Chabot College
Fall 2004
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.
discuss the basic concepts of neonatal, infant, toddler, preschool, and early primary
child development within a social-cultural context;
describe current trends in research about early childhood;
identify and describe the needs of typically developing children at different ages and
stages of development;
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 and techniques for studying children;
discuss 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.
3.
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
Prenatal development
a. Stages of growth - zygote, embryo, and fetus
b. Prevention of and understanding causes of birth defects
c. Birth process
Chabot College
Course Outline for ECD 51, Page 2
Fall 2004
4.
5.
6.
7.
8.
9.
Neonatal development
a. Early reflexive behavior and early neurological development
b. Complete dependence
c. Problems of premature babies
Development during infancy
a. Physical and intellectual development
b. Personality and socialization
c. Foundation for early literacy
d. Role of early educators
1) Foundations of basic sense of trust
2) Dependency needs
3) How to meet infants’ needs for early neural development
Growth and development during the second year
a. Toddlerhood
1) Foundations of autonomy
2) Individualistic education and 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. Cultural and social factors
d. 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. Promotion of continued literacy development
e. .Communication with peers and adults
e. School for preschool children – social development
f. Role of play in development
Development in early primary years (6-8)
a. Psychosocial development
1) Increasing need to perform competently
2) Emotional development
3) Importance of high self-esteem
b. 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
Chabot College
Course Outline for ECD 51, Page 3
Fall 2004
10.
1)
Culturally sensitive care
2)
Anti-bias implementation
Code of Ethical Conduct-responsibilities to children
Methods of Presentation:
1.
2.
3.
4.
Lecture and discussion
Audio-visual aids
Guest speakers
Student projects
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments:
a. Observe and analyze children at various developmental stages
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 exam
Textbook(s) (typical):
The Developing Person, by Berger, Worth Publishing Company, 2002, or latest edition
A Child’s World: Infancy Through Adolescence, Diane E. Papalia, Sally Wendkos Olds,
Ruth Duskin Feldman, 2002, or latest edition, McGraw Hill
Special Student Materials:
None.
tf:/Word/ECD 51.doc
Revised 12-08-03