Feb 22, 2024
ECED 315 - Foundations of Infant/Toddler Development Credits: 5
Provides an overview of knowledge and research in the area of infant/toddler development through a mental health lens. All domains of development will be studied, with a special focus on social/emotional development and the importance of responsive, respectful interactions. Students will explore research related to how infants “make meaning” and how this learning can be supported.
Enrollment Requirement: Admission into BAS in Early Childhood Education or instructor consent.
Students who successfully complete this class will be able to:
- Analyze and compare the major themes and controversies that shape research in infant and child development.
- Describe developmental changes in the physical, cognitive, and emotional/social capacities of children over the course of infancy and childhood.
- Describe how family dynamics and adult expectations affect infant and toddler development.
- Identify and describe biological and environmental risk factors to healthy development.
- Explain brain research as it relates to growth and development of infants and toddlers.
- Understand the importance of partnering with parents and families of infants/toddlers.
- Describe newborn development and assessment as well as behavioral states.
- Recognize cultural differences and rearing practices with infants and toddlers.
- Describe the application of possible interventions to improve infant/toddler mental health and development.
- Apply relationship-based principles and strategies that support young children and families.
- Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
- Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
- Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
- Screen, assess, and identify children with mental health challenges.
- Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
- Establish and maintain connections with appropriate support services and community resources.
- Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
- Advocate for families and young children through service, education, and leadership.
- Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
- Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
- Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.
Add to Portfolio (opens a new window)