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ARC 001: Infant and Toddler Methods

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:

  1. Identify and describe the curriculum planning process as it pertains to infant and toddler development.
  2. Describe their understanding of how to make and use observations of children in a reflective way to inform the curriculum planning process.
  3. Show an understanding of each of the developmental domains (Physical, Cognitive, Social/Emotional) in curriculum development and planning.
  4. Demonstrate the use of individual developmental information in the differentiated curriculum development process.
  5. Demonstrate how to implement the curriculum planning process.
  6. Develop curriculum plan that supports a responsive, respectful, reciprocal classroom relationship.
  7. Explain and plan an environment that supports a responsive, respectful, reciprocal classroom relationship.
  8. Identify and describe best practices in infant and toddler curriculum planning.
  9. 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. 3rd edition. Pearson, Merrill, Prentice Hall. Upper Saddle River, New Jersey, 2014. ISBN-10: 0807754242 or ISBN-13: 9780807754245
    • 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

  1. Registering is easy and free.
  2. Follow these directions:
  3. Go to www.zerotothree.org
  4. Go to the upper right hand corner of the page and click on "Not yet registered?"
  5. Fill out information on this page "Register for Zero to Three"
  6. 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

  • Readings:
    • Infant & Toddler Development- Chapters 1-4
    • For Our Babies
  • Read assigned chapters & book
  • Review the Lecture material
  • Watch Video (located in Course Content)
  • Participate in the Discussions
  • Submit on Monday August 27 the Reflection Paper from the preparatory work of the first two weeks.

2

33,4

Attachment, Emotional Relationships & Infant Mental Health

  • Read assigned chapters & articles
  • Review the Lecture material
  • Participate in the Discussions
  • Submit Infant Mental Health Assignment
  • Begin Sensory Prop Assignment
  • Begin Curriculum Plan
  • Submit exemplar of your group curriculum planning no later than 11:59 PM on Sunday September 2nd.

4

3

Brain and sensory development

  • Readings:
    • Infant & Toddler Development - Chapter 5
    • Article - Babies and Their Senses
    • Article - Proprioception (located in Course Content)
    • Journal - Carlson, F.M. July 2005. Significance of touch in young children's lives. Young Children 60 (4): 79-85.
  • Read assigned chapter & articles
  • Review the Lecture material
  • Participate in the Discussions
  • Continue working on Sensory Prop Assignment
  • Continue working on Curriculum Plan

5

6,7

The Role of Play & Relationships in Building Environments & Routines

  • View Powerpoint: Principles of Caregiving
  • Readings:
    • Infant & Toddler Development - Chapter 13
  • Read assigned chapter
  • Review the Lecture material
  • Participate in the Discussions
  • Continue working on Sensory Prop Assignment
  • Continue working on Curriculum Plan
  • Saturday In-Person Meeting at UConn 9 - 3:30
61,3

Motor Development

  • Read assigned chapter & articles
  • Review the Lecture material
  • Participate in the Discussions
  • Continue working on Sensory Prop Assignment
  • Continue working on Curriculum Plan
71,3

Cognitive Development

  • Read assigned chapters & articles
  • Review the Lecture material
  • Participate in the Discussions
  • Continue working on Sensory Prop Assignment
  • Continue working on Curriculum Plan
8

1,3

Social Development

  • Reading:
    • Infant & Toddler Development - Chapter 7
    • Article - Social Curiosity
    • Article - "The Visible Empathy of Infant and Toddlers," Valerie Quann and Carol Anne Wien
    • Journal - "Self- Esteem, Security, and Social Competence: Ten Caregiving Gifts", Jeree H. Pawl, A Guide to Social-Emotional Growth and Socialization, WestED, 1990, p. 47-60.
  • Read assigned chapter & articles
  • Review the Lecture material
  • Participate in the Discussions
  • Continue working on Sensory Prop Assignment
  • Continue working on Curriculum Plans
9

1,4

Individuality & Adaptation in Curriculum Planning

  • Reading:
    • Infant & Toddler Development - Chapter 15
    • Article - Curriculum and Lesson Planning
    • Article - Explore the Infant and Toddler Curriculum and Individualization Guide (located in Course Content)
  • Read assigned chapter & articles
  • Review the Lecture material
  • Participate in the Discussions
  • Submit Sensory Prop Assignment (at UCONN)
  • Continue working on Curriculum Plans
101,3

Classroom Management

  • Readings:
    • Infant & Toddler Development - Chapter 14
  • Read assigned chapter
  • Review the Lecture material
  • Participate in the Discussions
  • Continue working on Sensory Prop Assignment
  • Continue working on Curriculum Plan
  • Submit Curriculum Plan By Sunday Night of Week 10 (11:59 PM on Sunday October 21st)
115,7,8

Bringing it All Together

  • Readings:
    • Infant & Toddler Development - Chapter 12
    • Article - Universal Design for Learning (located in Course Documents)
  • Read assigned chapter & article
  • Review the Lecture material
  • Participate in the Discussions
  • Submit Sensory Prop Assignment at in-person class at COSC Saturday, October 13.
  • Group 1 – 8:30 – 11:30
  • Group 2 – 12:00 – 3:300
129The Infant/Toddler Professional: Identity, Relationships & Reality
  • Readings:
    • Infant & Toddler Development - Chapter 16
    • Excerpt - Herland (located in Course Content)
  • Read assigned chapter & excerpt
  • Review the Lecture material
  • Participate in the Discussions
  • Complete Course Evaluation

 

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.