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Infant/Toddler Techniques

I.     Course Prefix/Number: ECE 215

       Course Name: Infant/Toddler Techniques

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

ECE 102 with minimum grade of C or consent of instructor or department chair.

III.   Course (Catalog) Description

Course examines patterns of growth and development in the child from birth to age three.  Content includes specific needs of infants and toddlers in light of current research; safety measures; and planning developmentally appropriate activities.

IV.   Learning Objectives

At the conclusion of the course, students who satisfactorily complete all work will be able to:

A.    Understand the basics of development of infants and toddlers: physical, social, emotional, cognitive, and language.

B.    Recognize significant aspects in the history, research and current trends in infant-toddler care.

C.    Plan, present and evaluate age appropriate activities for infants and toddlers in order to stimulate physical coordination, language learning, and other specific skills.

D.    Identify techniques for establishing a positive relationship with parents of infants and toddlers.

E.    Demonstrate skill in managing a safe and healthy classroom environment.

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.

IPTS
STANDARD 1 – Content Knowledge
The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students.

Knowledge indicators – The competent teacher:
1A.  understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.

STANDARD 2 – Human Development and Learning
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.

Knowledge indicators – The competent teacher:
2A.  understands how students construct knowledge, acquire skills, and develop habits of mind.
2B.  understands that students’ physical, social, emotion, ethical, and cognitive development influences learning.
2C.  understands human development, learning theory, neural science, and the range of individual variation within each domain.
2D.  understands that differences in approaches to learning and performance interact with development.

STANDARD 3 – Diversity
The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Knowledge indicators – The competent teacher:
3C.  understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
3D.  understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.
3E.  understands cultural and community diversity through a well-grounded framework and understands how to learn about and incorporate students’ experiences, cultures, and community resources.

STANDARD 5 – Learning Environment
The competent teacher uses a understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Knowledge indicators – The competent teacher:
5H.  knows environmental arrangements t hat promote positive behavior and learning for students with diverse learning characteristics.

STANDARD 6 – Instructional Delivery
The competent teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.

Knowledge indicators – The competent teacher:
6C.  knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.

STANDARD 7 – Communication
The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
 

Knowledge indicators – The competent teacher:
7A.  understands communication theory, language development, and the role of language in learning.
7B.  understands how cultural and gender differences can affect communication in the classroom.
7C.  understands the social, intellectual, and political implications of language use and how they influence meaning.
7D.  understands the importance of audience and purpose when selecting ways to communicate ideas.

STANDARD 8 – Assessment
The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Knowledge indicators – The competent teacher:
8B.  understands the purposes, characteristics, and limitations of different kinds of assessment.

STANDARD 9 – Collaborative relationship
The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students’ learning and well-being.

Knowledge indicators – The competent teacher:
9B.understands the benefits, barriers, and techniques involved in parent/family relationships.

ECCS

STANDARD 1 – Curriculum
The competent early childhood teacher understands and demonstrates the central concepts, tools of inquiry, and structures of the content areas and creates and integrates meaningful learning experiences that develop children’s competence across all developmental areas and content areas.

Knowledge indicators:  The competent early childhood teacher
1A.  demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content areas:  Language and Literacy (English Language Arts); Mathematics; Science; Health, Safety, Nutrition, and Movement (Physical Development and Health); Art, Music, Drama (Fine Arts); and Social Science.
1B.  understands conceptually sound and meaningful curriculum for children from birth through grade three.
1C.  demonstrates an understanding of current research, best practice and professional standards.

STANDARD 2 – Curriculum:  English Language Arts
The competent early childhood teacher demonstrates proficiency in the use of oral and written English; understands and communicates ideas, information, and perspective in reading, writing, speaking, and listening; and promotes the abilities of children from birth through grade three as they apply language and thinking skills to many different genres, concepts, and situations

Knowledge indicators:  The competent early childhood teacher
2A.  understands vocabulary and word analysis skills, which promote comprehension of meaning in a variety of contexts.
2B.  understands various language components in literacy development, which include the phonemic (sounds of the language), morphemic (words and meaningful parts of words), semantic (meaning), syntactic (sentence structure, parts of speech), and pragmatic (how language works in social context) components of language.

STANDARD 3 Curriculum:  Mathematics
The competent early childhood teacher demonstrates proficiency in the use of mathematics; understands and communicates the major concepts, procedures, and reasoning processes of mathematics, which include number systems, number sense, geometry, measurement statistics, probability, and algebra; and promotes the abilities of children from birth to grade three as they apply, interpret, and construct mathematical thinking skills in a variety of situations.

Knowledge indicators:  The competent early childhood teacher
3A.  understands problem-solving approaches to investigate and understand mathematical content.

STANDARD 6 – Curriculum:  Physical Development and Health
6A.  understands ways in which physical, social, and emotional well-being of children enhances enjoyment, challenge, self-expression, and social interaction.
6B.  understands basic principles and practices of personal, interpersonal, and community health and safety, including the prevention and treatment of illness and injury.
6C.  understands human body systems and interrelationships between fitness and body systems.
6D.  understands the phases, stages, and continuity of motor development
6F.  understands and respects differences among children in physical activity settings.

STANDARD 8 – Human Development
The competent early childhood teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.

Knowledge indicator:  The competent early childhood teacher
8A.  understands how children from birth through grade three develop physically, socially, emotionally, cognitively, linguistically, and aesthetically.
8B.  understands how to provide learning opportunities, which support and enhance each area of development-physical, social, emotional, cognitive, linguistic, and aesthetic.
8C.  understands how brain development from birth through grade three is promoted through developmentally and culturally appropriate learning experiences.
8D.  understands how children from birth through grade three differ in their development and in their approaches to learning.
8E.  understands how to support the development and learning of individual children from birth through grade three.
8F.  understands the developmental consequences of stress and trauma on children and their families, including attention to protective factors and resilience.
8G.  understands the development of mental health and the importance of supportive relationships.
8H.  understands basic health, nutrition, and safety needs of children from birth through grade three including specific procedures related to health, safety, and nutrition for infants and toddlers.
8I.  understands appropriate procedures for responding to childhood illnesses and communicable diseases.
 

STANDARD 9 – Diversity
The competent early childhood teacher understands how children and families differ in their perspectives and approaches to learn and creates opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three.

Knowledge indicators:  The competent early childhood teacher
9A.  understands conditions that affect children’s development and learning, including risk factors, developmental variations, and developmental patterns of specific disabilities.
9B.  understands cultural and linguistic diversity and the significance of familial, sociocultural, and political contexts for development and learning,
9C.  recognizes that children are best understood within the contexts of family, culture, and society.
9D.  understands the function of the home language in the development of young children and the interrelationships among culture, language, and thought.

Performance Indicators:  The competent early childhood teacher
9E.  creates and modifies environment and experiences which meet the individual needs of all children from birth through grade three and their families, including children with disabilities, developmental delays, and special abilities.
9F.  respects and affirms culturally and linguistically diverse children from birth through grade three and their families.
9G.  supports home language preservation and promotes anti-bias approaches through the creation of learning environments and experiences.
9H.  demonstrates sensitivity to differences in family structures and social and cultural backgrounds.
9I.  works effectively over time with children of diverse ages (infants, toddlers, preprimary and primary students), with children of differing abilities, and with children reflecting cultural and linguistically diverse family systems.

STANDARD 13 – Communication
The competent early childhood teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicators:  The competent early childhood teacher

13A.  understands communication theory, language development and the role of language in learning.
13B.  understands how cultural, gender, and socioeconomic differences can affect communication in the classroom.
13C.  understands the interrelationships among language and thought and the function of the home language in the development of young children.
13D.  understands the interrelationship among culture, language, and thought and the function of the home language in the development of young children.

STANDARD 14 – Assessment
The competent early childhood teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all children.
 

Knowledge indicator:  The competent early childhood teacher
14A.  understands assessment as a means of evaluating how children learn, what they know and are able to do in meeting national, state, and local standards, and what kinds of experiences will support their further growth and development.
14B.  understands the purposes, characteristics and limitation of different kinds of assessments.

STANDARD 15 – Collaborative Relationships
The competent early childhood teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and community service agencies, to support children’s learning and well-being.

Knowledge indicator:  The competent early childhood teacher
15B.  understands the benefits, barriers and techniques involved in parent

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

A.    The First Year of Life
1.    Infant Development: Physical, Cognitive, Language, Social-Emotional Growth
2.    Activities for Infants (1:1; Group)
a.    Physical games and exercise techniques
b.    Games with sounds
c.    Working with older infants, learning words, talking
d.    Activities that help infants learn about objects in their world and how to use them
e.    Appropriate toys and how to use them
f.    Outdoor play with infants
3.    Care giving Concerns
a.    Feeding, changing, and dressing infants
b.    Social relations among groups of infants; what is appropriate in terms of numbers.
c.    Individual differences and how to deal with them.
d.    Arranging an appropriate environment for growth
e.    Parent/caregiver relationships

B.    The Toddler
1.    What is a toddler?
a.    Overview of developmental characteristics
b.    Overview of theories concerning toddlers
2.    Activities for toddlers
a.    Physical games to improve motor skills and coordination
b.    Musical activities for toddlers
c.    Books for toddlers (including how to choose and use them)
d.    Games for language development
e.    Helping toddlers learn and use words
f.    Get activities and materials
g.    Appropriate toys and educational materials for 1 and 2 years old
h.    Outdoor play
3.    Care giving Concerns
a.    Discipline and the “terrible twos”
b.    Arranging an environment for toddlers, including child proofing your day care home
c.    Scheduling and variety in activities
d.    Feeding and dressing 2 year olds
e.    Toilet training and group care
f.    Competent in toddlers
g.    Peer interaction
h.    Coping with individual differences
i.    Parent/caregiver relationships

C.    Assessing Potential Problems
1.    Informal methods of observation
2.    Areas of difficulties
3.    Referral techniques
4.    Activities for working with infants and toddlers with special needs.

VII.  Methods of Instruction

Class time will be divided between lecture/discussion of issues related to infant/toddler development and care giving techniques.  Students will be expected to create and present appropriate teaching activities to young children, as well as describe and evaluate these activities during class time
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

The instructor will provide each class with further information as to attendance, policies, and support services.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

At the end of the semester the student will be able to:
A.    Pass three multiple choice quizzes on course content
B.    Complete assignment sheets and observation forms pertaining to home and center based programs
C.    Plan and write an infant/toddler educational program for one day and one week
D.    Identify, in writing, appropriate referral agencies
E.    Submit teaching activity forms and present oral and written evaluation of activities according to established criteria

XI.   Other Course Information

The instructor will provide each class with further information as to attendance, policies, and support systems.

Plagiarism/Cheating policies are covered under the Academic Dishonesty Section of the current catalog.

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.