Inactivated 11/9/07
College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Outline-1. Division/Center Humanities
2. Program and Course Number ECE
3. Course Title Child
4. ____
X
X
2Y
Growth and Development - Prenatal to Age Five
New (If new, are you deleting a course?) Course to be deleted:_________________
Change (Indicate current status and proposed changes on "Summary of Curriculum Changes" form)
Check here if catalog description is being changed.
Delete (Reason for deletion: )
5. Of what approved program is this course a part? Early Childhood Education
(see list of approved programs and TOPS Codes)TOPS Code 1305.00
Is the course a "required course"? X an "additional requirement"?_ (In a certificate or degree program)
6. Provide evidence that this course/revision is needed (purpose of proposal).
The Advancing Careers in Child Development Project, in collaboration with the Commission on Teacher
Credentialing and the California Community College Chancellor’s Office, has just released new competencies
which college courses are supposed to address in their content.
7. Describe the students who will enroll (include estimated number).
Students will enroll in this course who are pursuing an Associate of Science Degree in Early Childhood
Education or a Child Development permit or are attempting to meet Community Care Licensing
requirements to be a teacher in a child care and development program. Student enrollment 20 - 40.
8. Parallel courses--what is the relation of this course to existing courses
(modify/overlap/replace)?
This course will be the first of two growth and development courses covering different age ranges.
9. Capital Outlay: Describe the equipment for this class.
Presently have: Periodicals, books, and videos.
Need to acquire: (include cost) Nothing needed.
10. Staffing implications (Associate or Full-time faculty) Will be taught by either full-time or associate faculty.
Instructional Aide required? How many hours per week? None required.
11. Learning Resource Implications (new courses only)
Does the college have adequate learning resources to support the proposed course, or can the necessary
resources be acquired within the existing budget?
Yes ________
No _______Please attach the "Learning Resource Supplement" to the Course Proposal form.
12. Facility Implications: (Unless otherwise stated, it is assumed this course can be offered District-wide.)
Where Scheduled? All campuses and centers.
When Scheduled? Semester(s) Every semester in Eureka, varies at other campuses Day X Evening X
13. Special Fees None
14. Special Student Expenses (i.e., equipment, clothing, tools, etc.): None required.
15. Submitted by Sydney Fisher Larson_____ Tel. Ext._4338______
Date 4/24/01_________________
16. Submitting Division/Center Review _______________________
Date _________________
17. Division/Center Review ________________________________
Date _________________
18. Division/Center Review ________________________________
Date _________________
Approved by Curriculum Committee _____
ACADEMIC AFFAIRS
COURSE OUTLINE 6/98
11/9/01 _____________________
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SUMMARY OF CURRICULUM CHANGES
FEATURES
OLD
NEW
Course content covered children
from prenatal through adolescence.
Course content will address
children’s development prenatal
through age five.
Grading Standard
Prerequisites
Corequisites
Recommended Preparation
Repeatability Maximum Enrollments
Repeatability Maximum Units
Maximum Class Size
TLUs
Lectures Hours
Lab Hours
Method of Instruction
Units
Other
If any of the listed features have been modified in the new proposal, indicate the "old" (current) information and
proposed changes.
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College of the Redwoods
COURSE OUTLINE
DATE October 1, 2001
PROGRAM AND COURSE NUMBER: ECE 2Y
FORMER NUMBER (If previously offered) ECE 2
COURSE TITLE Child Growth and Development – Prenatal to Age Five
I. CATALOG AND OUTLINE
1. CATALOG DESCRIPTION:
A study of human development with special emphasis on the development of children from the prenatal
period to age five. Social, emotional, physical, cognitive, language, and aesthetic development both typical
and a-typical are addressed. Students will explore theoretical approaches to child development (i.e.,
Piaget, Vygotsky, Bronfenbrenner, Erikson, Gardener) and assess their effectiveness in explaining
development in the child and family’s cultural contexts.
NOTE: This is a Title 22 core course.
2.
COURSE OUTLINE:
% of Classroom Hours
Spent on Each Topic
Ages and stages of physical, social-emotional, language and cognitive development
Theory and research in child development
Risk factors affecting development
Cultural influences on development
Atypical development
Observation as a basis of assessing development
40%
20%
10%
10%
10%
10%
II. PREREQUISITES
Prerequisite?
No
X
Corequisite?
No
X
Recommended Preparation?
No
X
Yes _____________________
(course)
Yes _____________________
(course)
Yes _____________________
(course)
Rationale for Prerequisite, Corequisite, Recommended
Preparation__________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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PROGRAM AND COURSE NUMBER ECE 2Y
III. OUTCOMES AND ASSESSMENTS
1. COURSE OUTCOMES/OBJECTIVES:
List the primary instructional objectives of the class. Formulate some of them in terms of specific measurable
student accomplishments, e.g., specific knowledge and/or skills to be attained as a result of completing this course.
For degree-applicable courses, include objectives in the area of "critical thinking." Upon successful completion of
this course, the students will be able to:
1. Articulate the family’s role in children’s development
2. Discuss the effects of various disabilities or risk factors on development
3. Identify the effects of genetics, environment, maternal health, prenatal care, delivery,
postnatal care, nutrition and other factors of prenatal development
4. Define ages and stages of early childhood development within cultural and family contexts
 Development and function of biological systems
 Basic health & nutritional needs
 Physical growth and maturation
 Individual natural and variable typical growth and development
 Identify Sequences of development and the interrelationship among development areas
o Sensory and motor development
o Receptive and expressive communication skills, including second language
acquisition
o Cognitive skills such as attention, motivation, initiation, problem solving, concept
formation, memory and learning
o Play behavior
o Social and moral development
o Self-help skills and adaptive behaviors
o Temperament
5. Articulate the natural/typical physical development of young children, including
variable growth and behavioral patterns during
 Prenatal
 Perinatal
 Infant
 Toddler
 Preprimary
6. Identify prenatal and perinatal developmental risk factors
 Conditions that put children at risk & effects of early development (drugs, alcohol)
 Characteristics of infants with disabilities or risk conditions evidenced at birth
 Developmental impact of a disability
7. Identify the developmental impact of a disability
 Various disabilities or risk factors and their effect on typical development
 Disabling and at-risk conditions (such as prematurity, perinatal substance exposure, child
abuse and neglect, chronic illness) and their side effects on early development
 Societal issues (such as poverty, violence, natural disasters and racism) have an impact on
children and families
 The strengths and special needs of children and families
8. Explain the similarities in behavior and development between typical and atypical infants,
toddlers and preschoolers.
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PROGRAM AND COURSE NUMBER ECE 2Y
9. Articulate the interactions among familial, cultural, social and physical environments which
may influence the infant and young child in achieving maximum growth and development.
10. Discuss cognitive development and the relationship of children’s earliest experiences to their
individual differences.
11. Articulate the importance of theory and research in a typical child development.
12. Explain the importance of sensitive observation and recording for purposes of understanding
children’s needs in all developmental areas
 Sensory and motor development
 Cognitive skills including attention, motivation, initiation, problem solving, concept
formation, memory and learning
 Play behavior
 Social and moral development
 Emotional development & resiliency (including attachment and trust
 Self help skills and adaptive behaviors
 Physical growth and maturation
 Temperament
 Nutritional and general health factors
13. Discuss the importance and implications of the child’s physical, mental, nutritional and
general health factors for development.
14. Articulate the integration of various developmental domains and ways in which individual
differences affect development in all areas.
15. Obtain information about latest developments and research in child care practice and ECE
including inclusive, culturally relevant anti-biased curriculum.
16. Explain human development which encompasses the entire life span, with emphasis on
social, emotional, physical, cognitive, language and aesthetic development from birth
through age five within cultural and family contexts.
17. Demonstrate knowledge of the emotional, social and moral development including the
emergence of identity and self-esteem with emphasis on the attachment/separation cycle with
its recurrence throughout the life span.
18. Discuss the establishment of primary relationships as the foundation for optimal growth
and development.
19. Act upon the awareness that some of the normal developmental characteristics of children
(e.g. crying, messiness, dependency, willfulness, negative behavior, curiosity about genital
differences, etc.) often make adults uncomfortable. Can acknowledge these feelings in self,
co-workers, and parents while minimizing negative reactions toward children.
20. Identify behavioral signals from children that indicate a need for a change in teaching style to
meet child’s emotional or intellectual developmental needs.
21. Accept and respect the child’s current method and level of communication while supporting
growth and development of language.
22. Explain receptive and expressive communication, speech, and language development in
the young child with respect for and support of the child’s home language.
23. Discuss the impact of following facets on health and well being of children and their
families:
 Biological
 Environmental
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PROGRAM AND COURSE NUMBER ECE 2Y


Social
Political
Nutritional

2. COLLEGE LEVEL CRITICAL THINKING TASKS/ASSIGNMENTS:
Degree applicable courses must include critical thinking tasks/assignments. This section need not be completed for
non-credit courses. Describe how the course requires students to independently analyze, synthesize, explain, assess,
anticipate and/or define problems, formulate and assess solutions, apply principles to new situations, etc.
 Synthesize various theories of child development
 Develop a child assessment portfolio determining a child’s level of development through observation
and application of child development theory
 Analyze risk factors affecting a child to determine appropriate mitigation
 Develop a chronology of development and identify when evaluation for identification of potential
special needs is needed
3. ASSESSMENT
Degree applicable courses must have a minimum of one response in category A, B, or C. If category A is not
checked, the department must explain why substantial writing assignments are an inappropriate basis for at least part
of the grade.
A. This course requires a minimum of two substantial (500 words each) written assignments which demonstrate
standard English usage (grammar, punctuation, and vocabulary) and proper paragraph and essay development. In
grading these assignments, instructors shall use, whenever possible, the English Department’s rubric for grading the
ENGL 150 exit essay. Substantial writing assignments, including:
essay exam(s)
X term or other paper(s)
___ laboratory report(s)
X written homework
X reading report(s)
X other (specify) portfolios
If the course is degree applicable, substantial writing assignments in this course are inappropriate because:
__ The course is primarily computational in nature.
__ The course primarily involves skill demonstrations or problem solving.
__ Other rationale (explain) __________________________________
B.
Computational or Non-computational problem-solving demonstrations, including:
exam(s)
__ quizzes
__ homework problems
__ laboratory report(s)
__ field work
X other (specify) Child observations
C.
Skill demonstrations, including:
__ class performance(s)
__ field work
__ other (specify) ______________________________________
D.
__ performance exam(s)
Objective examinations, including:
multiple choice
true/false
matching items
__ completion
__ other (specify) ________________________________________
E.
Other (specify) Portfolio to demonstrate mastery of competencies.
NOTE: A course grade may not be based solely on attendance.
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PROGRAM AND COURSE NUMBER ECE 2Y
IV. TEXTS AND MATERIALS
APPROPRIATE TEXTS AND MATERIALS:
(Indicate textbooks that may be required or recommended, including alternate texts that may be used.)
Text(s)
Title: Early Childhood Development: A Multicultural Perspective
X
Required
Edition: Second
___
Alternate
Author: Jeffery Trawick-Smith
___Recommended
Publisher: Merrill/Prentice Hall
Date Published: 2000
(Additional required, alternate, or recommended texts should be listed on a separate sheet and attached.)
For degree applicable courses the adopted texts have been certified to be college-level:
X
Yes.
Basis for determination:
______ is used by two or more four-year colleges or universities (certified by the Division Dean or Center
Dean)
OR
X
______ No
has been certified by the LAC as being of college level using the Coleman and Dale-Chall
Readability Index Scale.
Request for Exception Attached.
REQUIRED READING, WRITING, AND OTHER OUTSIDE OF CLASS ASSIGNMENTS:
Over a 16-week presentation of the course, 3.8 hours per week are required for each unit of credit. ALL Degree
Applicable Credit classes must treat subject matter with a scope and intensity which require the student to study
outside of class. Two hours of independent work done out of class are required for each hour of lecture. Lab and
activity classes must also require some outside of class work. Outside of the regular class time the students in this
class do the following:
X
X
_____
X
X
X
_____
X
X
Study
Answer questions
Skill practice
Required reading
Problem solving activity or exercise
Written work (essays/compositions/report/analysis/research)
Journal (reaction and evaluation of class, done on a continuing basis throughout the semester)
Observation of or participation in an activity related to course content (e.g., play, museum, concert,
debate, meeting, etc.)
Other (specify) develop portfolio
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PROGRAM AND COURSE NUMBER ECE 2Y
V. TECHNICAL INFORMATION
1. Contact Hours Per Week: (Indicate
"TOTAL" hours if less than semester length)
Lecture:
3+ Weekly 54 TOTAL
Lab:
_______ Weekly ______ TOTAL
No. of Weeks S (S = semester length)
(Use Request for Exception sheet to justify
more-than-minimum required hours.)
5. Recommended Maximum Class Size 35
Units 3 or
Variable Unit Range ______
7. Grading Standard
X
Letter Grade Only
______CR/NC Only
______Grade-CR/NC Option
Grade-CR/NC Option Criteria:
______Introductory
______1st course in sequence
______Exploratory
2. TLUs
3.
6. Transferability X CSU ______ UC
List two UC/CSU campuses with similar courses
(include course #s)
HSU CD 255 SDSU – CFD 270
Articulation with UC requested ______
4.5
Does course fulfill a General Education
requirement? (For existing courses only;
for new courses, use GE Application Form)
_____ Yes
X
8. Is course repeatable ______ Yes X No
If so, repeatable to a maximum of:
______Total Enrollments
______Total Units
(Use Request for Exception sheet to justify repeatability.)
No
If yes, in what G.E. area?
AA/AS Area _________
CSU/GE Area _________
IGETC Area _________
9. SAM Classification C
Course Classification I
4. Method of Instruction:
X Lecture
_____ Lab
_____ Lecture/Lab
_____ Independent Study
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