Course Description
This course is designed as part of a professional education program for teachers of children from infancy to kindergarten. Students will examine and practice the skills necessary to develop and implement developmentally and individually appropriate curriculum for infants and toddlers focusing on both typical and atypical development.
There will be online as well as face-to face weekend sessions required.
Prerequisite
- Acceptance into the program.
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Identify and describe the curriculum planning process as it pertains to infant and toddler development.
- Describe their understanding of how to make and use observations of children in a reflective way to inform the curriculum planning process.
- Show an understanding of each of the developmental domains (Physical, Cognitive, Social/Emotional) in curriculum development and planning.
- Demonstrate the use of individual developmental information in the differentiated curriculum development process.
- Demonstrate how to implement the curriculum planning process.
- Develop curriculum plan that supports a responsive, respectful, reciprocal classroom relationship.
- Explain and plan an environment that supports a responsive, respectful, reciprocal classroom relationship.
- Identify and describe best practices in infant and toddler curriculum planning.
- Describe and demonstrate an understanding of professional responsibility.
Course Activities and Grading
| Assignments | Points |
|---|---|
Discussions | 13% |
Assignments - Weeks 1& 2 | 29% |
Sensory Prop Project (Week 9) | 29% |
Infant Toddler Curriculum Development Project (Week 11) | 29% |
Total | 100% |
Required Texts:
- Lally, J. Ronald. For Our Babies: Ending the Invisible Neglect of America's Infants. Teachers' College Press, 2013. ISBN-10: 0807754242 or ISBN-13: 9780807754245
- Wittmer, Donna and Petersen, Sandra H. Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach. 4th edition. Pearson, Merrill, Prentice Hall. Upper Saddle River, New Jersey, 2018. ISBN-13: 9780134450094
- Stern, Daniel. Diary of a Baby: What your Child Sees, Feels and Experiences. Basic Books, 1992. ISBN: 0-46-501640-5
Lally, J. Ronald, Mangione, Peter L, and Greenwald, Deborah, editors, Concepts for Care: 20 Essays on Infant/Toddler Development and Learning. WestEd, 2006.ISBN-13: 978-0-914409-39-7 or ISBN-10:0-914409-39-5
Additional Resources
- There will be supplemental articles related to the course content posted in the course.
Register for Zero to Three
- Registering is easy and free.
- Follow these directions:
- Go to www.zerotothree.org
- Go to the upper right hand corner of the page and click on "Not yet registered?"
- Fill out information on this page "Register for Zero to Three"
- This will enable you to access many of our readings.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 2,8 | Getting to Know Each Other & Best Practice in Infant/Toddler Education
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2 | |||
| 3 | 3,4 | Attachment, Emotional Relationships & Infant Mental Health
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4 | 3 | Brain and sensory development
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5 | 6,7 | The Role of Play & Relationships in Building Environments & Routines
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| 6 | 1,3 | Motor Development
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| 7 | 1,3 | Cognitive Development
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| 8 | 1,3 | Social Development
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| 9 | 1,4 | Individuality & Adaptation in Curriculum Planning
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| 10 | 1,3 | Classroom Management
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| 11 | 5,7,8 | Bringing it All Together
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| 12 | 9 | The Infant/Toddler Professional: Identity, Relationships & Reality
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COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.