ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EEC 1603 Early Childhood Development
Summer Session 0500
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix, Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EEC 1603
3
None
None
Day, Time and Campus:
Choose an item.
Modality:
Professor:
Online Course
Office Hours:
Wednesday and Thursday
Office Location:
Office Phone:
Email Address:
Tarpon Springs
BB 110
(727) 614-5279
Jennings.danielle@spcollege.edu
Click here to
enter text.
Choose an item.
Std 1
Std 2
Std 3
Std 4
Std 5
Std 6
NAEYC Standards
1a; 1b
2a; 2b; 2c
3a; 3c
4a
None
6a; 6b
Dr. Danielle Jennings
4:00 – 6:00 PM
Or by appointment
ACADEMIC DEPARTMENT: College of Education
Dean:
Kimberly Hartman, PhD
Office Location & Number:
Tarpon Springs
BB 101
I. COURSE DESCRIPTION
This course is the study of the physical, cognitive and social-emotional developmental processes of children from
conception to age eight. Emphasis is two-fold: understanding the sequential dynamics of growth, development and
behavior and understanding the uniqueness of each child.
**This course requires the completion of a Case Study on a child between the ages of two and six**
II. MAJOR LEARNING OUTCOMES
1.
2.
The student will define typical and atypical developmental processes and characteristics of children from conception
to eight years of age by:
a. describing the physical, cognitive and social-emotional development of children
b. explaining the developmental impact of multifactorial interaction to include genetic makeup, and environmental
factors including gender, culture, life history and medical history
c. describing specific characteristics of prenatal development, infancy, toddlerhood, early childhood and early
middle childhood
The student will examine significant theoretical approaches as they relate to the development of young children by:
a. explaining the behaviorist, maturationist and contructivist theories of development
b. describing the work of the following theorists: Freud, Piaget, Erikson, Maslow, Kohlberg, Skinner, Vygotsky
and Gardner
Syllabus Coordinator: Anne Ryan
0500
1 of 5
3.
4.
5.
6.
7.
The student will analyze the relationship of play to growth and development by:
a. comparing the classic and modern theories of play
b. describing the relationship between play and physical, social, emotional, creative and cognitive development
c. examining play-based learning, child initiated learning and ‘play prepared’ environments
d. describing the relationship between play and concrete activities and relevant life experiences
e. identifying ethical considerations related to play based and academic based curricula
The student will examine early childhood program models that exhibit developmentally appropriate practices:
a. describing the following types of programs: child care, preschool, family child care, before and after school
care, military and lab schools
b. identifying the following child care sponsors: private sponsors, public sponsors, franchised centers and
employer-sponsored programs
c. describing the following professional employment settings: center-based preschool programs, center-based
infant/toddler programs, family child care homes, before and after school programs, special needs programs and
center management
The student will demonstrate knowledge of observational and recording methods to evaluate developmental levels
from birth through eight years of age by:
a. writing a comprehensive case study
b. distinguishing appropriate observational techniques for various child care settings
The student will evaluate strategies which clarify developmental processes and promote the raising of healthy
children by:
a. identifying strategies to communicate teacher concerns about the developmental progress of children to their
parents
b. examining strategies to communicate current research to parents, community members and legislators
c. analyzing the cultural context of development
The student will analyze current child development research by:
a. identifying and reading at least two professional journal articles
b. translating and applying that research information to an individual case study
III. REQUIRED TEXTBOOK, RESOURCES AND MATERIALS
A. Required Textbook
To be checked against textbook orders for correctness.
Textbook
Required: Puckett, Margaret et al. The Young Child: Development from Pre-birth Through
Age Eight. 6th Ed. Pearson ISBN 978013294401
B. Supplemental Material
Resources:
Materials:
NAEYC Code of Ethics (online access); Florida Birth to Five Standards (online
access)
Digital Camera for Case Study documentation (may be checked out from COE)
Library:
http://www.spcollege.edu/libraries/
C. Technology
This course will be offered in an online format. There are no classroom meetings and all work will be
completed online. Before taking this class, be sure you are able to complete computer-based, online
assignments. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
You have access to computers on any SPC campus. No late work is accepted and no assignment requirements
are waived due to difficulties with your own computer. You will see tutorials on your MyCourses course page
and you are encouraged to use the assistance of the SPC Help Desk.
Student HelpDesk at OnlineHelp@spcollege.edu or by phone at 727-341-4357
Syllabus Coordinator: Anne Ryan
0500
2 of 5
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. Field Experience: This course requires the completion of a Case Study on a child between the ages of two and six please see assignment description below. The case study will involve approximately 8-10 hours of child observation.
ACADEMIC HONESTY:
St. Petersburg College has an Academic Honesty policy. It is your responsibility to be familiar with the policies, rules, and
the consequences of violations. Read about the policy at: http://www.spcollege.edu/academichonesty/
.
There is no tolerance for cheating and academic dishonesty. Discipline can range from a zero on that specific assignment to
expulsion from the class with a grade of F. Note that copy/pasting published information, whether it's from your textbook or
the Internet, without citing your source is plagiarism and violates this policy. Even if you change the words slightly, the ideas
are someone else's, so you still have to cite your sources. Cheating, plagiarism, bribery, misrepresentation, conspiracy and
fabrication are defined in Rule 6Hx23-4.461, Student Affairs: Academic Honesty Guidelines, Classroom Behavior.
B. Required Assessments: Check all assignment due dates on MyCourses calendar.
COURSE ASSIGNMENTS
Case Study: The major assignment for this course is the Case Study. This will be a study of a child, ages 2-6. You will have
the opportunity to observe and note specific areas of development. The child can be a family member or friend's child, for
instance, but you can also complete this study on a child in your care, either in a family child care home or center based
setting. If the child you are observing is in your professional care, a signed permission (parent or legal guardian) must be
obtained in kept on file in your setting. The Case Study form, along with the grading rubric are located in the Course
Assignments folder. ANY STUDY SUBMITTED UP TO ONE WEEK LATE WILL RECEIVE REDUCED POINTS.
Unit Assignments: Each unit will include the objectives and readings; discussion questions; quizzes and projects. All work
must be submitted by the unit deadline in the appropriate Drop Box. NO LATE WORK IS ACCEPTED for unit
assignments and no alternate submission is allowed (no attachments to emails and no hard copies delivered to the campus
Unit Quizzes: You will take a quiz each unit on the information in your textbook and supplemental readings. The
quiz/assessment must be completed by the due date. THERE IS NO MAKEUP OR LATE SUBMISSION OF QUIZZES
ALLOWED. Quizzes consist of a variety of short answer and essay questions - please see the Start Here tutorial if you have
questions about submitting Quizzes.
Unit Discussion Questions: For each unit you will participate in a Discussion forum. You will post your response to the
question and respond to at least two other class members. The response must add valuable content/feedback to the discussion.
A response of 'I agree', for example, does not count as a graded response. DISCUSSION QUESTION RESPONSES
MUST BE POSTED BY THE UNIT DEADLINE. Discussion members will maintain respectful dialogue, realizing that
many class members have different perspectives and experiences with the content of this course. Any response that is not
respectful of another class member will have no points awarded.
Unit Projects: Each unit has a Project that may include article or video reviews; website reviews and evaluations and specific
activities based on the course content. You will see the specific directions for each project in the Drop Box. NO LATE
UNIT PROJECTS ACCEPTED.
Final Quiz: This quiz is due the final week of the session. It will consist of a review of the weekly quizzes.
Course Topic Reflection: At the end of the semester you will complete a reflective essay looking back over the content of
the course and the impact on your teaching.
Specific information on all assignments in this course are listed in the appropriate folders on the
MyCourses course shell. Be sure to check all information before the course begins.
Syllabus Coordinator: Anne Ryan
0500
3 of 5
C. POINTS AND GRADING SCALE
Case Study
Case Study Info Form
Quizzes (10x10)
Discussion (10x5)
Unit Projects (10x20)
Final Quiz
Course Topic Reflection
Total:
A 423 – 470 points
B 376 – 422 points
C 329 – 375 points
80 points
5 points
100 points
50 points
200 points
25 points
10 points
470 points
90%
80%
70%
Early Childhood courses in the have a 70% competency requirement. Students with less than 70% will receive a grade of 'F'.
IV.SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENT:
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENT:
http://www.spcollege.edu/addendum/index.php
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification
on any items in the syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the course drop date this signifies that you agree to abide fully by the parameters set in
this syllabus and syllabus addendum.
V. CALENDAR AND TOPICAL OUTLINE
Units
Begin Date
Topic
Assignments
Due Dates
Points
Unit #1
May 18th
Chapters 1 and 2
Early
Development
Assessment
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Unit #2
May 25th
Chapters 3 and 4
Child and Family
Before and At
Birth
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Unit #3
June 1st
Chapters 5 and 6
Physical/Motor
Development
Social/Emotional
Development Infant
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Syllabus Coordinator: Anne Ryan
0500
4 of 5
Unit #4
June 8th
Chapter 7
Cognitive,
Language and
Literacy
Development Infant
Readings
Quizzes
Discussion
Unit Project
See Calendar
See Grading Scale
Case Study
Information Sheet
Due
Unit #5
June 15th
Chapters 8 and 9
Physical/Motor
Development
Social/Emotional
Development Toddler
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Unit #6
June 22nd
Chapter 10
Cognitive,
Language and
Literacy
Development Toddler
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Unit #7
June 29th
Chapters 11 and 12
Physical/Motor
Development
Social/Emotional
Development Preschool
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Unit #8
July 6th
Chapter 13
Cognitive,
Language and
Literacy
Development Preschool
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Case Study Due
Unit #9
July 13th
Chapters 14 and 15
Physical/Motor
Development
Social/Emotional
Development –
School Age
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Unit #10
July 20th
Chapter 16
Cognitive,
Language and
Literacy
Development –
School Age
Readings
Quizzes
Discussion
Unit Project
See Calendar
see Grading Scale
Syllabus Coordinator: Anne Ryan
0500
Final Quiz
Course Topic
Reflection due
Wednesday, July
22nd
5 of 5