Course Description
This course will focus on advanced principles and practices for designing, implementing, and evaluating responsive, developmentally appropriate curricula for infants and toddlers in diverse early childhood settings. Students will examine theoretical foundations, current research, and evidence-based strategies that support holistic development, including cognitive, language, social-emotional, and physical domains. Other topics include family and community partnerships, inclusive practices, assessment-informed planning, and the integration of culturally and linguistically responsive pedagogies. Students will critically analyze and create curriculum plans that reflect professional standards and ethical decision-making in early care and education, and develop their role as curriculum specialists and peer leaders. (3 credits)
Prerequisites
- EDU 501: Integrated Foundations of American Education
- EDU 503: Curriculum Design Models
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Synthesize theoretical research on infant and toddler development to inform curriculum design and implementation. [Standards: PS&C 1a, 1d, 4a | CAEP R1.1, R1.5]
- Design inclusive, developmentally, culturally, and linguistically appropriate curricula that promote optimal development and learning for infants and toddlers. [Standards: PS&C 1c, 4b, 4c | CAEP R1.3, R1.4]
- Evaluate curriculum models and planning strategies using evidence-based frameworks and data from authentic assessments. [Standards: PS&C 3c, 4a, 5b | CAEP R1.2, R1.5]
- Integrate knowledge of infant and toddler development with family and community contexts to support reciprocal relationships and curriculum relevance. [Standards: PS&C 2a, 2c, 4c | CAEP R2.1, R3.3]
- Apply ethical guidelines and professional standards to decision-making in curriculum development, including addressing equity, bias, and access. [Standards: PS&C 6a, 6e, 6f | CAEP R3.3, R3.6]
- Construct a comprehensive infant and toddler curriculum unit that reflects current research, developmentally appropriate practices, and diverse family perspectives.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 25% |
Blogs (Week 1-8) | 25% |
Assignments (Weeks 1-7) | 25% |
Final Project (Week 8) | 25% |
Total | 100% |
Required Textbooks
(Available through Charter Oak State College's Book Bundle):
- Swim, T. J. (2023). Infants and toddlers: Caregiving and responsive curriculum development (10th ed.). Cengage Learning.
- Masterson, M. L., & Grady, R. (Eds.). (2024). Focus on developmentally appropriate practice: Equitable and joyful learning with infants and toddlers. National Association for the Education of Young Children.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1 | Topics: Foundations of Infant and Toddler Curriculum - Theory, Context, and the Professional Standards
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2 | 3 | Topic: Learning Through Observation - Understanding the Whole Child in Context
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3 | 2 | Topic: Responsive Curriculum in Action - Attachment, Routines, and the “Three As”
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4 | 2,5 | Topics: Culturally Sustaining and Inclusive Curriculum Design
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5 | 2,6 | Topics: Designing Learning Environments for Exploration and Equity
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6 | 2,6 | Topics: Integrating Content and Development - STEAM, Literacy, and the Arts in Infant/Toddler Curriculum
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7 | 4,5 | Topics: Building Family and Community Partnerships in Curriculum
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8 | 5,6 | Topic: Curriculum Unit and Reflective Leadership in Infant/Toddler Education
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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.