CFD 565 Best Practices of Care for Infants/Toddlers
Department of Child and Family Development
College of Education
San Diego State University
Spring 2014
Section 20543
Instructor: Dr. Sarah Garrity
Email: sgarrity@mail.sdsu.edu
Phone: 619-594-0857
Office: EBA 413
Office Hours: Monday 10:00-12:00 and by appointment
Class Meeting Time/Location: Thursday 4:00-6:40; SLHS 247
Technology Support: http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
Course Description
Best practices of care for infants/toddlers are the foci of this course. The quality of care and relationships
as experienced by the infant are critical to her/his developmental outcomes and wellbeing. Students will
be introduced to the importance of respectful, attentive physical care, its basic principles and the
practical components of best practices of care for babies. Infant’s self-initiated movement and the
development of play are the focus of this course, with an emphasis on the importance of adult-child
interactions. Students will learn to design environments of care that ensure safety and optimum growth
and development as well as how to collaborate with families via the creation of meaningful connections
between early childhood care and education programs and each child’s home and culture.
Prerequisites
 Completion of all lower division preparation for the major with a grade of C (2.0) or better.
 Approval of instructor
Learning Objectives
By the end of this course, students will:
1. Review the principle theoretical perspective and research findings of best practices of care for
Infants/toddlers.
2. Demonstrate knowledge of observing infant/toddler development focusing on gross motor
development and its effects on cognitive and socio-emotional development.
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3. Make connections between theory, research and practice considering the implications of best
practices of care for infants and toddlers research on educational practice, intervention decisions,
guidance strategies and the development of public policy.
4. Demonstrate the ability to conduct a systematic observation and analysis of infant/caregiver
respectful interaction and care.
Text and Resources
California Infant/Toddler Learning & Development Foundations (2009). California Department of
Education, Center for Child & Family Studies
http://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf
California Infant/Toddler Curriculum Framework (2012). California Department of Education, Center for
Child & Family Studies
http://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf
Gerber, M. Dear Parent: Caring for Infants With Respect (2nd Edition)(2003). (Resources for Infant
Educators (RIE); Expanded edition
Kovach, B. (2008). Being with Babies: Understanding and Responding to the Infants in Your Care (Best
Practices for Caregivers). Gryphon House
Lally, J. R., Mangione, P.L., Greenwald, D. (Eds.)(2006). Concepts for Care: 20 Essays on
Infant/Toddler Development and Learning. WestEd.
Ong, F. (Ed.)(2006). Infant/Toddler Learning & Development: Program Guidelines. California Department
of Education
http://www.cde.ca.gov/sp/cd/re/documents/itguidelines.pdf
Pikler, E. The Pikler Bulletin (Pamphlet). Sensory Awareness Foundation
Publication Manual of the American Psychological Association (6th ed.) (2009).
Assignments
Assignment
Six (6) Observations of infant/toddler in the
child/home care setting: (10 points each x 6 = 60
points)
1. Three month old
2. Four-six month old
3. Seven-nine month old
4. Ten-twelve month old
5. Thirteen-eighteen month old
6. Nineteen –twenty six month old
For each one of the observations (1 hour long),
please write an observation report (4-5 pages)
linking the observed behaviors and interactions to
the theories and evidence-based information as
presented in your readings. Follow APA style.
Conduct 2 assessments of an infant/toddler
classroom using CLASS and ITERS. Write the
Student Learning Outcomes
Review the principle theoretical perspective and
research findings of best practices of care for
Infants/toddlers. (Learning outcome 1)
Demonstrate knowledge of observing infant/toddler
development focusing on gross motor development
and its effects on cognitive and socio-emotional
development. (Learning outcome 2)
Demonstrate the ability to conduct a systematic
observation and analysis of infant/caregiver
respectful interaction and care. (Learning outcome 4)
Make connections between theory, research and
practice considering the implications of best practices
2
assessment reports (4-5 pages each) integrating
best practices recommendations. (10 points each
x 2 = 20 points)
Assignment
Write a proposal for an infant/toddler program
following best practices. Your proposal needs to
include evidence-based information to support
your proposal. You need to use at least 6
additional references in addition to your class
readings. (20 points) Graduate students will be
required to have 12 additional references
of care for infants and toddlers research on
educational practice, intervention decisions, guidance
strategies and the development of public policy.
(Learning outcome 3)
Demonstrate the ability to conduct a systematic
observation and analysis of infant/caregiver
respectful interaction and care. (Learning outcome 4)
Student Learning Outcomes
Review the principle theoretical perspective and
research findings of best practices of care for
Infants/toddlers. (Learning outcome 1)
Make connections between theory, research and
practice considering the implications of best practices
of care for infants and toddlers research on
educational practice, intervention decisions, guidance
strategies and the development of public policy.
(Learning outcome 3)
Grading Scale
A
AB+
B
B-
93-100 points
90-92 points
87-89 points
83-86 points
80-82 points
C+
C
CD+
D
77-79 points
73-76 points
70-72 points
67-69 points
60-66 points
F
59 points or below
California Council on Family Relations (CCFR) Conference:
Students will be given 5 extra credit points for attending this conference, which will be held on April 17,
2014. More information about this conference will be provided as the semester progresses. Students
who are unable to attend will be given an alternate extra credit assignment.
COURSE POLICIES
Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during fieldwork
experiences, and working with other students outside of the class on assignments related to this class.
With regard to fieldwork experiences, students are expected to demonstrate behavior as specified in the
NAEYC Code of Ethical Conduct at all times. This will be discussed in detail in class prior to the Child
Study Assignment. Any violation of professional and ethical conduct will result in removal of the student
from the remainder of the course and referral to the appropriate offices.
Attendance and Participation
The emergent and personalized nature of this professional preparation course makes attendance and
participation crucial. Thus, full preparation and participation in each class is expected to insure
understanding of each topic presented.
Late and Missing Assignments
Assignments are due on the date and time specified in the syllabus. Late assignment policy: 5 % will
be deducted for each day (weekends included) the assignment is late.
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Academic Integrity/Plagiarism
The highest standards of academic integrity are expected of all students. The failure of any student to
meet these standards may result in suspension or expulsion from the university and/or other sanctions
as specified in the academic integrity policies of the individual academic unit. Violations of academic
integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such
activities. For this course, a violation of academic integrity will result in a course grade of F. In
addition, a professional attribute referral will be submitted to the appropriate department chair for
further review and possible sanctions beyond the failing course grade.
DISABILITY ACCOMMODATIONS FOR STUDENTS
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt
of your accommodations, you should contact Student Disability Services as soon as possible. Please note
that accommodations are not retroactive, and that I cannot provide accommodations based upon
disability until I have received an accommodation letter from Student Disability Services. Your
cooperation is appreciated.
RELIGIOUS ACCOMMODATIONS FOR STUDENTS
Students who need to be absent from class due to the observance of a religious holiday or participate in
required religious functions must notify the faculty member in writing as far in advance of the
holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function
to the faculty member. Students will not be penalized for missing class due to religious
obligations/holiday observance. The student should contact the class instructor to make arrangements
for making up tests/assignments within a reasonable time.
MILITARY PERSONNEL STATEMENT
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is
unable to complete classes because of military activation may request complete or partial administrative
unrestricted withdrawals or incompletes depending on the timing of the activation.
HARASSMENT PROHIBITED
SDSU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin,
disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations
of this policy may result in disciplinary action, including termination of employees or expulsion of
students. Contact the Office of Employee Relations and Compliance
(http://oerc.sdsu.edu/discrimharasstoc.htm) if you feel another student or an SDSU employee is
harassing you based on any of the factors above.
GRADE APPEALS
The professional responsibility for assigning grades is vested in the instructor of the course, and requires
the careful application of professional judgment. A student wishing to appeal a grade must first meet with
the instructor who assigned the grade to try to resolve the dispute. If the dispute cannot be resolved
directly with the course instructor, contact the Office of the Ombudsman at SDSU Student Affairs at:
http://www.sa.sdsu.edu/ombuds/index.html.
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Tentative Course Schedule
DATE
Th
1/23
Th
1/30



TOPICS
Course Introduction
Syllabus Review

Understanding infant care in
an ecological approach





Th
2/6

Brain development




Th
2/13

Infant and Toddler Learning
and Development
Foundations



READINGS/ ASSIGNMENTS
Review syllabus
Read: Chapters 1-6 - Gerber
Read: Introduction, The Early MonthsITLDF
Read: Introduction, Chapters 1-2 – ITLDPG
Read: Essays 1,2,16 –Concepts for Care
Read: Chapter 1, 2 – Kovach
Read: Chapters 7-12 – Gerber
Read: Excessive Stress Disrupts the
Architecture of the Developing Brain
(posted on Bb)
Read: Essays 3, 7 – Concepts for Care
Read: Chapter 4 - Kovach

Review: pages 7-103 ITLDF
Read Chapter 6 (7, pgs. 88-97)– ITLDPG
Read: Early Dual Language Learning –
article posted on Bb
Read Essay 4, 17- Concepts of Care
Th
2/20

Continuity of care





Read: Chapter 3 – ITLDPG
Read: Articles posted on Bb
Read: Essays 5, 12 – Concepts of Care
Read: Chapter 5-12 -Kovach
DUE: Observation One
Th
2/27

Setting up and assessing
environments of care
Th
3/6

Respectful care and
interaction, The Pikler
Approach










Read: Chapter 5 (3-5, pgs. 65-81)- ITLDPG
Read: Essay 14- Concepts of Care
Read: Chapters 1, 22, 23,24, 27, 28 – Kovach
DUE: Observation Two
Read: Chapters 13-23 – Gerber
Read: Chapter 5 (1-2, pgs. 56-64) - ITLSPG
Read: The Pikler Bulletin (Pamphlet)
Read: Essay 5-Concepts of Care
Read: Chapter - Kovach
DUE: ITERS Classroom Assessment
Th
3/13

Infant Toddler Curriculum
Framework





Read: Chapters 1-3 - ITCF
Read: Chapter 6 (8, pgs. 100-107) – ITLDPG
Read: Essay 4, 8, 9 - Concepts of Care
Read: Chapters 13-16 – Kovach
DUE: Observation Three
5
Th
3/20

Infant Toddler Curriculum
Framework, Desired Results
Developmental Profile




Read: ITCF: Chapters 4-6 - ITCF
Read: Chapters 24-33 – Gerber
Read: Essay 18, 19, 20 – Concepts of Care
Read: Chapters 17-21, 25 – Kovach
Th
3/27

Relationship-based
interaction with parents and
their children




Read: Chapters 34-36 & 42-44 - Gerber
Read: Essay 10-Concepts of Care
Read: Chapters 33, 34 - Kovach
DUE: Observation Four
Th
4/10

Th
4/17

Spring Break 3/31-4/4
Caring for children with
 Read: Articles posted on Bb
developmental challenges
 Read: Essays 11, 12, 13 – Concepts of Care
Observation and analysis of
practices of care


Read: NAEYC Early Childhood Program
Standards and Accreditation Criteria &
Guidance for Assessment (posted on Bb)
DUE: Observation Five
Th
4/24

Assessing adult-child
interactions



Read: CLASS manual – Posted on Bb
Read: Chapters 26, 29, 30, 31 - Kovach
DUE: Observation Six
Th
5/1

Leadership and Advocacy



Read: Chapter 4 & Chapter 5 (pages 8286), Part 3 (resources) – ITLDPG
Read: Chapters 32,35, 36, - Kovach
DUE: CLASS observation

Student Presentations of Grant Proposal
Th
5/8

Student Presentations
ITLDF:
ITLDPG
6
ITCF: