Chabot College
Fall 2002
Replaced Fall 2006
Course Outline for Early Childhood Development 87
QUALITY ENVIRONMENTS FOR INFANTS/TODDLERS
Catalog Description:
87 – Quality Environments for Infants/Toddlers
3 units
Observation and analysis of infant/toddler classrooms using the Infant Toddler
Environmental Rating Scale (ITERS). Consideration of developmental needs and profiles
for children ages birth to 36 months. Design of interior and exterior learning
environments and planning of learning experiences that are developmentally appropriate
to the children who will be involved. Study of how responsive and culturally sensitive
relationships with children and their parents influence children's development. Strongly
recommended: Early Childhood Development 67. Lecture 40 hours and 14 hours Work
Experience.
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course students should be able to:
1.
2.
3.
4.
5.
6.
respond to children in a caring and nurturing manner that is developmentally
appropriate;
assess and analyze infant/toddler classrooms using the ITERS rating scale;
plan and design a culturally sensitive and developmentally appropriate
environment for infants/toddlers;
develop strategies that are effective in creating partnerships with parents;
plan and develop learning experiences that support children’s optimal
development;
demonstrate familiarity with developmental assessment tools.
Course Content:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Developing nurturing and responsive caregiving relationships
Quality care for infants and toddlers
Understanding the ITERS rating scale and using it to analyze infant/toddler
classrooms
The “learning environment” and its impact on brain, physical, and socioemotional development
Planning environments that are culturally sensitive and reflect the diversity of the
families
Developmental profiles based on naturalistic observations and their use in the
childcare program
Promoting children's cognitive development
Promoting children's physical development
Promoting children's communication and language
Promoting children's creativity
Chabot College
Course Outline for ECD 87
Fall 2002
Page 2
Course Content (Cont'd):
11.
12.
Creating partnerships with parents
Resources for families
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture and discussion
Media presentation
Small group discussions
Student presentations
Observations in infant/toddler classrooms
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Observe an infant/toddler classroom using the ITERS rating scale
b.
Interview families about their parenting techniques and write a report on
your findings
c.
Research community resources for families and write a report
d.
Using scenarios of parent/teacher conflicts, role play demonstrating
effective communication skills
e.
Design a learning environment that supports children’s development
f.
Develop learning experiences that promote children’s language and
communication skills, development physically, mentally, and creatively
g.
Analyze and compare developmental profiles and assessment materials
2.
Methods of Evaluating Student Progress
a.
Class participation
b.
Self reflection
c.
Journals
d.
ITERS assessment
e.
Group projects
f.
Final project
Textbook(s) (Typical)
Creative Curriculum for Infants and Toddlers, Amy Dombro, Laura Colker, and Diane
Trister-Dodge, Teaching Strategies, Washington, D.C., 2001, or latest edition.
Special Student Materials:
None.
tf A:/WORD/ECD 87.DOC
Revised: 1-30-2002