Mar 29, 2024  
2022-2023 General Catalog 
    
2022-2023 General Catalog [ARCHIVED CATALOG]

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ECE 221 - Infant/Toddler Care and Education


Last Date of Approval: Spring 2021

3 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0

Course Description:
Focuses on care, education, and assessment of children from birth to thirty-six months. Prepares students to utilize developmentally appropriate evidenced-based practices, including responsive caregiving, routines as curriculum, collaborative relationships with culturally, linguistically, and ability diverse children and families, and a focus on the whole child in inclusive settings.

Prerequisites/Corequisites: None

Mode(s) of Instruction: traditional/face-to-face and/or virtual

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: ebook/Access Code: $119.99 (charged once per term for all courses that use Cengage Unlimited)

Common Course Assessment(s): None

Student Learning Outcomes and Objectives:
  1. Child Development and Learning in Context
    • Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development (NAEYC Standard 1a).
    • Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices (NAEYC Standard 1b).
    • Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities (NAEYC Standard 1c).
  2. Family-Teacher Partnerships and Community Connections
    • Know about, understand, and value the diversity of families (NAEYC Standard 2a).
    • Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement  (NAEYC Standard 2b).
    • Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies (NAEYC Standard 2c).
  3. Child Observation, Documentation, and Assessment
    • Know a wide range of types of assessments, their purposes, and their associated methods and tools  (NAEYC Standard 3b).
    • Build assessment partnerships with families and professional colleagues (NAEYC Standard 3d).
  4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
    • Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children (NAEYC Standard 4a).
    • Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning (NAEYC Standard 4c).
  5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
    • Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area (NAEYC Standard 5b).
    • Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge (NAEYC Standard 5c).
  6. Professionalism as an Early Childhood Educator
    • Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).
    • Engage in continuous, collaborative learning to inform practice (NAEYC Standard 6d).
    • Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession (NAEYC Standard 6e).



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