Early
Childhood: Typical
& Atypical Development
Instructor Name: Dr. Marrea Winnega
Facilitator Name: Darcie Donegan, MA/Ed.
Phone: 509-891-7219
Office Hours: 8 a.m. to 5 p.m.
PST Monday - Friday
Email: darcie_donegan@virtualeduc.com
Address: Virtual Education Software
16201 E Indiana Ave,
Suite 1450
Spokane, WA 99216
Technical
Support: support@virtualeduc.com
Welcome
to Early Childhood: Typical &
Atypical Development, an interactive distance learning course that covers development during the
first six years of life and research-based best practices in early learning.
Included will be typical development from the prenatal stage to middle
childhood with an emphasis is on individual differences, cultural influences,
and the impact of developmental delay and disability. Discussion
will also include instructional technology (IT) and assistive technology (AT)
applications for this population.
This computer-based instruction course
is a self-supporting program that provides instruction, structured practice,
and evaluation all on your home or school computer. Technical support
information can be found in the Help section of your course.
Course Materials
(Online)
Title: Early Childhood: Typical & Atypical Development
Instructor Name: Dr. Marrea Winnega
Facilitator Name: Darcie Donegan, MA/Ed.
Publisher: Virtual
Education Software, inc.2008, Revised 2012
Academic Work
Academic
work submitted by the individual (such as papers, assignments, reports, tests)
shall be the student’s own work or appropriately attributed, in part or in
whole, to its correct source. Submission of commercially prepared (or group
prepared) materials as if they are one’s own work is unacceptable.
Aiding Honesty
in Others
The
individual will encourage honesty in others by refraining from providing
materials or information to another person with knowledge that these materials
or information will be used improperly.
Violations of
these academic standards will result in
the assignment of a failing grade and subsequent loss of credit for the course.
Level
of Application
This
course is designed as one part of a five-part series on early childhood
education. Upon completion of all five
courses, you will have covered all of the
Course
Objectives
·
Understand basic principles of
growth and the foundation of development from conception through 6 years,
including genetic and environmental influences.
·
Identify the historical roots,
common research practices, prominent child development theorists and theories.
·
Describe
sequences, characteristics, and concepts of development in the domains of motor
and perceptual, cognitive and communication, social and emotional development
for each stage.
·
Recognize
individual and cultural differences in child development and socialization.
·
Identify
how to create environments, programming, and interactions that support the
development of young children, including those with special needs, individually
and in groups.
·
Provide
professional resources on the typical and atypical development and needs of
children prenatal-six years.
The
first chapter will present an introduction to the study of child development
from conception to age 6. We will
examine the historical roots and methods of child study, major psychological
theories, and developmental principles and definitions. This information will
provide grounding for the following chapters on specific ages and developmental
areas.
In
the second chapter we will start to study child development chronologically. We
begin with conception and prenatal development and care, and then continue
through labor and birth. Next, we consider the special characteristics and
needs of the newly delivered baby, including common developmental variations. This overview will include
both typical and atypical development.
The
third chapter focuses on infants and toddlers; the first three years of life
(ages 1-36 months). We will look at growth and development in the domains of
motor-perceptual, cognitive, language, brain, and social-emotional development.
This chapter details milestones, red flags, developmental variation, and how
adults can safely and appropriately facilitate the development of infants and toddlers.
Finally, Chapter Four discusses early and early
middle childhood, or the magic years,
ages 3-6 years old (Fraiberg, 1959). The preschool and kindergarten period is a
time of great discovery, testing, and wonder. Students will learn about typical
and varied 3-6 year-old development in all areas—moral, social, self-esteem,
early learning, motor skills, communication abilities, social and brain
development, and more. Indicators, or red flags, suggesting developmental delay
or deviation, and resources are detailed in all chapters.
Each chapter contains additional
handouts or attachments that cover specific topics from the chapter in greater
depth. They are provided for you to
read, ponder, and apply to the early childhood education setting in which you
work. Some of the topics are intended for you, as the professional, while
others are intended for you to pass on to parents, when appropriate. After
completing each chapter, you will be required to take an examination and pass it with a score of 70% or better in order to
move on to the next chapter.
Student Expectations
As
a student, you will be expected to:
·
Complete
all information chapters covering Typical
& Atypical Development, showing a competent understanding of the
material presented.
·
Complete
all chapter exams covering Typical & Atypical Development,
showing a competent understanding of the material presented.
·
Complete
a review of any chapter on which your examination score was below 70%.
·
Retake
any examination, after completing an information review, to increase that
examination score to a minimum of 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by
college or university; therefore, you should refer to your course addendum to
determine what your minimum exam score requirements are.
·
Complete
a course evaluation form at the end of the course.
Chapter Topics
Chapter One: Introduction to Child Development
1)
Define child development and basic developmental principles
2)
Understand historical and emerging viewpoints on child study
3)
Recognize major theories and recent trends
4)
Identify research methods, designs and ethics
5)
Appreciate the importance of child development to early childhood
educators
Chapter Two: Prenatal
and Newborn Development
1) Outline family contexts of
family planning and preparation
2) Describe the process of
conception and fertility assistance methods
3) Explain the stages of
prenatal development
4) Understand the role of genes
and chromosomes in development
5) Define proper prenatal care
and risks to the developing infant
6) Identify labor and birth
options and processes
7) Discuss atypical conception,
prenatal development, labor and birth
8) Define newborn assessment
& care
9) Understand typical and
atypical newborn appearance & abilities
Chapter Three: The
Development of Infants (1-12 months) and Toddlers (13-35 months)
1)
Discuss growth patterns and motor development in the first and second
years
2)
Describe the development of language and cognitive skills
3)
Understand normal socio-emotional development of infants and toddlers
4)
Identify motor development milestones and sequence
5)
Describe cognitive and language development in 1 to
12 month-olds
6)
Recognize common variations and atypical infant and
toddler development
Chapter
Four: The Development of Preschoolers (3-5 Years) & Young School agers (5-6
years)
1) Understand the typical
sequence of preschool growth and motor development
2) Describe preschool cognitive
development and related theories
3) Identify language
development milestones including emergent literacy approaches
4) Discuss typical 3-to-6
year-old social-emotional development
5) Define developmentally
appropriate practices for young children
6) Learn types of atypical
development and developmental variations
Examinations
At
the end of each chapter, you will be expected to complete an examination
designed to assess your knowledge. You may take these exams a total of three
times. Your
last score will save, not the highest score.
After your third attempt, each examination will lock and not allow
further access. Your final grade for the
course will be determined by calculating an average score of all exams. This score will be printed on your final
certificate. As
this is a self-paced computerized instruction program, you may review course
information as often as necessary. You will not be able to exit any
examinations until you have answered all questions. If you try to exit the exam
before you complete all questions, your information will be lost. You are
expected to complete the entire exam in one sitting.
Facilitator Description
Early Childhood:
Typical & Atypical Child Development has been developed by Darcie Donegan,
MA/Ed., the instructor of record. Darcie received her BA at the University of
Washington and her master’s degree from Pacific Oaks College in Human
Development, specializing in Early Childhood Education and Adult
Education. She has worked with young children and their caregivers for
more than 30 years in various capacities, including preschool teacher, center
director, parent educator, trainer, and consultant. Darcie has also been
an international consultant through the Soros Foundation and taught in many
different countries. She is currently adjunct faculty in ECE at Whatcom
Community College, a Washington State Department of Early Learning approved
trainer, and the author of the ten Parenting Preschoolers modules for
Washington State’s Organization of Parent Education Programs (OPEP).
Areas of special interest include infants and toddlers, child development,
observation and assessment, social-emotional development, brain development,
child care, and parenting. Darcie is the mother of three teenagers and has
been married to a (nice) lawyer for 20 years. In addition to writing this
course, Darcie is the author of another course in this Early Childhood series
called Early Childhood: Observation &
Assessment. Please
contact Professor Donegan if you have course content or examination questions.
Dr. Marrea Winnega, is a Licensed
Clinical Psychologist with 20 years of experience in the field of Autism
Spectrum Disorders. Currently, she is an Assistant Professor of Clinical
Psychology in the University of Illinois at Chicago Department of Psychiatry.
She consults for schools and agencies serving individuals with Autism Spectrum
Disorders, including Asperger’s Disorder. She has also conducted numerous
workshops, in-services, and trainings throughout the United States. Please contact
Professor Donegan if you have course content or examination questions.
You may contact the facilitator by
emailing Professor Donegan at darcie_donegan@virtualeduc.com
or calling her at 509-891-7219, Monday through Friday, 8:00 a.m. - 5:00 p.m.
PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per
day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches or other
issues that involve the operation of the course.
If you have questions or problems
related to the operation of this course, please try everything twice. If the problem
persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance then
email support@virtualeduc.com or
call (509) 891-7219. When contacting
technical support, please know your course version number (it is located at the
bottom left side of the Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum Computer
Requirements
Please
refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system.
Refer to the addendum regarding Grading Criteria, Course Completion
Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
Bronson, P., & Merryman, A. (2009). Nurtureshock: New
thinking about children. New York, NY: Hachette Book Group.
Allen, K.E., & Marotz, L. (2000). By the ages: Behavior and development of children pre-birth through
eight. Albany, NY: Delmar.
Allen, K.E., & Marotz, L. (2012). Developmental profiles: Pre-birth
through eight (7th ed.). Belmont, CA: Wadsworth.
Allen, K.E., & Schwartz, I. (1996). The exceptional child: Inclusion in early childhood education.
Albany, NY: Delmar.
Ames, L.B.,
Gillespie, C., Haines, J., & Ilg, F.L. (1978). The Gesell Institute’s childhood
from one to six. New York: Harper & Row.
Bee, H. (1997). The developing child (8th ed.). New York: HarperCollins.
Berk, L.E. (2011). Infants and
children (7h ed.). Boston: Allyn & Bacon.
Bodrova, E., & Leong, D. (1996). Tools
of the mind: The Vygotskian approach to early childhood education.
Englewood Cliffs, NJ: Merrill/Prentice Hall.
Carolina
Abecedarian Project. (1999). Early Learning, later success: The
Abecedarian study. Chapel Hill, NC:
Frank Porter Graham Child Development Center.
Brazelton. B.T. (1981). On becoming a
family: The growth of attachment.
New York: Dell Publishing.
Bredekamp, S., & Copple, C. (2010). Developmentally appropriate practice in
early childhood programs (3rd ed.). Washington, DC: National
Association for the Education of Young Children.
Bredekamp, S., & Rosegrant, T. (Eds.).
(1996). Reaching potentials:
Appropriate curriculum and assessment of young children. Washington, DC:
National Association for the Education of Young Children.
Dodge, D.T.
(2010). Creative curriculum for
preschool (4th ed.). Washington, DC: Teaching Strategies
Dombro, D.T., Rudick, S., & Burke, K. (2006). The creative curriculum for infants,
toddlers, and twos (2nd ed.). Washington, DC: Teaching
Strategies.
Elkind, D. (2001). The
hurried child: Growing up too fast too soon. New York, NY: Knopf.
Farber, A., & Mazlich, E. (1980). How to talk so kids will listen
& listen so kids will talk. New York, NY: Avon Books.
Fein, G., & Rivkin, M. (Eds.). (1986). The young child at play: Reviews of research. Washington, DC:
NAEYC.
Galinsky, E.
(2010). Mind in the making: The seven essential
life skills that every child needs. New York, NY: HarperCollins.
Gardner, H.
(1993). Multiple intelligences: The theory in practice. New York, NY: Basic
Books.
Gerber, M. (1998). Dear
parent: Caring for infants with respect. Pasadena, CA:
Resources for Infant Educators.
Gopnik, A., Meltzoff, A.N., & Kuhl, P.K. (1999). The scientist
in the crib: Minds, brains, and how children learn. New York, NY: William
Morrow.
Goleman, D. (1997). Emotional intelligence: Why it can matter more than
I.Q. New York, NY:
Bantam.
Gonzalez-Mena, J. (2006). Infants,
toddlers, and caregivers. New York, NY: McGraw-Hill.
Gottman, J.M., & DeClaire, J. (1998). Raising an emotionally intelligent child. New York, NY: Simon &
Schuster.
Greenspan, S., & Greenspan, N.T. (1994). First
feelings: Milestones in the emotional development of your baby and child. New York, NY: Penguin.
Herbert, M. (2003). Typical and atypical development.
Oxford, UK: BPS Blackwell.
Honig, A.S. (2000). Cross-cultural study of infants and
toddlers. In A. Comunian & U. Gielen (Eds.), International perspectives on human development (pp.
275-308). Lengerich, Germany: Pabst
Science.
Honig, A.S. (2000). Love and learn: Positive guidance for young
children (Brochure). Washington, DC: NAEYC.
Malaguzzi, L. (1993). History, ideas, and basic philosophy. In C.
Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early
childhood education (pp. 41-89).
Norwood, NJ: Ablex.
Medina, J. (2011). Brain rules for
babies: How to raise a smart and happy child from zero to five. Seattle,
WA: Pear Press.
Marotz, L., Cross, M., & Rush, J. (1997). Health, safety and nutrition for the young child (4th
ed.). Albany, NY: Delmar.
Siegel, D.J., & Hartzell, M.M. (2004). Parenting from the inside
out: How a deeper self-understanding can help you raise children who thrive. Los Angeles, CA: J. P. Tarcher.
Slentz, K., & Krogh, S.L. (2001). Early childhood development and its variations. Mahwah, NJ:
Lawrence Erlbaum.
Small, M.F. (1999). Our babies, ourselves:
How biology and culture shape the way we parent. New York, NY: Dell.
Thomas, A., & Chess, S. (1986).
The New York longitudinal study: From infancy to early adult life. In R.
Plomin & J. Dunn (eds.), The study of temperament: Changes,
continuities and challenges (pp. 39-52). Hillsdale, NJ: Lawrence Erlbaum.
Recommended
Child Development and Early Learning Websites:
Below
are suggested online resources—some high quality professional organization
websites with a great deal of information, advice, links, and resources. Other
links are just to illustrate research, concepts, or share related video clips
or articles.
General
Recommended Web sites:
http://www.cdc.gov/ncbddd/childdevelopment/index.html
http://www.csrees.usda.gov/childcareafterschoolprograms.cfmwww.nichcy.org/
http://www.cdc.gov/ncbddd/childdevelopment/legacy.html
http://www.childcareresearch.org/childcare/welcome
http://www.parentingcounts.org/
Specific Web
Links Related to Curriculum
Chapter One: Introduction to Child Development
*Developmentally
appropriate practices information plus resources, full Position Statement,
age-specific recommendations, books, and teaching strategies. http://www.naeyc.org/dap
*Information
about the major developmental theorists and theories: http://psychology.about.com/od/developmentalpsychology/a/childdevtheory.htm
Chapter Two:Prenatal & Newborn Development
*The
classic PBS documentary “Life’s Greatest Miracle” video on prenatal development
from conception to birth online at: http://video.pbs.org/video/1841157252/
*Another
beautiful video and talk on prenatal development at: http://www.ted.com/talks/alexander_tsiaras_conception_to_birth_visualized.html
*John
Medina’s advice for healthy prenatal brain development and pregnancy advice at:
http://brainrules.net/brain-rules-for-baby-pregnancy
*Fascinating
talk on research on the effects of the Dutch famine during WWII evidencing how
babies seem to grow to fit their environment: http://www.ted.com/talks/annie_murphy_paul_what_we_learn_before_we_re_born.html
*Video
on Medina’s research on effects of a baby on couples’ relationships: http://brainrules.net/brain-rules-for-baby-relationship
Chapter Three: The Development of Infants (1-12 months) & Toddlers
(13-35 months)
*
The “visual cliff” experiment can be seen on YouTube: http://www.youtube.com/watch?v=p6cqNhHrMJA
*Brain
development info on this site from UW on “neuroscience for kids” (and adults) http://faculty.washington.edu/chudler/introb.html#bb
*
For a fun measure of your own mental flexibility try the “Stroop test” and more
at: http://faculty.washington.edu/chudler/words.html
*Amazing
recent research, information, briefs, links, and videos on the science of early
learning and early brain development at: http://developingchild.harvard.edu/topics/science_of_early_childhood/
*“Patricia
Kuhl: The Linguistic Genius of Babies” TED talk and video on her research - http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html
*
Video and talk on research on infant intelligence and decision-making:
http://www.ted.com/talks/alison_gopnik_what_do_babies_think.html
*Video
on mirror neurons: http://video.pbs.org/video/1615173073/
*
The AAP recommendations on TV and children under two: http://www.wired.com/wiredscience/2011/10/infant-tv-guidelines/
*
Info on the link between Baby Einstein videos and language development: http://www.mayoclinic.com/health/baby-einstein/AN01990
*Facts
and recommendations on children and the media: http://www.pbs.org/parents/childrenandmedia/article-faq.html
*
Fun TED video on why we think babies are cute: http://www.ted.com/talks/dan_dennett_cute_sexy_sweet_funny.html
*
Great resources and you can test yourself with the “Are you Baby Smart?” quiz http://www.bornlearning.org/default.aspx?id=20
*Mary
Ainsworth classic "strange situation" attachment research video: http://www.youtube.com/watch?v=QTsewNrHUHU
*Temperament
types: “flexible, feisty & fearful” video: http://www.youtube.com/watch?v=1EcA9mgxBwk
*See
children try “the rogue test” for self-recognition:
http://www.youtube.com/watch?v=M2I0kwSua44
*
Discipline and guidance links and resources on children’s behavior: http://www.humsci.auburn.edu/~abellel/beeprogram/links/resourceupdates/guidedis/guidedis.htm
*Two great sites for Autism information: http://www.autismspeaks.org (video glossary with examples of indicators) and http://www.cdc.gov/ncbddd/autism/ActEarly/
*Aimed at parents of children birth to age 3 on three keys to do daily: http://lovetalkplay.org/about/
* Washington state resources for
families: http://www.parenthelp123.org/
Chapter
Four: The Development of Preschoolers (3-5 Years) & Young School Agers (5-6
years)
*After-school
care report and information: http://childcare.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=childcare&cdn=parenting&tm=32&f=10&su=p504.6.342.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.afterschoolalliance.org/AA3PM.cfm
*Information
on the USDA food pyramid and links to nutrition info and resources:
http://www.cnpp.usda.gov/Publications/MyPyramid/OriginalFoodGuidePyramids/FGP/FGPPamphlet.pdf
*An
article on recent sleep research and children: http://room19pv.files.wordpress.com/2010/08/nurture-shock-sleep-deprivation.pdf
*Video
examples of play types: http://www.youtube.com/watch?v=uSUdGqK6ohM
*Piaget’s
pre-operational and concrete operations stage conservation tests: http://www.youtube.com/watch?v=B65EJ6gMmA4
*NAEYC
guidelines on developmentally appropriate practices for teaching reading and
writing: http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF
*The
classic “marshmallow experiment” shows how preschoolers do with self-control and
is in many versions, including: http://www.ignitermedia.com/mini-movies/1350/The-Marshmallow-Test or
http://www.youtube.com/watch?v=6EjJsPylEOY or see a lecture
along with the test at: http://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html
*Emotional
intelligence info and resources: http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm
*Test
your own EQ online with one of these- http://www.mhhe.com/socscience/education/sadker/Sadker_EIQQ/sadker_eiqq.htm
or http://psychology.about.com/library/quiz/bl_eq_quiz.htm
or http://www.dreamsintoaction.ca/wp-content/uploads/2012/06/emotionalintelligencequiz1.pdf
*Emotional
parenting styles and coaching at Gottman’s website:
http://www.talaris.org/
*Articles
about moral development in early and mid childhood: http://www.livestrong.com/article/170720-how-parents-can-help-moral-development-in-children/
*More
info on moral development theories: http://tigger.uic.edu/~lnucci/MoralEd/overview.html
*Peer
rejection info: http://www.nncc.org/guidance/dc31_wo.friends2.html
and
tips for teachers on helping rejected children: http://www.ldonline.org/article/6170/
*
Brief video on discipline at: http://www.brainrules.net/brain-rules-for-baby-moral-baby
*Read
more about cultural and ethnic variations in parenting styles: http://family.jrank.org/pages/1253/Parenting-Styles-Cultural-Ethnic-Variations-in-Parenting-Styles.html#ixzz2GqLNA7xT
* Child abuse and neglect video: http://www.youtube.com/watch?v=MVfaKD37SQk
*Educational Resources
Information Center. ERIC
provides unlimited access to bibliographic records of journal articles and
other education-related materials: http://www.eric.ed.gov/
“Assessing Children for the Presence of
a Disability”:
http://nichcy.org/wp-content/uploads/docs/nd23.pdf
*
Head Start Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov
*
Connections to teacher resources and NOVA videos: http://www.pbs.org/wgbh/nova/teachers/
Course content is updated every three
years. Due to this update timeline, some URL links may no longer be active or
may have changed. Please type the title of the organization into the command
line of any Internet browser search window and you will be able to find whether
the URL link is still active or any new link to the corresponding
organization's web home page.
Updated 9/2/14
JN