Syllabus
Course Prefix/Number: EEX6205
Course Title: Typical and Atypical Child Development: Birth to Five
Course Credit Hours: 3
Lead Instructor: Dr. Craig Jones
Email Address: kjones@uwf.edu
Phone Number: (850) 474-2863 (office)
Prerequisites/Co-requisites: None
Course Description: Provides participants with the knowledge of the stages and sequences of
skill acquisition and the impact of disabilities and biomedical risk factors on learning and
development. Covers normal child growth and development from conception to age five and
what can go wrong at the different developmental stages; from genetic contributions through
conception and pregnancy to birth and to five years of age. Discusses crucial times for
deficiencies
The Empowered Person and Professional Making a Difference is theme of the Professional
Education Unit conceptual framework. This theme focuses learning experiences on activities that
permit the candidate to examine what he/she does and to take an active role in the instructional
process. The subject matter, class activities, and skill development of this course were selected to
assist your personal growth in one or more of the following Empowered Person and Professional
Making a Difference characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor,
d) decision maker, e) problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida's
Uniform Core Curricula outline the knowledge, skills, and dispositions that candidates require to
be successful in Florida's educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Student Learning Outcomes: At the completion of this course, the student will be able to:
1.
Demonstrate awareness of the critical development that occurs during the prenatal period.
2.
3.
4.
5.
6.
7.
8.
9.
Discuss prenatal, perinatal, and postnatal risk factors and the resulting effects on child
development. These may include but are not limited to: attachment/emotional,
environmental/cultural, abuse/neglect, biological, pre-maturity, birth trauma, and parental.
Summarize major theories of human growth and development and understand the
interrelatedness of the developmental domains. Apply the key concepts to expectations for
child development and implications for developing educational programs for young
children.
Distinguish between differences related to cultural practices (ethnic and regional) and
educational delays, as these differences relate to teaching children with disabilities.
Demonstrate the knowledge of the nature and sequence of child development (birth through
five) in each of the major domains: fine and gross motor, cognitive development, social and
emotional, language and communication, adaptive skills, sensory development. Students
will observe, recognize, and understand accommodations for children with developmental
delays and disabilities.
Describe characteristics of the following developmental disabilities and disorders, their
causes, symptoms, impact on the child and family and on the child’s learning: sensory
impairments, sensory integration disorders, speech and language delays, neurological and
motor disabilities, physical/orthopedic disorders, health conditions, mental disabilities,
multiple handicaps.
Identify characteristics of physical contexts that influence development and learning.
Demonstrate the ability to plan for the use of play as both an assessment and a context for
learning.
Identify the possible needs of an infant being released from the Neonatal Intensive Care
Unit and the expectations for the family to be informed of pertinent medical information,
observational signals, and sequence of developmental milestones.
Conduct a comparative analysis between typical and atypical development as a basis for
development expectations.
Goals:
Specialized Program Association: ITDS: B, C,
NCATE Standards: 1b
State Standards: Pre K (1)
Course Alignments by Assessments, Outcomes, and Standards:
Project
Name and
Assessment
Tool
Child
Observation
Conceptual
Framework
Outcomes
(Characteristics)
Critical Thinker
Course SLOs
NCATE
Standard 1
Indicator
2-4-5-9
1b
ITDS
B1-B2B4-B6B7-B9
C8
Pre K
Growth and
Development
1.1 -1.3 -1.4 1.5 -1.6
Research
Paper
Critical Thinker
Lifelong Learner
1-2-3-4-5-67-8-9
1b
Case Study
Critical Thinker
Decision Maker
Problem Solver
1-2-3-4-6-7
1b
NICU Visit
Critical Thinker
Decision Maker
Problem Solver
Ethical/Moral
Professional
Critical Thinker
1-4-8
1b
Resource File
1-2-3-4-5-6-7- 1b
8-9
B1-B2B3-B4B6-B7-B8
C8
B1-B2B3-B4B5-B6B7-B8-B9
C8
B1-B3-B5
Growth and
Development
1.1- 1.2- 1.31.4- 1.5- 1.6
Growth and
Development
1.2- 1.4- 1.51.6
B1-B2B3-B4B5-B6B7-B8-B9
C8
Growth and
Development
1.1- 1.2- 1.31.4- 1.5- 1.6
Growth and
Development
1.4- 1.6
Topics Covered & Tentative Schedule:
Class
Session
Date
Week 1
Topic
Orientation to D2L
Review of syllabus,
guidelines, and rubrics.
Assignment
All assignments are due by Tuesday evening at
11:59 p.m.
Go to the Desire2Learn Log-in page and click on
“Desire2Learn Demo” and also “Student
Orientation”.
Complete these tutorials. Post personal information
about yourself to the threaded discussion – see
details in first class session.
Read Chapter 1
Week 4
Introduction to Young
Children with Special Needs
Developmental Processes
And Factors Affecting
Development
Partnerships with Families
Week 5
Gross Motor Development
Week 6
Cognitive Development
Read Chapter 5
Summary of NICU visit due @11:59 pm
Week 7
Fine Motor
Read Chapter 4
Week 2
Week 3
Read Chapter 2
Read Chapter 10
Resource File due @11:59 pm
Read Chapter 3
Oral Motor, and Self-Care
Development
Test
Read Chapter 4
Week 10
Social and Emotional
Development
Read Chapter 7
Week 11
Communication Development
Week 12
Assessment of Young
Children: Standards, Stages,
and Approaches
Week 13
Intervention
Week 8
Week 9
Chapters 1, 2, 3, 4, 5, 10
Observations due @ 11:59 pm
Read Chapter 6
Read Chapter 8
Research Paper Due @11:59 pm
Read Chapter 9
Week 14
Week 15
Future Trends and Issues
Work on Final Projects
Exam Chapters 6,7,8,9
Final Exam Due @ 11:59 pm
Case Study Due @11:59 pm
Required Text:
Hooper, S.R. & Umansky, W. (2004). Young Children with Special Needs (5th ed.). Upper
Saddle River, NJ : Pearson, Merrill Prentice Hall. ISBN: 0-13-111340-2
TK20 Subscription available directly at http://uwf.tk20.com or
bookstore - Student Access Kits (ISBN 0-9774408-1-8)
through the UWF campus
Relevant Websites:
Early Childhood Special Education: www.tr.wou.edu/train/cdcecse.htm
Division for Early Childhood Council for Exceptional Children - DEC Home Page:
www.dec-sped.org/
Parent Guide Special Education and Related Service:
www.nichcy.org/pubs/parent/pa9txt.htm
Family Village / School/ Early Intervention Resources:
www.familyvillage.wisc.edu/education/ei.html
Council for Exceptional Children: www.cec.sped.org
Educational Resource Information Center (ERIC): www.eric.ed.gov
Grading / Evaluation: Your grade will be determined by the following points:
Child Observation
Research Paper
Case Study
NICU Visit
Two Essay Tests
Resource File
Participation / Discussions
Total
100 pts.
50 pts.
50 pts.
50 pts.
100 pts.
50 pts.
100 pts.
500 pts.
Course Requirements:
1.
2.
3.
4.
5.
6.
Child Observation - You will observe a typical PreK child and a Pre-K child with
developmental delays. You will complete a running record, collect a language sample, a
drawing sample and complete a developmental checklist. You will report on each child’s
developmental level in each domain of development.
Research Paper - You will research a disability of your choice and write a 6-8 page
paper using APA format. Be sure to cover the medical aspects, how it might affect
development and learning, and at least one intervention strategy that has been researched.
Case Study - You will begin a case study that will be continued throughout your
courses. This could be from your child observation or family interview. For this course
you will focus on the child’s birth , medical history, development and progress of their
development.
Resource file for internet sites - You will begin to identify internet sites that will serve
as a resource for you both now and in the future. Find at least 10 websites (none of which
are listed in the syllabus) and provide a brief description of the type of information each
site includes. Do not cut and paste the description from the home page. After describing
the information, outline how you might use this site in the future to help either you or
parents with whom you will be working.
Visit to the NICU - You will arrange for a tour of the Neonatal Intensive Care Unit
nearest to you. Focus on finding out about how the staff helps families to transition to
home. You will write up a summary of what you learned.
Two essay tests
Course Policies:
1.
Content Application/Participation - Keeping up with weekly reading assignments is vital
to your ability to learn course content and participate in class discussions. For
each weekly assignment, you will receive either a check plus (for particularly outstanding
work) a check, for meeting the requirements, or a check minus if it appears that very little
effort was put into the assignment, it does not reflect specific information learned from
the readings, or if it is incomplete. At the end of the semester, I will calculate a
percentage for checks. If your percentage of checks versus check minuses is, for example,
80% you will receive 80% of the points for participation. A check plus will cancel out a
check minus making it equal to a check.
2.
Policy on Late Assignments - Dropboxes for assignments may be closed after midnight
of the due date. If this is not the case, 10% of the grade will be deducted, per calendar
day, for late assignments.
Writing Mechanics - You are encouraged to edit your writing assignments before
turning them in. Minor spelling and grammar errors are understandable, but you will lose
points for numerous errors and poor clarity of expression.
3.
Note: Key Assignments must be submitted in TK20. You must earn 70% or better on the
identified student learning outcomes of this assignment to pass this course and continue in
this Teacher Education program
References/Bibliography:
Annker, Dorothy. How Children Grow and Learn (Circe, 1988).
Berk, L.E. Infants, Children, and Adolescents, 4th ed.(Allyn and Bacon, 2002).
Black, J.K., and Puckett, M.B. The Young Child: Development from Prebirth Through Age
Eight, 3rd ed.(Merrill Prentice Hall, 2001).
Elkind, David. Understanding Your Child from Birth to Sixteen (Allyn and Bacon, 1994).
Hughes, F.P. Children, Play, and Development, 3rd ed. (Allyn and Bacon, 1999).
Leach, Penelope. Children First (Random House, 2000).
Leach, Penelope. Your Baby and Child, 3rd ed. (Knopf, 2002).
Salkind, N.J., ed. Child Development, 7th ed. (Harcourt, 2002).
Schimmels, Cliff. Oh No! Maybe My Child Is Normal (Harold Shaw, 1991).
Special Technology Utilized by Students:
Each UWF Student is expected to:




Activate a UWF ArgoNet email account
Access email two to three times weekly
Have basic word processing knowledge
Purchase and activate a TK20 account
Expectations for Academic Conduct/Plagiarism Policy: As a member of the University of
West Florida, you commit yourself to honesty. Excellence in performance, integrity—personal
and institutional—is the University’s most precious asset. Honesty in your academic work is
vital, and you agree to not knowingly act in ways which erode that integrity. Accordingly, you
are expected to pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work of others.
You pledge to share community resources in ways that are responsible and that comply with
established policies of fairness. Cooperation and competition are means to high achievement and
are encouraged. Indeed, cooperation is expected unless our directive is to individual
performance. Finally, your adherence to this set of expectations for academic conduct is a
condition of membership in the UWF academic community. (Web Format) | (PDF Format) (RTF
Format)
Any written assignment with information that has been cut and pasted from another source will
be considered to be an act of plagiarism and will be subject to a zero and possible disciplinary
action. Citing the source is expected, but does still not make this acceptable work for a grade.
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.