Online
This course examines the theories and research related to infants and toddlers in the social, emotional, physical, and cognitive areas of development. Focus is given to parent/care giver communication and interpersonal skills, developmentally appropriate curriculum planning based on observation, the nature of group care, and the needs of the individual. This course requires 15 hours of observation and participation. This course is part of the Illinois Gateways to Opportunity Early Childhood Infant/Toddler Credential.
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Communication
- Critical Thinking
- Responsibility
Relationship to academic programs and transferability
ECED 2153 was designed to meet specific student needs either individually or within a program and is designed to transfer to other colleges and universities. KCC participates in the Illinois Articulation Initiative (IAI), a statewide transfer agreement for general education courses. All colleges and universities participating in the IAI agree to accept a collective “package” of IAI general education courses; transfer of courses separately is not guaranteed. For more information about IAI, go to their website at and IAI. For the transferability of courses to specific four-year institutions, go to U.Select Illinois at
Course Objectives/ Standards:
The following competencies and standards this course will cover to meet membership/credentials required for employment in early education fields are listed below. Upon completion of this course, students will be able to:
ITC Objectives/Competencies:
HGD 1- Explains the developmental trajectory of children birth to three and outlines realistic expectations for infant/toddler knowledge, capabilities and behaviors.
HGD 2- Describes ways that attachment, development, and learning, prenatal-age 3, are influenced by early environments and experiences (e.g., adult/child interaction, opportunities for exploration).
HGD 3- Describes individual differences in infants and toddler’s interactions with and responses to the physical and social world.
HSW1- Identifies infant/toddler mental health, nutritional and safety concerns.
HSW 2- Engages in developmentally, individually, and culturally responsive interactions with infants/toddlers.
IRE 1- Identifies the importance of healthy practitioner-parent interactions and relationships in nurturing the development, learning, mental-health, and well-being of young children, birth to age three.
IRE 2- Describes interactions and strategies that support healthy infant/toddler development, learning, mental health, and well-being and how these can be integrated into daily routines
IRE 3- Engages in interactions, embedded in daily routines and activities, supportive of developing and maintaining nurturing relationships with infants and toddlers.
FCR 1- Describes the inter-relationship between children, family, practitioners, and community contexts, their influence on families’ approaches to parenting children birth to age three, and the impact on family-practitioner collaboration.
FCR 2- Demonstrates behavior that reflects confidentiality and awareness of the unique role of providing services to infants/toddlers and their families.
FCR 3- Engages in interactions and demonstrates practice with children, families, and practitioners reflective of a strengths-based, family-centered, relationship-based approach.
PPD 1- Identifies own strengths, opportunities for growth, and values regarding working with infants and toddlers and their families.
PPD 2- Uses relationship-based strategies to develop and maintain positive, responsive, respectful relationships with families.
General Education Goals and Objectives
The general education program at KCC is designed to enable students to acquire communication and reasoning skills at a level reflecting college-level learning. Students who complete the general education program will be able to examine complex topics and apply systematic processes to form conclusions. The specific general education objectives addressed in this course are:
Communication
Students will communicate with precision, clarity, fluency, accuracy, and coherence through their reading, writing, and verbal communications.
Ethical Reasoning
Students will apply skills in ethical reasoning and come to understand the ways ethical issues affect individual behaviors, individual lifestyles, and public life
Format and Evaluations
Classes will consist of lectures, group activities, clinical observations and group discussion, projects, Midterm, assignments and Final exam will make up your grades.
Faculty Contact Information
By Appointment
Email
cnojd@kcc.edu
Course Information
At the end of this course, students will be able to:
- Explain the developmental trajectory of children birth to three and outlines realistic expectations for infant/toddler knowledge, capabilities and behaviors.
- Describe ways that attachment, development, and learning, prenatal-age 3, are influenced by early environments and experiences (e.g., adult/child interaction, opportunities for exploration).
- Describe individual differences in infants and toddler’s interactions with and responses to the physical and social world.
- Identify how early relationships with and among caregivers influence healthy development and learning, prenatal-age 3.
- Explain interrelationship between unique developmental trajectories and early relationships (e.g. attachment, trust) with primary caregivers on infant and toddler development, learning, mental health, and well-being.
- Principles, practice and curriculum
- Infant toddler education
- Care giving as curriculum
- Play and exploration as curriculum
- Attachment
- Perception
- Motor skills
- Cognition
- Language
- Emotions
- Social skills
- The physical environment
- Adult relations in infant-toddler care and education programs
Infants, Toddlers & Caregivers, by J.G. Mena, and D. W. Elyer, Mayfield Publishing Co., New York, 2021. Twelfth Edition.
Evaluation
Grading for this course will be based on quizzes, assignments, activities, participation, and discussions:
Program Grading Scale
A 100-90%
B 89-80% |
C 79-70 %
D 69-60 %
F 59-0 %
Business, Technology & Human Services
Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650
Course Policies
Attendance/Participation
This class is an online format. Students are also expected to check in to the learning management system (LMS) -CANVAS regularly. All lectures, video lectures, learning videos, and assignments will be posted on the LMS. If for any reason a student is unable to complete their work due to illness or other circumstances, please contact the instructor prior to the due date.
Assignments
All assignments must be submitted in a format that is compatible with the LMS Canvas- No .PAGES files. All assignments are due at the date and time specified by the instructor making the assignment. All assignments must be submitted in the appropriate place in the LMS/ Canvas. Assignments will not be accepted through email or canvas messaging. It is the responsibility of the student to submit the assignment in the appropriate place or seek assistance in order to submit the assignment.
Late Assignment Policy
All assignments must be submitted by the posted due date and time. Assignments will close on the due date. Late work is not accepted unless a student has received prior approval to use a Bonus Late Pass.
Each student is granted three (3) Bonus Late Passes for the semester. A Bonus Late Pass allows a student to submit an assignment up to one week past the original due date without grade penalty. To use a Bonus Late Pass, the student must request via email and receive approval before the assignment’s due date. Requests submitted after the due date will not be approved.
Child Development Program Requirements: Basic laboratory experience is required or optional in many child development courses within the program. Specific tasks performed in the lab setting will vary according to skills, interests, and course requirements. Prior to initiating lab assignments and projects, Child Development Students must meet requirements for staff in child care facilities as outlined by the Illinois Department of Children & Family Services Child Care Facility Regulations: (1) High School diploma or its equivalent; (2) Must be able to pass DCFS Criminal Background Check; (3) a completed health form; and (4) a signed mandated reporter form. It is a student’s responsibility to make sure all requirements are current and on file with the program coordinator.
Early Childhood Academic Honesty Policy
Cheating: Cheating can take many forms in a classroom: copying or using another student’s work, using your own work from another class without my prior permission (i.e., not writing original work for this class), adjusting format to make papers appear longer, working in groups on individual assignments (whether openly or in secret), sharing or stealing answers for tests or assignments, etc. No form of cheating is acceptable. Cheating on an assignment will be taken seriously and discipline action will follow.
Plagiarism: Plagiarism is defined in section 17.6.B of the KCC Code of Conduct: “Taking, reproducing, and/or using as one’s own, without proper attribution, the ideas, writings, paraphrases, data, reports, graphic designs, or computer codes of published or unpublished work of another person in completing an academic assignment. Prohibited conduct may also include the unauthorized submission for credit of academic work that has been submitted for credit in another course.”
Plagiarism includes but is not limited to:
- submitting someone else’s paper
- using published material, including materials published online, without proper attribution/citation
- paraphrasing or quoting someone without attributing the quote in your paper (that is, without providing an in-text citation) even if the source is included on the works cited page
- working with someone (without my permission) to write your paper & submitting it as your own
- Use of AI
When in doubt, add the citation. You are expected to cite all sources of information. If you are in doubt, inquire with the faculty teaching the course or utilize KCC tutoring. In your ECED courses, you are expected to follow APA citation guidelines and formatting.
ECED 2153 – Infant/Toddler Care
Date | Topics | Assignments Due |
Week 1 | Introductory Activities Syllabus review Assignment introduction Chapter 1-Principles, Practice and Curriculum Read RIE Chapter 2-Infant-Toddler Education Toddler Education readings | Read Chapter 1 Ch 1 Question Read Chapter 2 and Infant-toddler education articles A Day in the Life of a Toddler REI Approach |
Week 2 | Chapter 3- Caregiving as Curriculum Chapter 4 -Play and Exploration as Curriculum | Read Chapter 3 Chapter 3 Questions Read Chapter 4 Chapter 4 Reflections |
Week 3 | Chapter 5 Attachment Chapter 6- Perception | Read Chapter 5 Chapter 5 Reflections Caregiver interview Read Chapter 6 Designing Sensory Activities |
Week 4 | Chapter 7 -Motor Skills Chapter 8 Cognition | Read Chapter 7 Designing Motor skill Activities Read Chapter 8 Social Interaction and Theory Play Reflection |
Week 5 | Chapter 9 Language Chapter 10 Emotions | Read Chapter 9 Exploring Language Development Read Chapter 10 Pre-Class Reflection Due by noon 10/28 Infant and Toddler Social-Emotional 10/28 |
Week 6 | Chapter 11 Social Skills Chapter 12 The Physical Environment | Read Chapter 11 Identifying and Analyzing Erikson Due Read Chapter 12 Interaction observation/reflection |
Week 7 | Chapter 13 The Social Environment Chapter 14 Adult Relations in Infant-Toddler Care | Read Chapter 13 Chapter 13 Reflections Use of Time out Read Chapter 14 Chapter 14 Reflections Respectful Caregiving |
Week 8 | Final Exam | |
Syllabus disclaimer Course syllabus/calendar is subject to change. | ||
College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.