Chabot College
Fall 2008
Replaced Fall 2011
Course Outline for Early Childhood Development 67
INFANT AND TODDLER DEVELOPMENT AND CAREGIVING
Catalog Description:
67 - Infant and Toddler Development and Caregiving
3 units
Analysis of infant and toddler development and care, birth through 36 months. Study of current
caregiving practices in infant\toddler centers and family day care homes. Examination of best
practices, responsive caregiving techniques, environments, infant toddler learning foundations,
health, safety, and licensing requirements. Prerequisite: Early Childhood Development 51
(completed with a grade of “C” or higher). 3 hours.
[Typical contact hours:
Prerequisite Skills:
Before entering this 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.
Expected Outcomes for Students:
Upon completion of this course, the student should be able to:
1. describe the theories, characteristics and sequences of typical and atypical infant/toddler
development with emphasis on best practices and individual, familial, and cultural differences;
2. identify skills of infants/toddlers in physical, cognitive, social emotional domains as well as key
elements of language development;
3. apply the principles of infant/toddler development to create safe and healthy environments
which meet licensing requirements and are responsive to the needs of individual infants and
toddlers;
4. apply and explain responsive caregiving techniques for infants/toddlers that enhance their
optimum individual development;
5. develop a written plan, using observation and the infant/toddler learning foundations, to
implement curriculum for individual infant/toddler needs;
6. describe behaviors of caregivers that model respectful communication, pro-social behavior
and facilitate the development of empathy in infants/toddlers;
7. demonstrate an understanding of respectful relationships, communication, and interactions
with families within a cultural context;
8. analyze qualities of team approach, collaboration, communication, professional and ethical
behaviors in infant/toddler care environments.
Chabot College
Course Outline for Early Childhood Development 67, Page 2
Fall 2008
Course Content:
1. Theories and principles of infant/toddler development
a. Sequence of development in social/emotional, cognitive, language, motor and perceptual
skills
b. Milestones for typically developing children
c. Brain development
d. Basic signs of atypical development and “at risk” infants/toddlers
e. Theories of attachment and separation
f. Temperament and Individual uniqueness
2. Principles of responsive caregiving
a. Establishing relationships
b. Respect of the infant\toddler as an individual
c. Building of trust and attachment
d. Use of daily routines as a foundation for building trust and positive communication
e. Meeting individual needs in group care
f. Continuity of care, primary caregiving, small group size and ratio
g. Early intervention and inclusion of atypically developing infants/toddlers
3. Infant/Toddler learning foundations
a. Learning and development integrated across all domains
b. Using daily routines as an educational experience
c. Facilitating infant/toddler learning through play
1) Preparing the environment
2) Appropriate toys, materials and activities
d. Facilitating language and communication
e. Encouraging infant’s/toddler’s natural cognitive curiosity
f. Facilitating development of motor and perceptual skills
g. Identifying challenging behaviors and implementing positive guidance strategies to
develop pro-social behavior
4. Observation of infants/toddlers
a. Techniques for observations
b. Documenting development
c. Using observation documentation to assess infants/toddlers and their environment
5. Components of a safe, healthy indoor and outdoor environment for infants/toddlers
a. Policies and procedures that protect health and safety of infants/toddlers and adults which
reflect current best practices
b. Universal precautions, hand washing, cleaning, sanitizing, and emergency procedures
c. Recognizing signs of abuse in the non verbal child
d. Community Care licensing regulations
6. Family relationships and interactions
a. Family as the primary relationship in the infant/toddler life
b. Understanding similarities and differences in families within a cultural context
c. Maintaining confidential communication
d. Family goals, values and cultural background
e. Building respectful relationships and communication between families, staff, and program
7. Professional development
a. Team approach to meeting the individual needs of infants/toddlers
b. Fostering respectful and collaborative relationships among adults
c. Ongoing professional development
d. Ethical professionalism and conduct
e. Reflective practices
Chabot College
Course Outline for Early Childhood Development 67, Page 3
Fall 2008
Methods of Presentation:
1.
2.
3.
3.
Lecture and discussion
Small group discussion and projects
Media resources
Observations in infant/toddler settings
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Students will read assigned sections from the text and handouts and write reflective
responses.
b. Students will observe and document infants/toddlers in group settings using specific
assessment tools.
c. After observations, students will write a report which articulates the relationship between
children’s individual needs and responsive caregiving.
2. Methods of Evaluating Student Progress
a. Class attendance and participation
b. Written assignments
c. Midterm
d. Final project
Textbook(s) (typical):
Infants, Toddlers and Caregivers, Mayfield Publishing Company, 5th Edition, 2001
Special Student Materials:
None