COLLEGEWIDE COURSE OUTLINE OF RECORD
ECED 120, CHILD GROWTH AND DEVELOPMENT
COURSE TITLE: Child Growth and Development
COURSE NUMBER: ECED 120
PREREQUISITES: ENGL 111 English Composition
SCHOOL: Education
PROGRAM: Early Childhood Education
CREDIT HOURS: 3
CONTACT HOURS: Lecture: 3
DATE OF LAST REVISION: Fall, 2014
EFFECTIVE DATE OF THIS REVISION: Fall, 2015
CATALOG DESCRIPTION: Studies the physical, social, emotional, cognitive, and moral
development of children from conception to age twelve. Theories of child development,
biological and environmental foundations, prenatal development, the birth process, and the
newborn baby are discussed. Influences of family, community, media, and culture in various
countries are considered.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the
student will be expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Identify and define the sequence and process underlying physical, cognitive, social,
emotional, and moral characteristics and needs of development from conception to
twelve years.
Recognize the impact of culture and society on the child’s development, including
support systems in various countries.
Identify and explore ways to support children in their growth and development process
related to early brain development, learning, self-concept, and their relationship with
others.
Identify the content knowledge of major theories of early child growth and development
and the strengths and challenges of each.
Identify and discuss appropriate environments that promote healthy development of
children from a variety of cultural and ethnic backgrounds.
Review and critique topical literature and other professional resources in early
childhood education, to integrate knowledgeable, critical and reflective perspective.
Survey observational methods used by early care and educational professionals.
Conduct a research project related to child development utilizing common informationgathering methods.
Identify positive relationships and supportive interactions as guidance techniques that
form the foundation to support children in their development.
Recognize appropriate personal and professional strengths and behaviors, making
connections between prior knowledge and experience and new learning, which are
desired when working with children birth through twelve years of age, including written
and verbal communication skills.
11-12-14
11.
Evaluate life experiences and reflect on own practice in relation to developmental
theory, to promote positive outcomes for children.
11-12-14
NAEYC Standards
ECED 120 Child Growth and Development
INTASC
Standards met
NAEYC
standards
Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs
1 a,b,
x
1b: Knowing and understanding the multiple influences on development and learning
1 b,e,f
x
3 a,c,f
x
1c: Using knowledge of development to create healthy, respectful, supportive, and
challenging environments
Building Family and Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and empowering families and communities through respectful, reciprocal
relationships
2c: Involving families and communities in their children’s development and learning
Observing, Documenting and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits and uses of assessment
6a,d,j,k,r,,v
x
3b: Knowing about and using observation, documentation and other appropriate
assessment tools
6.a,b,c,d,e,k,t,v
7a, b
x
3c: Understanding and practicing responsible assessment to promote positive outcomes for
each child
6.a,b,c,d,e, 7a,
b
x
3a,b,c, 7m,o
x
3d: Knowing about assessment partnerships with families and other professional
colleagues to build effective learning environments.
Teaching and Learning
4a: Understanding positive relationships and supportive interactions as the foundation of
work with children
x
4b: Knowing and using effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
x
Using Content Knowledge to Build Meaningful Curriculum
5a: Understanding content knowledge in early education
4 j,l,n
x
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or
academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to
design, implement, and evaluate meaningful, challenging curricula for each child
Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines
10 p,r,s,t
x
3 p,q,r, 9
d,e,f,g,i,j
x
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, critical and reflective perspectives on early education
6e: Engaging in informed advocacy for children and the profession
Field Experiences
7a: Opportunities to observe and practice in at least two of the three early childhood age
groups (birth – age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the three main types of early
education settings (early school grades, child care centers and homes, Head Start programs)
11-12-14
x
All degree-seeking students will be expected to present examples of coursework that they deem
suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will
contain several artifacts and reflection pieces as evidence of the students’ demonstrated
understanding of early childhood principles as outlined by NAEYC standards. The cumulative
portfolio should document each student’s dispositions and competencies reflected in assignments
throughout their coursework. Students may begin collecting artifacts when they begin their
coursework. Creating a portfolio has value to students, the Ivy Tech Community College early
childhood education program and potential employers. Students should select from a variety of
assignments and are free to confer with their instructor about alternate choices of material.
COURSE CONTENT: Topical areas of study include Physical, emotional, social, cognitive, and moral, developmental domains of young children
Major theories of child development
Biological and environmental foundations
Impact of family, community, culture, society, and media on development
Methods to support children and their growth and development
Appropriate environments for young children
Positive guidance techniques; research methods
Ages and developmental stages from conception to age twelve
Globalization
GRADING SCALE:
Scores from the quizzes, tests, and final must average a minimum of a D or higher to
successfully complete this class.
Grading Scale
100 – 93%
92 – 85%
84 – 75%
74 – 71%
70 – 0%
A
B
C
D
F
PORTFOLIO STATEMENT:
All degree-seeking students will be expected to present examples of coursework that they deem
suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will
contain several artifacts and reflection pieces as evidence of the students’ demonstrated
understanding of early childhood principles as outlined by INTASC and NAEYC standards. The
cumulative portfolio should document each student’s dispositions and competencies reflected in
assignments throughout their coursework. Students may begin collecting artifacts when they
begin their coursework. Creating a portfolio has value to students, the Ivy Tech Community
College early childhood education program and potential employers. Students should select
from a variety of assignments and are free to confer with their instructor about alternate choices
of material.
11-12-14
HOW TO ACCESS THE IVY TECH COMMUNITY COLLEGE LIBRARY:
The Ivy Tech Library is available to students’ on- and off-campus, offering full text journals and
books and other resources essential for course assignments. Go to http://www.ivytech.edu/library/
and choose the link for your campus.
TEXTS/CURRICULUM MATERIALS: (latest edition)
 Log into Campus Connect;
 Click the Infonet link;
 Click on Departments;
 Click Academic Affairs; and
 Click the Textbook Listings link which appears on the left column.
MINIMUM FACULTY CREDENTIALS:
Early Childhood Education Program Standard:
A qualified faculty member in early childhood education meets the education component of the
program standard through one of two routes:
1. Possesses an earned master’s or higher degree, from a regionally accredited institution, in
elementary/early childhood education, child development, special needs, or
2. Possesses an earned master’s or higher degree, from a regionally accredited institution, in
a related discipline with 18 graduate credit hours in the field, with academic preparation
appropriate to the program
And faculty meeting one of the educational criteria above must also have one of the following:
 Professional certification in the field; or
 Two years of directly related work experience.
OR
See the APPM Faculty Credential Policy for possible alternatives.
ACADEMIC HONESTY STATEMENT:
The College is committed to academic integrity in all its practices. The faculty value intellectual
integrity and a high standard of academic conduct. Activities that violate academic integrity
undermine the quality and diminish the value of educational achievement.
Cheating on papers, tests or other academic works is a violation of College rules. No student
shall engage in behavior that, in the judgment of the instructor of the class, may be construed as
cheating. This may include, but is not limited to, plagiarism or other forms of academic
dishonesty such as the acquisition without permission of tests or other academic materials and/or
distribution of these materials and other academic work. This includes students who aid and abet
as well as those who attempt such behavior.
11-12-14
COPYRIGHT STATEMENT:
Students shall adhere to the laws governing the use of copyrighted materials. They must insure
that their activities comply with fair use and in no way infringe on the copyright or other
proprietary rights of others and that the materials used and developed at Ivy Tech Community
College contain nothing unlawful, unethical, or libelous and do not constitute any violation of
any right of privacy.
ADA STATEMENT:
Ivy Tech Community College seeks to provide reasonable accommodations for qualified
individuals with documented disabilities. If you need an accommodation because of a
documented disability, please contact the Office of Disability Support Services.
If you will require assistance during an emergency evacuation, notify your instructor
immediately. Look for evacuation procedures posted in your classroom.
11-12-14
SYLLABUS FOR ECED 120, CHILD GROWTH AND DEVELOPMENT
The instructor will provide students with a course syllabus on the first scheduled class meeting.
The syllabus should communicate clear and concise information to help the student understand
the scope of the course and expectation for successful completion. The following information
will appear on the syllabus and be identical to information on the Course Outline of Record
(COR):
Required Syllabus Information from (COR)













Course title
Course prefix and number
Prerequisite(s)
Corequisite(s)
Program
Division
Credit hours
Contact hours
Catalog description
Major course learning objectives
Course content
Academic honesty statement
ADA statement
Additional Required Syllabus Information
The syllabus must also contain the following additional information. The instructor may
determine the content of this information.














Instructor
Course section number
Additional course learning objectives (if required)
Required text, or other instructional materials
Required consumable materials and equipment supplied by student
Instructor phone number
Instructor e-mail address
Instructor office location and hours
Method(s) of instructional delivery
Method(s) of evaluation
Grading scale
Make-up policy
Attendance policy
Activities schedule, including calendar of topics, assignment, test, etc.
11-12-14



Last date to drop course without grade
The name and location of the Disability Services Coordinator
Right of revision statement
Optional Syllabus Information
Faculty are encouraged to provide additional information that will help the student understand in
more detail how the class will be conducted.







Extra credit work, if applicable
Class/lab relationship
References or reading that are optional but recommended
Format for papers, projects, or other assignments
Computer room/lab rules if applicable
Withdrawal process and responsibility
Other
11-12-14