Early Childhood:
Typical & Atypical Development
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Instructor Name: |
Dr. Marrea
Winnega |
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Facilitator: |
Joan Halverstadt MA/Ed. |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday – Friday |
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Email: |
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Address: |
Virtual Education Software |
|
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Early
Childhood: Typical & Atypical Development, an interactive distance-learning course that covers
development during the first eight years of life and research-based best
practices in early learning. Included will be information about typical
development from the prenatal stage to middle childhood with an emphasis 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 |
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Publisher: |
Virtual Education Software, inc. 2008, Revised
2012, Revised 2018, Revised 2021, Revised 2025 |
|
Instructor: |
Dr. Marrea Winnega |
|
Facilitator: |
Joan Halverstadt MA/Ed. |
Academic Integrity Statement
The structure and format of most distance-learning
courses presume a high level of personal and academic integrity in completion
and submission of coursework. Individuals enrolled in a distance-learning
course are expected to adhere to the following standards of academic conduct.
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.
Students are required to view/read each screen in each exercise of each chapter. Screens, exercises and chapter content may not be skipped. Students are also required to access and read all content in each course handout. A participant who fails to complete the entire course in the manner intended and as outlined, may have their grade reduced or fail the course. It is the student's responsibility to contact the facilitator, instructor-of-record, or VESi registrar if there is any question as to the manner in which this course is to be completed.
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 CDA Competencies to
prepare you to take the CDA exam
(applicable in certain states). This course specifically covers CDA
Competencies 1–9, 12, and 13 (Check your
individual state requirements), which all relate to the establishment of well-run,
purposeful programs for young children that are responsive to individual needs
and advance the development of the whole child. This course is designed for
anyone planning programs for young children—child-care
providers, early childhood educators, and health care or social services
providers, to name a few.
Expected Learning Outcomes
At the conclusion of this
course, students should be able to:
- Understand basic principles of growth and the
foundation of development from conception through 8 years, including
genetic and environmental influences.
- Identify the historical roots, common research
practices, and prominent child development theorists and
theories.
- Describe sequences, characteristics, and concepts of development in
the domains of motor and perceptual, cognitive and communication, and
social and emotional development for each stage.
- Explain individual and cultural differences in child development
and socialization.
- Examine how to create environments, programming, and interactions
that support the development of young children, including those with
special needs, individually and in groups.
- Recognize and find professional resources on the typical and
atypical development and needs of children prenatal–8 years.
Course Description
The first chapter presents an introduction to the
study of child development from conception to age 8. 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.
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. Each
chapter also contains web links that you can choose to access if you want to
see videos or research in action related to chapter concepts.
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 & Newborn Development
1)
Outline family contexts of family planning and preparation
2)
Describe the process of conception
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 and care
9)
Understand typical and atypical newborn appearance and abilities
Chapter Three: The Development of Infants &
Toddlers
1)
Discuss growth patterns and motor development milestones
2)
Describe the development of language and cognitive skills
3)
Define basic brain development principles and terms
4)
Understand normal socio-emotional development of infants and toddlers
5)
Describe cognitive and language development
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 growth and motor development,
including health issues
2)
Describe preschool and young school-age cognitive development and
related theories
3)
Identify language development milestones that include emergent literacy
approaches, including English as a Second Language challenges
4)
Discuss typical 3-to-8-year-old social-emotional development and
milestones
5)
Define developmentally appropriate educational practices for young
children
6)
Learn types of atypical development and developmental variations,
including how factors such as abuse and adverse childhood experiences (ACEs)
affect growth and development
Student Expectations
As a student you will be
expected to:
·
Students are required to view/read each screen in each exercise of each chapter. Screens, exercises and chapter content may not be skipped. Students are also required to access and read all content in each course handout.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You
must obtain an overall score of 70%
or higher, with no individual exam score below 50%, to pass this course. *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 review of any
section on which your examination score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 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.
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
The original text for Early Childhood: Typical
& Atypical Child Development was created by Dr. Darcie Donegan, then
significantly updated by Joan Halverstadt in 2025. Joan has over 50 years of
experience working with young children and their families. She also has taught
both child development and mental health courses at the graduate level for the
past 30 years. Joan was a preschool-first grade teacher, owner of 11 daycares,
a school counselor, and a director of Special Programs for over 50 years. She
has her BA in elementary education from Whitman College, her master’s in
elementary education from George Mason University, and her educational
associate degrees in school counseling (Seattle Pacific University) and school
psychology (Seattle University). Joan is a Nationally Certified School
Psychologist. Please
contact Professor
Halverstadt if you
have course content or examination questions.
Instructor Description
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 Halverstadt if you have course content or examination questions.
Contacting the Facilitator
You may contact the facilitator by emailing
Professor Halverstadt at joanh@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 10 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.
Technical Questions
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.
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