CFD 565 Best Practices of Care for Infants/Toddlers
Department of Child and Family Development
College of Education
San Diego State University
Spring 2016
Section 20602
Instructor: Dr. Sarah Garrity
Email: sgarrity@mail.sdsu.edu
Phone: 619-594-0857
Office: EBA 413
Office Hours: W 1:00-3:00 and by appointment
Class Meeting Time/Location: Wednesday 7:00-9:40; NE-073
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
Consent of instructor, CFD 370, and completion of all lower division preparation for the major courses
with a grade of C (2.0) or better.
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
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Gerber, M. (2003). Dear Parent: Caring for Infants With Respect (2nd Edition). Los Angeles, CA: Resources
for Infant Educators.
Kovach, B. (2008). Being with Babies: Understanding and Responding to the Infants in Your Care (Best
Practices for Caregivers). Lewisville, NC: Gryphon House
Lally, J. R., Mangione, P.L., Greenwald, D. (Eds.)(2006). Concepts for Care: 20 Essays on
Infant/Toddler Development and Learning. Sausalito, CA: 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
American Psychological Association. (2009). Publication manual of the American Psychological
Association. Washington, D.C.: American Psychological Association.
I also suggest joining the following Facebook Groups, as they have great information about issues related
to infants and toddlers, and I will be using them throughout the semester:



Zero to Three
Elevating Childcare
For Our Babies
TaskStream
CFD Majors who are 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
Student Learning Outcomes and Assignments
Students Learning Outcome
1. Review the principle theoretical perspectives and research
findings on 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.
Assignment
Observations of
infants/toddlers; Grant
proposal; In-class
assignments
Observations of
infants/toddlers
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.
ITERS/FDCERS; In-class
assignments; Grant proposal
4. Demonstrate the ability to conduct a systematic observation and
analysis of infant/caregiver respectful interaction and care.
Observations of
infants/toddlers;
ITERS/FDCERS
2
Course Assignments
Assignment
APA tutorial
Observations of infant/toddler (6 @ 25 points each)
ITERS/FDCERS Assessment (15 points) and Report (20 points)
Proposal for Infant Toddler Program
In-class activities/assignments (10 @ 5 points each)
Total Points
Points
10
150
35
55
50
300
Assignments
1. Completion of APA Tutorial (10 points)
APA Style® originated in 1929, when a group of psychologists, anthropologists, and business
managers convened and sought to establish a simple set of procedures, or style rules, that would
codify the many components of scientific writing to increase the ease of reading comprehension.
APA Style consists of rules or guidelines that ensure clear and consistent presentation of written
material. It concerns uniform use of such elements as punctuation, tone, and the citation of
references. APA Style is used in the Department of Child and Family Development and the APA
Manual is a required textbook for this course. Completion of the APA tutorial will help ensure
that you are familiar with important APA requirements.
The APA tutorial will take approximately one hour to complete. There are multiple sections in the
tutorial. Some of the sections include samples papers and examples and of the content
presented. The quiz has 30 questions and will include concepts from both the main pages and the
sample pages of the tutorial. Students will need to be familiar with the information provided in
all sections. The APA tutorial can be accessed via the CFD website, under the CFD students tab:
http://go.sdsu.edu/education/cfd/apatutorial.aspx
2. Six (6) Observations** of infant/toddler in the child/home care setting (25 points each x
6 = 150 points)
1. Three month old
2. Six-10 month old
3. Eleven-16 month old
4. Seventeen – 22 month old
5. Twenty-three-30 month old
6. Thirty-one –36 month old
For each one of the observations (1 hour long), you must write an observation report (4-5 pages)
linking the observed behaviors and interactions to the theories and evidence-based information
presented in your readings. All observations must follow APA style and include citations from
your textbooks.
** It is the responsibility of the student to identify infant/toddlers to observe for this
assignment. I will be providing suggestions whenever possible, however, please be aware
that this is your responsibility.
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3. Assessment of an infant/toddler environment (35 points)
Conduct an assessment of an infant/toddler classroom/family child care home using the Infant
Toddler Environmental Rating Scale (ITERS)/Family Day Care Environmental Rating Scale
(FDCERS) (20 points). Write an assessment report (4-5 pages each) integrating best practice
recommendations (25 points). The assessment report should follow APA style and integrate
materials from your textbooks.
4. Proposal for an infant/toddler program (55 points)
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. Graduate students will be required to
have 12 additional references. Assignment must be uploaded to TaskStream.
5. In-class activities/assignments (50 points)
Throughout the semester, we will do in class activities for which you will receive points. These
activities will be based on the assigned readings for the week (Gerber, Kovach, Concepts of Care).
Specific information about each assignment will be covered in class and posted on the CFD 565
Blackboard site (http://courses.sdsu.edu) under the “Assignments” tab. Make sure to read directions
and rubrics thoroughly before completing assignments, and adhere to all due dates outlined on the
syllabus.
Your grade will be based on the completion of the requirements above.
Grading Scale
278-300
269-277
260-268
248-259
239-247
230-238
(93% - 100%)
(90% - 92%)
(87% - 89%)
(83% - 86%)
(80% - 82%)
(77% - 79%)
A
AB+
B
BC+
218-229
209-217
200-208
188-199
179-187
Below 179
(73%-76%)
(70%-72%)
(67%-69%)
(63%-66%)
(60%-62%)
(below 60%)
C
CD+
D
DF
Course Policies
Professional Behavior
It is expected that students exhibit professional behavior inside the classroom and when conducting
observations in the field. With regard to field 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. 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.
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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. If you know ahead of time or if an emergency arises that prevents
you from attending class, please let me know as points are assigned for in-class activities/assignments.
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. I understand that many unexpected
events can occur, and if you are unable to submit an assignment on time, please communicate this to me
as soon as possible. However, if this becomes a pattern, I will ask you to come to office hours for an
individual appointment.
Laptops and Cell Phones
Classroom sessions are an important opportunity for you to extend your learning beyond your reading or
work on assignments. Thus, I consider it important that you engage with the ideas presented in class
during class. Because laptops and cell phones often pose a distraction for you and those around you, I ask
that you refrain from checking email or recreational use of the internet during class and restrict your
laptop/cell phone activities to note taking or looking up items pertinent to class discussion.
Academic Integrity/Plagiarism
The University adheres to a strict policy regarding cheating and plagiarism
(http://www.sa.sdsu.edu/srr/conduct1.html).
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 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, inclass 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.
Examples of plagiarism include but are not limited to:
 Using sources verbatim or paraphrasing without giving proper attribution (this can include
phrases, sentences, paragraphs and/or pages of work).
 Copying and pasting work from an online or offline source directly and calling it your own.
 Using information you find from an online or offline source without giving the author credit.
 Replacing words or phrases from another source and inserting your own words or phrases.
 Submitting a piece of work you did for one class to another class, unless you have explicit
permission from the instructor.
 Submitting a piece of work you did earlier in a class for a later assignment.
 Submitting a piece of work that is highly similar or identical to another student’s work.
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Plagiarism will not be tolerated in this class and will result in an automatic zero on the assignment in
question. Additional courses of action may include:
 Receiving a zero on related assignments
 Receiving an F in the class
 Being reported to the Center for Student Rights and Responsibilities
 Disciplinary review by Student Affairs
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. Here are some specific tips:
 Reference in quotations another person’s actual spoken or written words, even if just a few key
words (along with the reference)
 Reference a close paraphrasing of another person’s spoken or written words
 Accurately cite all sources.
Become familiar with the policy (http://www.sa.sdsu.edu/srr/conduct1.html). If you have questions on
what is plagiarism, please consult the policy: (http://www.sa.sdsu.edu/srr/conduct1.html) and this
helpful guide from the Library:
(http://infodome.sdsu.edu/infolit/exploratorium/Standard_5/plagiarism.pdf)
Additional Support For Your Learning
The CFD Program has a Mentoring Center where students can receive tutoring services. The Mentoring
Center is located in EBA 409. Please consult the CFD administration in CFD 403 for an application to
become a tutee/ tutor.
The SDSU Writing Center is also available to assist students with writing and I may suggest or require
that you visit the Writing Center for assistance with your writing. You can make an appointment at the
Writing Center at http://writingcenter.sdsu.edu/.
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.
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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 (subject to change)
DATE
W
1/20


TOPICS
Course Introduction
Syllabus Review

READINGS/ ASSIGNMENTS
Review syllabus
W
1/27

Understanding Infant Care in
an Ecological Approach




Read: Chapters 1-12 - Gerber
Read: Introduction - ITLDF
Read: Introduction, Chapters 1-2 – ITLDPG
Read: Essays 1,2,16 –Concepts for Care
W
2/3

Brain Development




Read: Chapters 13-24 – Gerber
Read: Excessive Stress Disrupts the Architecture of the
Developing Brain (posted on Bb)
Read: Essays 3, 7 – Concepts for Care
Read: Chapters 1- 4 - Kovach
Respectful Care and
Interaction
The Pikler Approach






Read: Chapter 3 – ITLDPG
Read: Articles posted on Bb
Read: Essays 5, 12 – Concepts of Care
Read: Chapters 5-16 –Kovach
Read: Chapter 5 (1-2, pgs. 56-64) – ITLDPG
DUE: APA tutorial (bring hard copy to class)
Setting up and Assessing
Environments of Care
PITC Ages of Infancy










Read: Chapter 5 (3-5, pgs. 65-81)- ITLDPG
Read: Essay 14- Concepts of Care
Read: ITERS/FDCRS Information on Bb
Read: Chapters 22 - 28 – Kovach
The Early Months- ITLDF
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
DUE: ITERS/FDCERS (bring hard copy to class)
W
2/10


W
2/17


W
W
W
2/24
3/2
3/9

Infant and Toddler Learning
and Development
Foundations


Relationship Based Care
Continuity of Care




Review ITLDF
Read: Chapters 24-33 – Gerber
Read Materials Posted on Bb
DUE: Observation One

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 17-21 – Kovach
DUE: Observation Two
8
W
3/16

Infant Toddler Curriculum
Framework, Desired Results
Developmental Profile



Read: ITCF: Chapters 4-6 - ITCF
Read: Essay 18, 19, 20 – Concepts of Care
Read: Chapters 29-32 – Kovach
W
3/23

Relationship-Based
Interaction with Parents and
Children




Read: Chapters 33- 44 - Gerber
Read: Essay 10-Concepts of Care
Read: Chapters 33 - 34 - Kovach
DUE: Observation Three
W
3/30
W
4/6

Caring for Children with
Developmental Challenges



Read: Articles posted on Bb
Read: Essays 11, 12, 13 – Concepts of Care
DUE: Observation Four
W
4/13

Assessing Adult-Child
Interactions



Read: CLASS manual – Posted on Bb
Read: Chapters 26, 29, 30, 31 - Kovach
DUE: Observation Five
W
4/20

Leadership and Advocacy



Read: Chapter 4 & Chapter 5 (pages 82- 86), Part 3
(resources) – ITLDPG
Read: Chapters 35, 36 and reflections, - Kovach
DUE: Observation Six
SPRING
BREAK
W
4/27

Social Policy

Read: Materials Posted on Bb
W
5/4

Presentation of Grant
Proposals

DUE: Grant Proposal- Time TBD
ITLDF:
ITLDPG
ITCF:
9
10