EDEC 321: Early Development and Learning: Infants and Toddlers
Prerequisite: EDEF 300 or PSYC 230 or permission of instructor.
Credit Hours: (4) Three hours lecture, one hour laboratory
Designed to provide knowledge of the dynamic interrelated physical, social, emotional,
and cognitive development of infants and toddlers, and a foundation for understanding
learning patterns of young children from birth through age three. Application of appropriate
practices that enhance learning will be explored. Theories and methods of child study
and observation within cultural and family contexts will be addressed. Students will
go to field sites regularly to observe and interact with infants and toddlers.
Detailed Description of Content of Course
I. Historical views of children, development, and learning theories
A. Historical perspectives
B. Foundations for developmentally appropriate programs
1. definitions
2. principles and trends
3. administrative issues
II. Issues related to observing and studying children
A. Professional ethics
B. Data collection methods
C. Assessment
D. Case study
III. The Infant
A. Physical growth and developmental trends
1. growth and physical development
2. developmental delays
3. health
4. safety
B. nutrition and feeding
1. nutrition for infants
2. finger foods and self-feeding
C. Perception, language, cognition
D. Sensorimotor play
E. Cultural and ethnic diversity
F. Children with special needs
G. Environment
1. grouping
2. scheduling
H. Technology and materials
1. appropriate technology and materials
2. arranging
3. maintenance for technology equipment and materials
I. Interactions
1. social interaction and cognition
2. adults and infants
3. infants and children
4. staff and parents
J. Curriculum
1. appropriate for infants
2. implementing the program
3. activities and transitions
K. Assessment
1. assessing infant development
2. on-going assessment to guide curriculum and interactions
3. program assessment
IV. The Toddler
A. Physical growth and developmental trends
B. Perception, communication and cognition
1. language acquisition and communication
2. use of language to get needs and wants met
3. use of functional communication for social interaction
4. five senses integration
5. Piaget and Vygotsky theories to explain cognition development
C. Social and emotional skills
D. Imagination, creativity and play
E. Curriculum
1. appropriate activities for toddlers
2. implementing the program
3. activities and transitions
F. Indoor and outdoor environment
1. appropriate technology and materials and maintenance
2. classroom design and organization
3. outdoor design and organization
4. monitoring for safety and maximum learning
G. Self-help Skills:
1. toileting
2. eating
3. sleeping
4. dressing and undressing
H. Guidance
1. social interaction and cognition
2. setting limits
3. role of the physical environment
4. behavior management
5. aggression
6. prosocial behavior
7. developing positive self-esteem
8. assessment
9.developmental assessment
10. on-going assessment to guide curriculum and instruction
11. program evaluation
J. Diversity
1. cultural and linguistic diversity
2. English learner language acquisition
K. Children with disabilities
1. screening/referral
2. IDEA and IFSP
V. Regulations and policies
A. State Department of Social Services
1. staffing considerations
2. health, safety and nutritional concerns
B. National standards
C. NAEYC and CAEP Accreditation.
Detailed Description of Conduct of Course
This class may include but is not limitied to lecture, video/films, guest speakers,
curriculum projects, field trips, demonstration, role-playing, on-site observations
and supervised field experiences.
Goals and Objectives of the Course
Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators, the Interstate New Teacher Assessment and Support Consortium (INTASC), and National Association for the Education of Young Children (NAEYC) standards.
Upon successful completion of EDEC 321, students will be able to:
1. Demonstrate understanding of the nature and characteristics of child development during the first three years of life.
2. Explain the historical perspective and foundation for developmentally appropriate practices for early childhood education.
3. Explain the foundation of the legal aspects and professional standards such as IDEA, IFSP, and NAEYC.
4. Plan and implement developmentally appropriate learning activities for children under age 3.
5. Provide age and culturally appropriate guidance for behavior management.
6. Provide optimal healthy environments for infant and toddler education.
7. Provide a proper language model to the children under age 3 to promoteing their language acquisition.
8. Demonstrate awareness of and commnitment to the professional code of ethical conduct.
9. Communicate effectively with professionals concerned with children and with agencies in the larger community to support children鈥檚 development and learning.
10. Demonstrate proficiency in grammar, usage, and mechanics in professional writing.
Assessment Measures
Assessment measures may include, but are not limited to:
Written tests
Student observations and field notes
Completion of field hours
Assessment based activity plans, implementation, and reflection for a particular
child or a group
Activity Plans for infants and toddlers
Other Course Information
This class will have a regular field experience equivalent to one (1) lab hour per
week.
Review and Approval
October 2007 Revised by Barbara Boyd and Boyoung Park
March 01, 2021