CFD 375A: Infant-Toddler Development
Department of Child and Family Development
College of Education
San Diego State University
Fall 2015
Instructor: Francesca Gallozzi
Email: fgallozzi@mail.sdsu.edu
Schedule number: 2 0 6 1 6
Class Meeting Time/Location: Wednesday 12:00 – 1:50, EBA 343
Office Hours: Monday 9:20- 10:30, WEDNESDAY 8:45 – 9:45, Thursday 9:15 – 10:30, or by appt.
Office: EBA 401A
Blackboard: https://blackboard.sdsu.edu/
Additional course information will be posted on Blackboard.
Student Computing Center: http://scc.sdsu.edu/home.php FOR ALL TECHNICAL QUESTIONS
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
COURSE DESCRIPTION
CFD 375A examines the complex, dynamic process of physical, social, emotional, cognitive, language and
literacy development of young children, prenatal to age three. Emphasis will be placed on an analysis of a
child’s development within the context of their culture, environment and family structures. Data, research and
theories of child development will be discussed from a historical and cross-cultural perspective. This course is
designed to provide a foundation for early childhood professionals and others interested in child development.
Observation and practical application are an integral part of this class with implications for caregivers, teachers,
parents and families.
REQUIRED TEXTS AND MATERIALS
Wittner, D.S. & Petersen, S.H. (2013). Infant and Toddler Development and Responsive Program Planning: A
Relationship-Based Approach. 3rd Edition.

Your book is available at www.sdsubookstore.com
ITF: Infant-Toddler Foundations, (California Infant Toddler Learning and Development Foundations)
California Department of Education, Child Development Division available free of charge online at:
http://www.cde.ca.gov/sp/cd/re/itfoundations.asp
PITC: The Program for Infant Toddler Care, developed collaboratively by the California Department of
Education and WestEd, free of charge online at: http://www.pitc.org/pub/pitc_docs/about.html
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Expectations
I expect students to:
1.
Read the textbook.
2.
Study for exams.
3.
Write at a college level in APA style and follow directions on assignments.
4.
Attend class on a regular basis. Please arrive on time and stay for the entire class.
5.
Be attentive and respectful in class. This means no chatting, iPods, sleeping, texting, checking e-mail,
completing homework for other classes, etc. Please turn off and put away cell phones once class begins.
6.
Honor due dates.
7.
Read feedback on graded papers and apply those comments to future assignments.
8.
Check email and Blackboard regularly for course communication.
You can expect me to:
1.
Treat you with respect.
2.
Be organized and ready for each class.
3.
Be willing to discuss issues and answer questions during class.
4.
Give feedback, both oral and written.
5.
Answer emails and be available during office hours.
6.
Grade exams and papers in a timely fashion.
Cheating
Instances of cheating may result in failure of the course and referral for disciplinary procedures that may result
in dismissal from the university.
Plagiarism
Plagiarism is simply the use of others’ words and/or ideas without clearly acknowledging their source. As
students, you are learning about other people’s ideas in your course texts, your instructors’ lectures, in-class
discussions, and when doing your own work. When you incorporate those words and ideas into your own work,
it is of the utmost importance that you give credit where it is due. Plagiarism, intentional or unintentional, is
considered academic dishonesty and all instances will be reported to SDSU’s Office of Judicial Procedures. To
avoid plagiarism, you must give the original author credit whenever you use another person’s ideas, opinions,
drawings, or theories as well as any facts or any other pieces of information that are not common knowledge.
Additionally quotations of another person’s actual spoken or written words; or a close paraphrasing of another
person’s spoken or written words must also be referenced. Accurately citing all sources and putting direct
quotations – of even a few key words – in quotation marks are required. U s i n g w o r k f r o m o n e
course to meet assignments for another course is also considered
a c a d e m i c d i s h o n e s t y . For further information on plagiarism and the policies regarding academic
dishonesty go to the Course Catalog section on Standards for Student Conduct (41310).
Students with Disabilties
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 accommodations based upon disability cannot be
provided until you have presented your instructor with an accommodation letter from Student Disability
Services. Your cooperation is appreciated.
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Assignments
Your assignments must be written by you alone and not with another student from the class. The Child Case
Study is an individual, not group assignment.
Student Work Samples
Your work may be selected to keep on file. The work that is selected will be used solely for the purposes of
evaluation from higher education accreditation institutions (NAEYC, NCATE, etc.). If an assignment is to be
used as an example for future classes, you will be asked individually for that and names will be removed.
STUDENT LEARNING OUTCOMES
The National Association for the Education of Young Children (NAEYC) has implemented Professional
Preparation core standards for Professional Teaching Standards for PreK-3 teachers. This course utilizes these
standards in identifying course goals/objectives, course instructional activities, assigning course requirements,
and creating assessments. The following outline identifies how these standards are incorporated in this course.
Visit the following Web site for detailed listings of standards:
NAEYC Advanced Program Standards: http://www.naeyc.org/faculty/college.asp
Upon successful completion of this course, students will be able to:
1. Review the principle theoretical perspectives and research findings in a variety of cultural contexts that
shape our ideas and knowledge about the nature of infant/toddler development to address the issue of
universal versus culturally specific patterns of behavior. NAEYC: 4d, 5
2. Read and evaluate research, understand the associated scientific method and apply it to the
understanding of infant/toddler behavior and development within the relevant familial and cultural
context. NAEYC: 2, 4d, 5
3. Demonstrate knowledge of the continuum of infant/toddler development (prenatal through age three) in
relation to the interrelated topics of biological/physical, social/emotional and cognitive development of
children. NAEYC: 1, 5
4. Make connections between theory, research and practice considering the implications of research on
educational practice, intervention decisions, guidance strategies and the development of public policy.
NAEYC: 1, 4b, 4c, 4d, 5
5. Demonstrate the ability to conduct a systematic observation and analysis of infant/toddler behavior
addressing the continuum of development from prenatal to age three. NAEYC: 3, 4c, 4d, 5
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The following table identifies how these Student Learning Outcomes are aligned with course assignments.
Student Learning Outcomes
1. The student will review the principle
theoretical perspectives and research
findings in a variety of cultural contexts
that shape our ideas and knowledge about
the nature of child development to
address the issue of universal versus
culturally specific patterns of behavior
Assignment
Signature Assignment
2. The student will read and evaluate
research, understand the associated
scientific method and apply it to the
understanding of child behavior and
development within the relevant cultural
context.
3. The student will demonstrate
knowledge of the continuum of child
development (prenatal through age eight)
in relation to the interrelated topics of
biological/physical, social/emotional and
cognitive development of children.
Signature Assignment
4. The student will make connections
between theory, research and practice
considering the implications of research
on educational practice, intervention
decisions, guidance strategies and the
development of public policy.
5. The student will demonstrate the
ability to conduct a systematic
observation and analysis of child
behavior addressing continuum of child
development.
Signature Assignment
NAEYC Standards
NAEYC: 4d, 5
Tests
Class Participation Activities
NAEYC: 2, 4d, 5
Signature Assignment Tests
NAEYC: 1, 5
Class Participation Activities
Video Analysis
NAEYC: 1, 4b, 4c, 4d, 5
Class Participation Activities
Signature Assignment
NAEYC: 3, 4c, 4d, 5
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COURSE ASSIGNMENTS & POINT STRUCTURE
Assignment
Tests. 2@ 35 points each. Multiple Choice, online.
Signature Assignment
Case Study 50 points
In this assessment, you are asked use your knowledge of child development and learning; apply
your skills to observation, documentation and assessment; and engage in conversation and
partnership with the child’s family, in order to establish developmental goals for the child that
are appropriate and challenging.
Complete guidelines, rubric for this assignment, and a sample paper are on Bb.
Final Exam – video analysis
We will watch a video in class and you will analyze the environment, teacher behavior, and
children’s development .
Total Points for the Course
Points
70
50
30
150
TOTAL POINTS EARNED AND LETTER GRADES:
Points commensurate with the following grades on assigned papers reflect the following
criteria: A=exceeds expectations in both quantity and quality
D=fails to meet minimum
expectations B=exceeds expectations in some areas F=drastically fails to meet minimum
C= meets minimum expectation
EARNED POINTS ARE NOT ROUNDED UP FOR FINAL LETTER GRADE!
A
141-150
AB+
B
BC+
C
CD range
F
135-140
130-134
126-129
120-125
116-119
110-115
105-109
98-104
<98
TaskStream
Everyone enrolled in this course will need to have a TaskStream electronic portfolio subscription, and be enrolled in
the appropriate TaskStream "Program" which contains your program portfolio. More information about purchasing
a TaskStream subscription and enrolling into a TaskStream Program is available in the “CFD Portfolio” section of the
Child and Family Development website: http://coe.sdsu.edu/cfd/portfolio/index.php
LATE AND MISSING ASSIGNMENTS
 Assignments are due on the date and time specified. Late assignment policy: 10% is deducted for
late assignments. Assignments will be accepted for a grade up to one week after the due date.
 Missing assignments will be counted as zero.
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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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Course Schedule
CFD 378A Fall 2015
F.Gallozzi
This is the overview of reading assignments, major tests, and Case Study assignment.
Week 1
8/26
Overview – Infants and infant
professionals
The beginning – neonatal development
and birth, parents and families
Read and review syllabus
Wittmer Chapter 1 and Chapter 16
Wittmer – Chapter 5 and Chapter 2
Week 2
9/2
Week 3
9/9
Observation – watch and learn
Wittmer – Chapter 4
Week 4
9/16
Theoretical Frameworks
Wittmer Chapter 3
Week 5
9/23
Attachment and Relationships
Wittmer Chapter 6
Week 6
9/30
Social Development and learning with
peers
Wittmer – Chap 7
Week 7
10/7
Cognitive Development and Learning
Wittmer Chap 8
Week 8
Week 9
10/14
10/21
TEST #1 – online m/c 12:00 – 1:00
Language and Learning
Wittmer Chap 9
Week 10
10/28
Motor Development
Children with Special Needs
Wittmer Chap 10
Wittmer Chap. 15
Week 11
11/4
A relationship-based curriculum
Wittmer Chap.12
Week 12
11/11
NO CLASS – VETERANS DAY
Week 13
11/18
Case Study Due 8:00 am
Responsive programs
Case Study Due (Turnitin by 12
noon and hardcopy to me in class)
11/25
Environment and Routines
NO CLASS – THANKSGIVING
Read Wittmer 11 amd 13
Week 14
Week 15
12/2
Guidance with infants and toddlers
Wittmer Chap. 14
Week 16
12/9
Video Final – in class
FINALS
WEEK
12/16
Test #2: online m/c
10:30 – 11:30
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CFD 375A Child Case Study—Signature Assignment – 50 points
Description of Assignment:
In this assessment, you are asked use your knowledge of child development and learning; apply your skills at
appropriate observation, documentation and assessment; and engage in conversation and partnership with the
child’s family, in order to create a developmental learning plan for the child that is appropriate and challenging.
You will:
 Select a child aged birth – 3 years old (36 months max). The child can be in a center or someone you know
through a friend/ family relationship. It is important that you be able to remain unbiased with the child, so
ideally you will select a child that you do not know very well and are not emotionally close to.
 With support from the child’s parent or teacher, learn about the child’s family (e.g. goals, language, culture,
and individual characteristics). Your aim is to learn about the family goals for the child you have selected, and,
if the child is enrolled in an early childhood program, how they perceive that the early childhood program can
help meet those goals.
 Find the correct ASQ based on the child’s current age. The questionnaires can be found on Blackboard. Have
a parent or teacher fill out the questionnaire, and then construct a developmental portrait of the child including
physical, social-emotional, problem-solving, and communication developmental domains. Be sure to
summarize the ASQ3 results in your final paper in the appropriate sections.
 Be sure to select the correct age-group questionnaire!
 Arrange a time where the child on whom the ASQ3 was administered can be observed at play. You do not
need to set up the play environment, just observe the child in an existing play environment such as a
preschool, childcare, home or community setting. Just make sure you are able to observe the child during an
active play time as opposed to napping, eating, bathing, etc. With parent’s or childcare center’s permission,
take and include some photos of the child demonstrating some of the developmental tasks you describe in
your paper.
 Using the information gained from interaction with the child’s family and your developmental portrait from
the ASQ3 and your observation and the text/lectures:
To develop a complex profile of this child and his/her family, including the cultural context
To identify at least two developmental goals for the child and to provide specific strategies for
achieving them
 REMEMBER: In writing an APA paper, include a cover sheet, abstract, and reference page. Proofread for
accurate grammar. Organize your paper well and follow the guidelines provided in the directions.
EXTENSIVE directions and rubric, as well as a sample paper, are found on Bb.
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