ECE 247: Child Development: Birth to Eight

Course Description

This course will focus on an examination of development from prenatal through the early childhood years (to age eight). The course will explore current theory and research of early childhood development and how to translate this into practice in the lives of young children today. The developmental domains of cognitive, physical, and social/emotional are studied from an ecological perspective. Students will consider developmentally appropriate practices for children's diverse and individual differences, including special needs, gender, age, and multicultural dimensions. 20 hours of field experience (observations) required for completion of this course. (3 credits)

Prerequisite

  • None

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Examine and discuss the various early childhood theories of development and learning.(P.S. and C for ECE) 1a, 1b, and 1c)
  2. Understand the importance of optimal prenatal development. (P.S. and C for ECE 1a)
  3. Review the current research on brain development. (P.S. and C for ECE 1a)
  4. Discuss how children grow and develop at the various ages from birth to age 8 including children with developmental delays, disabilities, language and/or cultural differences. (P.S. and C for ECE 1a)
  5. Connect the developmental domains to the various age groups, Birth to Age 8.( P.S. and C for ECE 1a, 5b)
  6. Identify the influences of heredity and environment and how they impact a child's development. (P.S. and C for ECE 1b, 1c, and 2a)
  7. Demonstrate understanding of observation and assessment tools to gather information about a child's growth and development. (P.S. and C for ECE 3a, 3b, and 3c)
  8. Compare and contrast how children differ in their development and approaches to learning.(NAEYC 1b,1c, and 1d)
  9. Discuss how partnerships with parents support all children’s development including children with developmental delays, disabilities, language and/or cultural differences. (All of Standard 2, and 3d)
  10. Discuss the NAEYC Code of Ethical Conduct. (P.S. and C for ECE 6b)

Learning Objectives:

To provide students opportunities to develop knowledge, reflection and understanding of:

  1. Early Childhood theories of learning and development. .(P.S. and C for ECE) 1a, 1b, and 1c)
  2. Prenatal development (P.S. and C for ECE 1a)
  3. Current research on brain development. (P.S. and C for ECE 1a)
  4. How all children, including children with developmental delays, disabilities, language and/or cultural differences, grow and develop through successive stages in all domains of development. (P.S. and C for ECE 1a)
  5. Developmental domains. .(P.S. and C for ECE 1a)
  6. Influences of heredity and environment and their impact on development. (P.S. and C for ECE 1b, 1c, and 2a)
  7. A variety of observation and assessment tools to gather information about a child’s growth and development. (P.S. and C for ECE 3a, 3b, and 3c)
  8. How children differ in their development and approaches to learning. .(PS and C for ECE 1b,1c, and 1d)
  9. Partnerships with parents to support all children’s development including children with developmental delays, disabilities, language and/or cultural differences. (All of Standard 2, and 3d)
  10. The NAEYC Code of Ethical Conduct. (P.S. and C for ECE 6b)

Course Activities and Grading

AssignmentsWeight

Discussions (Weeks 1-8)

32%

Reflective Journals (Weeks 1-8)

8%
Week 1 Written Assignment

5%

Observations (Weeks 3, 4, 6 & 8)

30%

Quizzes (Weeks 4 & 7)

10%

Research Paper (Week 5)

10%

Ethical Dilemmas (Week 8)

5%

Total

100%

Required Textbooks

Available through Charter Oak State College's Book Bundle

  • Wittmer, Donna, Margaret B. Puckett, and Janet K. Black (2017). The Young Child: Development from Prebirth through Age Eight. (7th edition). Pearson. 

Additional Requirement

  • Observation: The observations for ECE 247 need to be set up in a Birth to Five setting for the Infant , Toddlers and Preschoolers and an Elementary School or  before/After School Program for the School Age children. Take care to choose a program of high quality; preferably NAEYC accredited. This may be your place of employment or another site you have access to. The Instructor can assist in finding an accredited program if needed.

Course Schedule

Week

SLOs

Readings

Assignments

1

1, 4, 8,10

  • Readings:
    • Chapter 1: The What and Why of Early Childhood Development
    • Chapter 2: The Where, When, and How of Early Childhood Study and Assessment
  • Go over the syllabus
  • Go over the four observations requirement.
  • Choose program to observe infants.
  • Download the CT Early Learning Development Standards or your specific State Early Learning Standards
  • Begin Infant Observation assignment
  • Introduction of the research paper topics.
  • Read Chapters 1 & 2
  • Participate in the 2 Discussion Board Topics in addition to posting an introduction.
  • Submit Reflective Journal #1
  • Submit Assignment #1

2

2, 4, 5, 6, 7, 8, 9

  • Readings:
    • Chapter 3: The Family Before Birth
    • Chapter 4: The Child and Family at Birth
  • Read Chapters 3 & 4
  • Participate in the Discussions.
  • Submit Reflective Journal #2
  • Work on Infant Observation
  • Choose topic and begin work on research paper

3

1, 3, 4, 5,6, 7, 8, 9

  • Readings:
    • Chapter 5: The Brain, Perceptual, and Motor Learning, and Development, and Physical Health and Growth of the Infant: Birth to Age 1.
    • Chapter 6: Emotional and Social Learning and Development of the Infant : Birth to Age 1
    • Chapter 7: Cognitive, Language, Literacy Learning and Development, Ages 1-3
  • Read Chapters 5, 6, and 7
  • Participate in the Discussions
  • Submit Reflective Journal #3
  • Study for Quiz: Chapters 1-7
  • Submit Draft of your Research Paper
  • Submit Infant Observation
  • Work on Assignment # 3: Toddler Observation

4

1, 2, 3, 4, 5, 6, 7

  • Readings:
    • Chapter 8: Perceptual, Motor, and Physical Development; Health and Nutrition Ages 1-3
    • Chapter 9: Emotional and Social Development, Ages 1-3
    • Chapter 10: Cognitive, Language, and Literacy Development, Ages 1-3
  • Read Chapters 8, 9, 10
  • Participate in the Discussions
  • Submit Reflective Journal #4
  • Submit Toddler Observation
  • Take the Practice Quiz
  • Work on Preschool Observation
  • Complete Quiz on Chapters 1-7

5

1, 4, 5, 6,7, 8

  • Readings:
    • Chapter 11: Motor Learning and Development, Health and Physical Development Ages 3-5
    • Chapter 12: Emotional and Social Learning and Development, Ages 3-5
    • Chapter 13:
    • Cognitive, Language, and Literacy Learning and Development: Ages 3-5
  • Read Chapters 11, 12, 13
  • Participate in the Discussions
  • Submit Reflective Journal #5
  • Submit final Research Paper
  • Work on Observation for preschoolers Assignment #4 due next week.
  • Choose School Age Observation Site

6

2, 3, 4, 5, 6

  • Readings:
    • Chapter 14: Motor Learning and Development, Health and Physical Development: Ages 5-9
    • Chapter 15: Emotional and Social Learning and Development, Ages 5-9
    • Chapter 16: Cognitive, Language, and Literacy Learning and Development, Ages 5-9
  • Read Chapters 14, 15, 16
  • Participate in the Discussions
  • Submit Reflective Journal #6
  • Study for Quiz, Chapters 8-16
  • Submit Observation of Preschoolers
  • Begin observation of school age child

7

4, 5, 6, 7, 8,10

  • Readings:
    • Review Chapters 8-16 for Quiz
    • Review web resources provided in the course
  • Reflective Journal #7
  • Participate in the Discussions
  • Complete Quiz chapters 8-16
  • Work on School Age Observation due next week
  • Work on NAEYC Code of Ethical Conduct due next week

8

2, 3, 4, 5, 7

  • Readings:
    • Review the NAEYC Code of Ethical Conduct case study ethical dilemmas
  • Submit Reflective Journal #8
  • Submit School Age Observation
  • Submit ethical dilemma case study
  • Complete Course Evaluation

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.