VICTOR VALLEY COLLEGE SYLLABUS
FALL 2011 (August 29 to December 17, 2011)
Child Development 100 Online: Child Growth and Development
Instructor: DeeDee Cole
Course No.: CHDV 100
Course Title: Child Growth and Development
Units: 3
Section No.: 37155 Class Hours: Online
Instructor Name: DeeDee Cole
Office No: 760-245-4271 ext. 2776
OR 909-239-0902 (please, no calls after 8 PM)
Marsha.cole@vvc.edu or AOL: teacherdeedee@aol.com
WITHDRAWAL POLICY
Last day to withdraw from a 16-week class
and receive a “W” is October 13, 2011.
STATEMENT OF ACCESS: Students with special needs are encouraged to meet with instructors to
discuss the opportunity for academic accommodation and be referred to disabled student program and
services per Administrative Procedure (AP 3440)
Visit Victor Valley College online at www.vvc.edu
Prerequisites: While there is no “prerequisite” for this course, it is HIGHLY ADVISED for
students to complete English 50 or be eligible for English 101 before taking this course. This
course involves a lot of writing. The primary way for the instructor to assess a student’s progress
in this course is through written assignments. Thus, students must have at least satisfactory
writing skills to discuss course concepts, complete written papers and take essay exams.
Textbook: Fabes, R. & Martin, C. (2006). Discovering Child Development 1/e. Boston: Allyn and
Bacon. – You can use either the old or the new edition.
Course Description: A study of the child from conception through adolescence. It addresses
cognitive, physical, and social emotional development. Guidance for the developmental stages is
included.
Student Learning Outcomes
Upon completion of the course the student can:
1. Identify the social-emotional development of young children including the emergence
of identity and self-esteem with an emphasis on attachment/separation cycles and
their reoccurrence throughout the life span.
2. Identify the typical and atypical physical, cognitive, and social-emotional
development of young children from conception through adolescence.
3. Identify and describe the cognitive theories of Piaget and Vygotsky; as well as the
stages of language and moral development.
4. Recognize the interrelationship among developmental areas, temperament and the
impact of environment, culture and early experiences on growth and development.
5. Identify and discuss similarities and differences between major theorists.
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Course Objectives: (The ability to accomplish these objectives will increase the liklihood of
your accomplishing the course student learning outcomes).
After completing this course, the student should be able to:
1. Distinguish between the two types of physical development; gross and fine motor
skills, by classifying each stage of gross and fine motor skills into chronological
order.
2. Analyze each behavioral pattern by identifying the age and the stage that a child is
in.
3. Evaluate the changes that the young child goes through by describing each stage
and the characteristics.
4. Distinguish between characteristics of secure versus insecure attachment by
classifying scenarios of children’s behavior.
5. Describe the effect of attachment on later development by recognizing the
behavior that is a result of attachment.
6. Apply Erikson's psychosocial theory to the formation of a child’s identity and
self-esteem by describing each stage and the characteristics.
7. Describe the importance of each developmental domain by correctly identifying
the characteristics and attributes of each domain (physical, cognitive, language,
and social-emotional).
8. Analyze how Erikson’s psychosocial theory relates to children’s social and
emotional development by describing each stage and development.
9. Apply Piaget’s cognitive theory to children’s ability to think and reason by
correctly classifying children’s behavior in four stages.
10. Apply Vygotsky’s social constructivist theory to children’s ability to learn by
correctly identifying the concepts of zone of proximal development and
scaffolding.
11. Apply biological theory to children’s maturation and growth by identifying
milestones.
12. Identify two or more areas of development that are occurring simultaneously by
observing children’s behavior.
13. Describe Thomas and Chess’ temperament type by correctly identifying the nine
traits.
14. Identify the impact of environment, culture and early experiences on development
by analyzing a case study.
15. Identify various types of play by observing children in their natural setting.
16. Identify the stages of play by correctly describing the characteristics of each
stage.
17. Defend the importance of play in a young child’s development by describing its
impact on a young child’s development.
Expectations of Students
PARTICIPATION: Active participation in discussion boards and in all on-line activities is
expected. Each student will be expected to: complete assigned readings including text
assignments, articles, and website links; to respond weekly to discussion board prompts; to
comment in a courteous and appropriate manner to classmate’s responses; and to work in small
groups as assigned. In order to actively participate in the learning process, one must expect to
visit the website for this course at least twice a week. Students are required to log in and submit
their first post no later than Thursday. Responses to their peers must be completed by Sunday
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at midnight. Students will receive a handout which explains in detail the discussion board
procedures. Students should print out this handout and refer to it often. Each week students can
expect to devote up to 9 hours to this course.
ATTENDANCE: Students must participate in all aspects of this online course (quizzes,
discussion boards, assignments) to be considered attending the class regularly. If a student
chooses to minimally participate, the Instructor reserves the right to drop the student for nonattendance. If a student must discontinue attending this on-line class for any reason, it is the
student’s responsibility to contact the instructor and the Registrar’s Office on campus and
withdraw from the course before the course withdrawal deadline.
College Attendance Policy: (Class attendance is not a measure of performance or
proficiency. Whether a student is just physically present in the class is not a valid basis for
grading. Reference Title 5 Section 55002 of the California Code of Regulations: (A)
Grading Policy. The course provides for measurement of student performance in terms of
stated course objectives and culminates in a formal, permanently recorded grade based
upon uniform standards in accordance with section 55758 of this Division. The grade is
based on demonstrated proficiency in the subject matter and the ability to demonstrate
that proficiency, at least in part, by means of written expression that may include essays,
or, in courses where the curriculum committee deems them to be appropriate, by problem
solving exercises or skills demonstrations by students.)
Assignments: All assignments need to be submitted on the due date. Ordinarily late
assignments will not be accepted; however, each student will receive a “stuff happens” credit.
This credit may be used to turn in one late assignment or to redo an exam, or assignment. Each
student receives only one credit. Credits may not be used for discussion board posts or quizzes.
Late discussion posts and quizzes WILL NOT be accepted.
Remember…This is a college level course. As such, students are expected to produce collegelevel work. Characteristics of college level work include: 1) having the correct headings with
students name, class section, etc., 2) assignments that are typed, 3) proof-read and reasonably
free of grammatical errors, 4) meeting all assignment objectives, and 5) being turned in on time.
Please remember that one of the goals of this class is to prepare students to be successful
professionals in the field of Early Childhood Education. Part of having this successful image is
to produce work that is neat, legible, coherent, and grammatically correct. To allow anything
less, is to improperly prepare students for their upcoming careers.
Plagiarism and Dishonesty: Plagiarism (Merriam Webster’s Collegiate Dictionary, 10th Edition
1996) “ To steal and pass off (ideas or words of another) as one’s own; to use without crediting
the source; to commit literal theft; to present as new and original an idea or product from an
existing source.”
“Academic honesty is a concept that is vital for students to learn if they are to build strong
character.” Lark Woodbury, Teacher
It is the responsibility of the student to maintain a high degree of academic honesty.
Two of the most common instances of academic dishonesty are: cheating & plagiarism.
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Cheating: When a student copies another’s work, submits papers that have been written
either partly or completely by someone else, gives or receives answers from another
student.
Plagiarism: When a student uses another person’s words or ideas without properly citing
them.
If there are any questions as to whether the student wrote the assignment, the instructor has the
right to ask for “supporting materials” such as notes, research materials, internet source pages,
etc. This will be necessary to prove or disprove the originality of the student’s written
assignment.
Final note: please do not hesitate to contact the instructor ASAP if you are having trouble in
this class. Do not wait! If you are having difficulties, the instructor can’t help, if she is not
aware of what is going on. If you are unclear as to why you are receiving a certain grade or
point total, contact the instructor and she will be happy to clarify.
What You Can Expect From Me
Preparedness: Just as I expect my students to show up in class having read the assigned
readings, having completed any assignments, and ready to participate and learn; I too, will do my
best to show up prepared for a great learning experience. I will do my best to present the course
concepts in ways that are interesting, relevant and of course FUN!
Development of a Classroom Community: I am sure you have heard the old saying that “two
heads are better than one”. I am a firm believer in collaborative learning. We have a diverse
group of students in our classroom with diverse experiences and interests. I will do my best to
set up a classroom environment that everyone can find relevant. I will also do my best to set up
an environment where individuals can feel comfortable sharing their ideas and exploring their
interests. When a course is interesting, the material is relevant to a student’s educational goals,
and students feel comfortable participating; students are more likely to become engaged in the
learning process.
Feedback: As a student myself, I realize how important quality feedback is to students. Thus, I
will do my best to provide feedback on your assignments that will allow you to grow as a student
and early childhood professional. If at any time, you desire more specific feedback; please do
not hesitate to ask.
Grading: I realize that many students work hard on their assignments and are anxious to find
out how they have done. As such, I will grade and return assignments within one week of their
due date.
Meeting with the Instructor:
I welcome the opportunity to meet with students to discuss this class, future plans in the field of
early childhood education, or any other issues that may affect your educational performance.
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If you are having any difficulties with this class, please do not hesitate to speak with me. I can’t
help, if I don’t know there is a problem 
Remember, you can reach me by email at: marsha.cole@vvc.edu or phone at: 760-245-4271 ext.
2776
My IM address is: teacherdeedee@aol.com
My on-campus office hours are:
Tuesdays: 8:00 – 9:30AM & 11-12
Thursdays: 8:00 – 9:30AM & 4:30 – 5:30PM
Other days and phone conferences: by appointment
Outline of Assignments & Grading Scale
(See the course schedule on the last page for assignment due dates)
1. Discussion Posts (30 @ 10 points each):
Each week, students will be assigned several discussion topics. Each one of these activities will
be worth 10 points – there may be more and there may be less – it just depends on how the class
progresses through the material. I will adjust the final grading scale to reflect the actual number
of required posts.
The discussion board is a very important component of this course. It is where students share
ideas, discuss topics and show they have an understanding of and can apply course concepts to
real life. It is expected that students will spend sufficient time to make well-thought out posts and
responses to posts of peers. The discussion board is not a “chat room”. In order to earn
points, you must follow the discussion board guidelines (found under the assignments tab).
Students must post their initial posts by Thursday at midnight. Responses to peers must be
submitted by Sunday at midnight. Students will receive a handout with detailed information on
completing discussion posts. Remember to print out the handout and refer to it often.
Discussion posts will be available for you to “review” at the beginning of the semester. Thus, if
you are going out of town or expect a busy week, you may begin work on your discussion
answers early. While you can prepare your posts early, you will not be able to post them until
the week in which they are due.
2. Infant/Toddler Observation Paper (100 points): Students will be required to do a child
observation on an infant/toddler. Assignment guidelines will be available under the assignment
tab.
** Important be sure to read the assignment guidelines early on in the course so you are
well aware of the requirements.
3. Preschool Child Observation Paper: (100 points): Students will be required to do a child
observation. Assignment guidelines will be available under the assignment tab.
** Important be sure to read the assignment guidelines early on in the course so you are
well aware of the requirements.
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4. Erikson Project: (100 points) Students are required to write a reflection paper tying their
personal life experiences to Erikson’s psychosocial theory. A handout will be provided.
Important: you may begin working on your papers as soon as we have discussed the relevant
material. These papers are meant to be ongoing projects – don’t wait until the end of the course.
You will be asked to post drafts of each of the five sections of this paper to the discussion board.
I will keep you posted as to due dates of drafts. The last couple weeks of the semester tend to be
a bit busy for everyone – try to get a jump on things by doing a little at a time.
5. Online Quizzes: (17 @ 10 points each, 170 points total)
Students will be responsible for taking 17 Online Quizzes. You will take a practice quiz during
the first week. This practice quiz is required. Quizzes must be completed no later than the week
they are assigned. There are no make-ups for missed quizzes. Quizzes are “open book”.
6. Research Project (230 points): You will be researching a topic of your choice (no, you may
not use a paper from another class). This topic can be anything to do with child development. A
handout will be provided. Get your topics approved and get started on researching your topic
right away. A detailed handout will be available under the assignments tab.
Grading Policy
Name of Assignment
Point Value
Online Discussion Boards
Online Quizzes
Infant/Toddler Observation
Preschool Child Observation
Erikson Paper
Research Paper
30 @ 10 points
17 @ 10 points
100 points
100 points
100 points
230 points
Total Possible Points…………...1000
A = 90% = 900 points
B = 80% = 800 points
C = 70% = 700 points
D = 60% = 600 points
F is 599 points and below
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Approx. % of
Total Grade
300
170
100
100
100
230
30%
17%
10%
10%
10%
23%
Course Schedule: Child Growth and Development, Fall 2011 Online
Week Dates
#1
8/29 –
9/4
#2
#3
#4
#5
#6
#7
#8
#9
#10
#11
#12
#13
#14
#15
#16
9/5 –
9/11
9/12 –
9/18
9/19 –
9/25
9/26 –
10/2
10/3 –
10/9
10/1010/16
10/1710/23
10/2410/30
10/3111/6
11/711/13
11/1411/20
11/2111/27
11/2812/4
12/512/11
12/1212/17
Week’s Assignments
Reminders
Welcome! Introduction to the Class and
Each Other
Remember… if you have
questions or concerns –
please ask 
Start Reading Cp 1
Cp. 1: Introduction to Child Development
Enjoy the Labor Day Holiday
Cp. 2: Studying Child Development
Cp. 3: Genetics and Conception
Cp. 4: Prenatal Development and Birth
Cp. 5: Physical Development in Infants and
Toddlers
Cp. 6: Cognitive & Language Development
in Infants and Toddlers
Cp. 7: Social-emotional Development in
Infants and Toddlers
Infant/Toddler
Observations due in two
weeks.
Cp. 8: Physical Development in Early
Childhood
Cp. 9: Cognitive/Language Development
in Early Childhood
Cp. 10: Social-emotional Development in
Early Childhood
**Infant/Toddler
Observations due by
Sunday Midnight
Preschool Observations are
due in two weeks.
Cp. 11: Physical Development in Late
Childhood (School Age)
Cp 12: Cognitive/Language Development
in Late Childhood (School Age)
Cp. 13: Social-emotional Development in
Late Childhood (School Age)
Remember to Honor our Vets
– Veteran’s Day Friday,
November 11
This is your week to eat and work on
homework, and eat and work on homework,
and eat and.... Remember to “Gobble till
you Wobble”!
Cp. 14, 15, & 16 Adolescence
Remember projects are due
in two weeks.
**Research Projects Due This Week
by Sunday Midnight
**Remember to Post your
Research Project to the
Discussion Board & Drop Box
**Erikson Papers Due This Week
Research Project “Presentations”
AND Comment on at least 3 projects
HAPPY, HAPPY
HOLIDAYS!!!
**Preschool Observations
Due by Sunday Midnight.
Erikson Papers are due in
two weeks.
** Instructor reserves the right to change this schedule to meet the needs of the course participants.
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