Chabot College
Fall 2008
Replaced Fall 2010
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.
[Typical contact hours: 52.5]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant, toddler,
preschool, and early primary child development within a social cultural context;
2. articulate connections between child development knowledge and appropriate practices;
3. describe current trends in research about early childhood;
4. describe typical development milestones of children birth through eight years;
5. identify the strengths and exceptional needs of the child in the context of his/her family;
6. assess through observation and identify children’s unique qualities, behaviors, skills, traits, and
developmental level;
7. identify techniques for studying children;
8. identify ethical responsibilities to children.
Course Content:
1. Child Study
a. Scientific method
b. Research strategies
c. Historical overview
d. Social and cultural context
2. Theories
a. Historical perspectives and theorists
1) Freud and Erikson - psychoanalytic
2) Watson and Skinner - learning theory
3) Piaget and Vygotsky cognitive
4) Gardner, Kagan, Maslow, Bronferbrenner and others
b. Emerging theorists
c. Application of theory to practice
1) Research
2) Childrearing
3) Teaching
3. Role of heredity, genetics: the Nature - Nurture controversy
a. Influence of chromosomes
b. Conception - anatomy and family planning
Chabot Collete
Course Outline for Early Childhood Development 51, page 2
Fall 2008
4. 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
5. Neonatal development
a. Early reflexive behavior and early neurological development
b. Complete dependence
c. Risks of premature infants
6. 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
7. 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
8. 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
f. Communication with peers and adults
g. School for preschool children – social development
h. Role of play in development
9. 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
Chabot Collete
Course Outline for Early Childhood Development 51, page 3
Fall 2008
d. Effect on family life
e. Challenges to early care and education settings
1)
Culturally sensitive care
2)
Anti-bias implementation
10. Code of Ethical Conduct-responsibilities to children
Methods of Presentation:
1.
2.
3.
4.
Lecture and discussion
Audiovisual aids
Guest speakers
Student projects
Assignments and Methods of Evaluating Student Progress:
1. 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
2. Methods of evaluating student progress:
a. Attendance and participation
b. Assignments and reports
c. Child observations
d. Midterm
e. Final exam
Textbook(s) (typical):
The Developing Person, by Kathleen Berger, Seventh Edition, Worth Publishing Company, New
York, 2006.
A Child’s World: Infancy Through Adolescence Diane E. Papalia, Sally Wendkos Olds, Ruth Duskin
Feldman, Tenth Edition, McGraw Hill, New York, 2005.
Special Student Materials:
None.
csECD51Course Outline