe the complexity of attachment relationships
    6. Identify atypical development
  2. Demonstrate observation and documentation skills.
    1. Practice observation techniques
    2. Document and interpret observed experiences and development
    3. Describe individual differences based on observation
  3. Explain the concept of respectful, responsive and reciprocal inter-relationships.
    1. Identify temperament traits of individual children in a group setting
    2. Identify temperament traits of adults and the concept of goodness-of-fit
    3. Describe the impact of caregiver expectations based on personal values and culture
    4. Explain socialization and guidance techniques
  4. Identify the caregiver's role in developing and implementing individualized curriculum based on principles of a model infant/ toddler program.
    1. Recognize and describe the benefits of nurturing, responsive caregiving through primary care
    2. Analyze the importance of maintaining relationships through continuity of care and small groups
    3. Describe the concept of facilitating child initiated curriculum
    4. Discuss the impact of group size and caregiver to child ratios
    5. Recognize caregiving as curriculum and the importance of following individual needs and schedules
    6. Determine methods of incorporating principles of respectful care including cultural responsiveness
    7. Discuss the inclusion of infants and toddlers with special needs in group care
  5. Design a high quality environment for infants and toddlers.
    1. Recognize the effects of social and physical environments on program practices, child learning and behavior.
    2. Describe the caregiver's role in preparing the appropriate environment
    3. Analyze the effective use of time, space and materials
    4. Examine the environmental needs of different age groups
    5. Review techniques for discussing and resolving differences
  6. Analyze the role of cultural sensitivity as it relates to infants, toddlers and families in group care.
    1. Explain the importance of developing and maintaining partnerships with parents.
    2. Identify elements of mutually respectful relationships and communication
    3. Recognize the protective urges for caregivers and parents
    4. Review techniques for discussing and resolving differences
5. Repeatability - Moved to header area.
 
6. Methods of Evaluation -
  1. Class discussion
  2. In-class activities
  3. Program observation assignments
  4. Midterm examination
  5. Oral presentations and demonstration
7. Representative Text(s) -
Lally, Ronald J. and J. Stewart. Infant/Toddler Caregiving: A Guide to Setting Up Environments . Sacramento, CA: California Department of Education, 1996.
Text remains relevant to current field practice and is authored by experts from the Program for Infant/Toddler Care (PITC). Text contains excellent topic coverage and is written in a practical, user friendly style.

Lane, Mary B., and Sheila Signa. Infant/Toddler Caregiving: A Guide to Creating Partnerships with Parents. Sacramento, CA: California Department of Education, 2005.
Text remains relevant to current field practice and is authored by experts from the Program for Infant/Toddler Care (PITC). Text contains excellent topic coverage and is written in a practical, user friendly style.

Hast, Fran and Hollyfield, Ann. Infant and Toddler Experiences . St. Paul, MN: Redleaf Press, 1999.
Text supports PITC principles and provides concrete samples of I/T curriculum. Real life examples from the authors' direct experience resonate with students' work experiences.

Sprenger,Marilee.The Developing Brain: Birth to Age Eight. Thousand Oaks, CA: Corwin Press, 2008.

8. Disciplines -
Child Development
 
9. Method of Instruction -
Lecture, Discussion, Oral presentations, Demonstration, Field trips.
 
10. Lab Content -
Not applicable.
 
11. Honors Description - No longer used. Integrated into main description section.
 
12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Reading and study of the text.
  2. Reading and written response to test questions, assignments and relevant articles and online reading material.
  3. Reaction writing assignments to guest speakers, videos, and experiences such as research projects and field trips.
  4. Researching,planning and written evaluation of individual or group projects.
13. Need/Justification -
This course is a restricted support course for the AA degree in Child Development.


Course status: Active
Last updated: 2011-12-14 17:25:44


Foothill CollegeApproved Course Outlines