ChabotCollege
Fall 2007
Course Outline for Early Childhood Development 51
PRENATAL TO EARLY CHILDHOOD
Catalog Description:
51 - Prenatal to Early Childhood
3 units
Development of the child from prenatal life to early childhood; developmental
characteristics, influences affecting development in prenatal life and infancy; individual
differences; physical, emotional, intellectual and social development. Emphasis on
scientific method, research strategies, historical overview, social and cultural context,
methods of observing children, and theories. 3 hours.
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
demonstrate knowledge of the basic concepts of prenatal, neonatal, infant, toddler,
preschool, and early primary child development within a social-cultural context;
describe current trends in research about early childhood;
describe the typical child development milestones of children birth through eight
years of age;
identify the strengths and exceptional needs of the child in the context of his/her
family;
assess through observation and identify children’s unique qualities, behaviors,
skills, traits, and developmental level;
identify available community services provided for young children with special
needs;
demonstrate understanding of the need of programs to provide culturally sensitive
care and implement curriculum that is multicultural and anti-bias;
identify the code of ethical responsibilities to children;
Course Content:
1.
2.
Child Study
a.
Scientific method
b.
Research strategies
c.
Historical overview
d.
Social and cultural context
e.
Theories
Role of heredity, genetics: the Nature - Nurture controversy
a.
Influence of chromosomes
b.
Conception - anatomy and family planning
Chabot College
Course Outline for Early Childhood Development 51, Page 2
Fall 2007
3.
4.
5.
6.
7.
Prenatal development
a.
Stages of growth - zygote, embryo, and fetus
b.
Effects of genetics, environment, parental health and nutrition, and other
factors
c.
Causes of disabilities and conditions that put children at risk
d.
Birth process
Neonatal development
a.
Early reflexive behavior and early neurological development
b.
Complete dependence
c.
Risks of premature infants
Development during infancy
a.
Physical and intellectual development
b.
Personality and socialization
c.
Basic warning signs of delay in developmental domain
d.
Foundation for early literacy
e.
Role of families and early educators
1)
Foundation for attachment and sense of trust
2)
Dependency needs
3)
How to meet infants’ needs for early neural development
Development during toddlerhood
a.
Foundations of autonomy
1)
Individualistic education
2)
Developing sense of self
b.
Language development
1)
Structure
2)
Content
3)
Functions
4)
Emergent literacy
5)
Recognizing problems
6)
Responding to infant's needs for interaction
c.
Basic warning signs of delay in developmental domain
d.
Cultural and social factors
e.
Regulation of behavior
1)
Toilet training
2)
Eating
3)
Setting limits
Development in Preschool Years (2-6)
a.
Psychosexual development
1)
Awareness of self-need for competence
2)
Emotional development
b.
Physical development
c.
Cognitive development
d.
Basic warning signs of delay in developmental domain
e.
Promotion of continued literacy development
Chabot College
Course Outline for Early Childhood Development 51, Page 3
Fall 2007
8.
9.
10.
f.
Communication with peers and adults
e.
School for preschool children – social development
g.
Role of play in development
Development in early primary years (6-8)
a.
Signs of delay in developmental domains
b.
Psychosocial development
1)
Increasing need to perform competently
2)
Emotional development
3)
Importance of high self-esteem
c.
Influence of peers, teachers, parents, television and computers
The influence of current societal issues
a.
Effect on family life
b.
Challenges to early care and education settings
1)
Culturally sensitive care
2)
Anti-bias implementation
Code of Ethical Conduct-responsibilities to children
Methods of Presentation:
a.
b.
c.
d.
e.
Lecture and discussion
Audio-visual aids
Direct observation of children
Guest speakers
Student projects
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments:
a.
Observe and analyze children at various developmental stages to determine
typical and atypical development.
b.
Write a report selected from relevant topics related to child development
research, such as:
1)
Attachment and effects on brain development
2)
Effects of nature/nurture on development of young children
3)
How culture affects children’s development
4)
Temperament and its implications for early educators
5)
Howard Gardner’s Seven Intelligences
Methods of evaluating student progress:
a.
Attendance and participation
b.
Assignments and reports
c.
Child observations
d.
Midterm
e.
Final examination
Chabot College
Course Outline for Early Childhood Development 51, Page 4
Fall 2007
Textbook(s) (typical):
The Developing Person, Berger, Worth Publishing Company, 2005, or latest edition
A Child’s World: Infancy Through Adolescence, Diane E. Papalia, Sally Wendkos Olds,
Ruth Duskin Feldman, McGraw Hill Publishing Company, 2005, or latest edition,
Special Student Materials:
None.
tf:Word/ECD 51
Revised: 11/27/06