Early Childhood: Typical & Atypical Development
Instructor:††††††† ††††††††††† Darcie Donegan, MA/Ed.
Phone: ††††††††††††††††††††††† 509-891-7219
Office Hours:† ††††††††††† 8 a.m. to 5 p.m. PST Monday - Friday
Email:† ††††††††††††††††††††††† email@example.com
Address:††††††††† ††††††††††† Virtual Education Software
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††††††††††† ††††††††††††††††††††††† Spokane, WA 99216
Technical Support:†††††† firstname.lastname@example.org
* THE EXAMINATIONS FOR THIS COURSE CAN ONLY BE TAKEN ONE TIME*
Welcome to Early Childhood: Typical & Atypical Development, an interactive distance learning course which explores contemporary best practice and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. 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.
Title:††††††††††††††††††††††††††† Early Childhood: Typical & Atypical Development
Instructor:††††††† ††††††††††† Darcie Donegan, MA/Ed.
Publisher:†††††††††††††††††††† Virtual Education Software, inc.2008
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 submitted by the individual (such as papers, assignments, reports, tests) shall be the studentís 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 oneís 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
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
∑ Identify sequences of developmental milestones in cognitive, social, motor, and communication domains for infants, toddlers and preschoolers.
∑ Specify individual differences in development that are influenced by child characteristics, as well as family and cultural expectations.
∑ Adjust interactions with individual children (based on developmental status and unique characteristics) and with individual families (based on unique family culture and dynamics).
∑ Select toys, books, and activities that support the development of young children, including those with special needs, individually and in small groups.
∑ Provide resources for parents of young children, and for continued professional development, including: developmental information on infants, toddlers, and preschoolers; services for young children with special needs; sources of equipment, supplies, and instructional and resource materials.
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 growth before birth. This overview will include both typical and atypical conception, pregnancy, prenatal development and care, labor, and birth.† Next, we consider the special characteristics and needs of the newly delivered baby, including common developmental variations.
The third chapter starts with the end of the newborn period and covers infants from one to 12 months.† The tremendous growth and development of infants in each domain--motor, cognitive, language, and social-emotionalóis detailed. Milestones, developmental variations, and red flags will be included for each area.† Next, we will focus on toddlers.† Although there is no exact age when infancy ends and toddlerhood begins, we will study children in the second and third years of life (or ages 1 and 2).† The rapid blossoming of abilities in all domains in this stage of life, from learning to talk to jumping and playing, is covered in this chapter.
Finally, chapter four discusses early childhood, called the magic years (Fraiberg, 1959), of children 3-6 years old. The preschool period is a time of great discovery, testing and wonder.† Students will learn about typical and varied preschool development in many areasómoral, social, self-esteem, early learning, motor skills, communication abilities, and more . Some information about the development of young school-age children is also included in this section.† Indicators, or red flags, indicating developmental delay or deviation 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.
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 course evaluation form at the end of the course.
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)
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 5-year-old social emotional development
5) Define developmentally appropriate practices for young children
6) Learn types of atypical development and developmental variations
Examinations -- THE EXAMINATIONS FOR THIS COURSE CAN ONLY BE TAKEN ONE TIME
At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. Your final grade for this course will be determined by calculating an average score of all chapter 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.
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 Masterís 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 over 25 years in a 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 Western Washington University and Whatcom Community College, where she also coordinates the Parent Education program. Areas of special interest include infants and toddlers, child development, observation and assessment, social-emotional development, child care, and program planning. Darcie is the mother of a teenage son and twin ten-year-old daughters. In addition to this course, Darcie is the author of another course in this Early Childhood series called Early Childhood: Observation & Assessment.††
Contacting the Instructor
You may contact the instructor by emailing Darcie at email@example.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 firstname.lastname@example.org 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 VESiís 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.
Bibliography (Suggested Readings)
Ainsworth, M. (1978).† Patterns of attachment:† A psychological study of a strange situation.† Hillsdale, N.J.: Lawrence Erlbaum Associates.
Bandura, A. (1963). Social learning and personality development. New York: Holt, Rinehart, & Winston.
Bowlby, J. (1980). Attachment and loss. New York: Basic Books.
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. (1994). Developmental profiles: Pre-birth through eight.† Albany, NY: Delmar.
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 Instituteís childhood from one to six. New York: Harper & Row.
Bandura, A. (1977).† Social learning theory.† Englewood Cliffs, NJ: Prentice-Hall.
Bee, H. (1997). The developing child (8th ed.). New York: HarperCollins.
Berk, L.E. (2005). Infants and children (5th 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.
Bowlby, J. (1969).† Attachment and loss.† Vol.1: Attachment.† London: Hogarth Press.
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. (1997). Developmentally appropriate practice in early childhood programs (rev. 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.
Bronfenbrenner, U. (1979).† The ecology of human development.† Cambridge, MA: Harvard University Press.
Chomsky, N. (1988).† Language and problems of knowledge.† Cambridge, MA: MIT Press.
Dombro, A.L., Colker, L.J., & Dodge, D.T. (1999). The creative curriculum for infants & toddlers. Washington, DC: Teaching Strategies.
Elkind, D. (2001). The hurried child: Growing up too fast too soon. New York: Knopf.
English, D., Upadhyaya, M., Litrownik, A., Marshall, J., Runyan, D., Graham, J.C., & Dubowitz, H. (2005). Maltreatment's wake: The relationship of maltreatment dimensions to child outcomes. Child Abuse & Neglect, 29(5). 597-619.
Erikson, E. (1963).† Childhood and society (2nd ed.).† New York: Norton.
Farber, A, & Mazlich, E. (1980). How to talk so kids will listen & listen so kids will talk.† New York: Avon Books.
Fein, G., & Rivkin, M. (Eds.). (1986). The young child at play: Reviews of research. Washington, DC: NAEYC.
Fogel, A. (1997). Infancy.† New York: West Publishing.
Freud, S. (1923).† The ego and the id. (1974 reissue).† London: Hogarth.
Gardner, H. (1983).† Frames of mind: The theory of multiple intelligences.† New York: Basic Books.
Gardner, H. (1993).† Multiple intelligences: The theory in practice.† New York: Basic Books.
Gerber, M. (1998). Dear parent: Caring for infants with respect. Pasadena, CA: Resources for Infant Educators.
Gesell, A., & Ilg, F.L. (1949).† Child development.† New York: Harper Brothers.
Gopnik, A., Meltzoff, A.N., & Kuhl, P.K. (1999). The scientist in the crib: Minds, brains, and how children learn.† New York: William Morrow.
Goleman, D. (1997). Emotional intelligence: Why it can matter more than I.Q. New York: Bantam.
Goleman, D. (2006). Social intelligence: The new science of human relationships.† New York: Bantam.
Gonzalez-Mena, J. (2006).† Infants, toddlers, and caregivers.† New York: McGraw-Hill.
Gottman, J.M., & DeClaire, J. (1998). Raising an emotionally intelligent child.† New York: Simon & Schuster.
Greenspan, S., & Greenspan, N.T. (1994). First feelings: Milestones in the emotional development of your baby and child.† New York: Penguin.
Healy, J. (1989).† Your child's growing mind: A guide to learning and brain development from birth to adolescence.† New York: Doubleday.
Herbert, M. (2003).† Typical and atypical development.† Oxford: 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 Publishers.
Honig, A.S. (2000).† Love and learn: Positive guidance for young children (Brochure). Washington, DC: NAEYC.
Kohlberg, L. (1987).† Child psychology and childhood education: A cognitive developmental view.† New York: Longman.
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.
Marotz, L., Cross, M., & Rush, J. (1997).† Health, safety and nutrition for the young child (4th ed.).† Albany, NY: Delmar.
Maslow, A. (1954). Motivation and personality (3rd ed., 1987.) New York: Addison-Wesley.
Piaget, J. (1963). The origins of intelligence in children. New York: Norton.
Piaget, J. (1968). Judgment and reasoning in the child. Totowa: Littlefield, Adams, & Co.
Piaget, J. (1969). The childís conception of the world. Totowa: Littlefield, Adams, & Co.
Siegel, D. J. (2001). The developing mind: how relationships and the brain interact to shape who we are. NY: Guilford Press.
Siegel, D. J. and Hartzell, M. M. (2004). Parenting from the inside out: How a deeper self-understanding can help you raise children who thrive. LA: J. P. Tarcher.
Skinner, B.F. (1953).† Science and human behavior.† New York: Free Press.
Slentz, K., & Krogh, S.L. (2001). Early childhood development and its variations.† Mahwah, NJ: Lawrence Erlbaum Associates.
Small, M.F. (1999). Our babies, ourselves: How biology and culture shape the way we parent.† New York: Dell.
Sternberg, R. J. (1985): Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
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.
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 6/7/12 JN