ECE 247: Child Development: Birth to Eight

Course Description

This course will focus on an examination of development from prenatal through the early childhood years (to age eight). The course will explore current theory and research of early childhood development and how to translate this into practice in the lives of young children today. The developmental domains of cognitive, physical, and social/emotional are studied from an ecological perspective. Students will consider developmentally appropriate practices for children's diverse and individual differences, including special needs, gender, age, and multicultural dimensions. Field Experience:  20 hours. Observations required. (3 credits)

Prerequisite

  • None

Program Learning Outcomes (PLOs)

At the Associate of Science level, students will:  

  1. Promote Child Development and Learning- understand how young children develop and learn and how to use developmental knowledge to create healthy, respectful, supportive and challenging learning environments inclusive of all young children (NAEYC, Standard 1).
  2. Establish Family and Community Relationships- understand and support diverse family and community characteristics and engage with families and communities through respectful, reciprocal relationships (NAEYC, Standard 2).Observe, document and Assess- utilize a variety of assessment tools to observe and document development and to plan for future instruction respective of each child’s developmental needs (NAEYC, Standard 3).
  3. Observe, document and Assess- utilize a variety of assessment tools to observe and document development and to plan for future instruction respective of each child’s developmental needs (NAEYC, Standard 3).
  4. Utilize Developmentally Effective Approaches- develop positive relationships and supportive interactions with young children and using effective strategies and tools for teaching and learning in early education, (NAEYC, Standard 4). NAEYC, Standard 3).
  5. Use Content Knowledge to build Meaningful Curriculum- develop experiences within environments that are safe, healthy, inclusionary and culturally pluralistic and reflect understanding of developmentally appropriate practices, (NAEYC, Standard 5).
  6. Develop as a Professional- engage in continuous reflective and collaborative learning and identify oneself as an emerging professional within the early childhood field (NAEYC, Standard 6).
  7. Engage in Field Experiences to support learning with various age groups and across multiple early childhood settings (NAEYC, Standard 7).

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Understand the importance of optimal prenatal development. (NAEYC 1)
  2. Develop increasing interest in the health, safety, and well-being of children and families. (NAEYC 2)
  3. Learn how children become literate and how they develop social and moral competence. (NAEYC 4)
  4. Describe how ecological systems influence the today’s families and children. (NAEYC 1)
  5. Identify changes in early care and education that impact the child and childhood. (NAEYC 3, 5)
  6. Discuss how to support children with developmental differences. (NAEYC 1)
  7. Know strategies for working effectively with culturally diverse children and families. (NAEYC 2)
  8. Understand the impact of early experiences on neurological development. (NAEYC 1, 4)
  9. Discuss the NAEYC Code of Ethical Conduct. (NAEYC Standard 5)

General Education Outcomes (GEOs):

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignments

Weight

Discussions (Weeks 1-8)

32%

Reflective Journals (Weeks 1-8)

8%

Written Assignments (Weeks 1, 3, 6 & 8)

35%

Quizzes (Weeks 4 & 7)

10%

Research Paper (Week 5)

10%

Webliography (Week 8)

5%

Total

100%

Required Textbooks

Available through Charter Oak's online bookstore

  • Wittmer, Donna, Margaret B. Puckett, and Janet K. Black (2017). The Young Child: Development from Prebirth through Age Eight. (7th edition). Pearson. ISBN-10: 0-13-402735-3 or ISBN-13: 978-0-13-402735-7  [Looseleaf Version]

Additional Requirement

  • Observation: The observation for ECE 247 needs to be set up in a Birth to Five setting for the Infant , Toddlers and Preschool observations and an Elementary School or After School Program for the School Age Observation. Take care to choose a program of high quality; preferably NAEYC accredited. This may be your place of employment or another site you have access to. The Instructor can assist in finding an accredited program if needed.

Course Schedule

Week

SLOs

Readings

Assignments

1

4,5,7,8,9

  • Readings:
    • Chapter 1: The What and Why of Early Childhood Development
    • Chapter 2: The Where, When, and How of Early Childhood Study and Assessment
  • Go over the syllabus
  • Go over the four observations requirement.
  • Choose program to observe infants.
  • Download the CT Early Learning Development Standards or your specific State Early Learning Standards
  • Begin Infant Observation assignment
  • Introduction of the research paper topics.
  • Read Chapters 1 & 2
  • Participate in the 2 Discussion Board Topics in addition to posting an introduction.
  • Submit Reflective Journal #1
  • Submit Assignment #1

2

1,7,8

  • Readings:
    • Chapter 3: The Family Before Birth
    • Chapter 4: The Child and Family at Birth
  • Read Chapters 3 & 4
  • Participate in the Discussions.
  • Submit Reflective Journal #2
  • Work on Infant Observation
  • Choose topic and begin work on research paper

3

1,2,3,4,6,8

  • Readings:
    • Chapter 5: The Brain, Perceptual, and Motor Learning, and Development, and Physical Health and Growth of the Infant: Birth to Age 1.
    • Chapter 6: Emotional and Social Learning and Development of the Infant : Birth to Age 1
    • Chapter 7: Cognitive, Language, Literacy Learning and Development, Ages 1-3
  • Read Chapters 5, 6, and 7
  • Participate in the Discussions
  • Submit Reflective Journal #3
  • Study for Quiz: Chapters 1-7
  • Submit Draft of your Research Paper
  • Submit Assignment #2 Infant Observation
  • Work on Assignment # 4: Toddler Observation

4

1,2,3,4,6,8

  • Readings:
    • Chapter 8: Perceptual, Motor, and Physical Development; Health and Nutrition Ages 1-3
    • Chapter 9: Emotional and Social Development, Ages 1-3
    • Chapter 10: Cognitive, Language, and Literacy Development, Ages 1-3
  • Read Chapters 8, 9, 10
  • Participate in the Discussions
  • Submit Reflective Journal #4
  • Submit Assignment #3 Toddler Observation
  • Work on Preschool Observation
  • Complete Quiz on Chapters 1-7

5

2,3,6

  • Readings:
    • Chapter 11: Motor Learning and Development, Health and Physical Development Ages 3-5
    • Chapter 12: Emotional and Social Learning and Development, Ages 3-5
    • Chapter 13:
    • Cognitive, Language, and Literacy Learning and Development: Ages 3-5
  • Read Chapters 11, 12, 13
  • Participate in the Discussions
  • Submit Reflective Journal #5
  • Submit final Research Paper
  • Work on Observation for preschoolers Assignment #4 due next week.
  • Choose School Age Observation Site

6

2,3,6

  • Readings:
    • Chapter 14: Motor Learning and Development, Health and Physical Development: Ages 5-9
    • Chapter 15: Emotional and Social Learning and Development, Ages 5-9
    • Chapter 16: Cognitive, Language, and Literacy Learning and Development, Ages 5-9
  • Read Chapters 14, 15, 16
  • Participate in the Discussions
  • Submit Reflective Journal #6
  • Study for Quiz, Chapters 8-16
  • Submit Assignment #4 Observation of Preschoolers
  • Begin observation of school age child

7

2,3,4,6,7,8

  • Readings:
    • Review Chapters 8-16 for Quiz
    • Review web resources provided in the course
  • Reflective Journal #7
  • Participate in the Discussions
  • Complete Quiz chapters 8-16
  • Work on School Age Observation due next week
  • Work on webliography due next week

8

2, 3, 4, 5, 7

  • Readings:
    • Review web resources provided in the course
  • Submit Reflective Journal #8
  • Submit School Age observation assignment #5
  • Submit Webliography
  • Submit 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.