CHILD 300: Infant and Toddler Development
Syllabus
Textbooks and Materials
Siegler, DeLoache, Eisenberg, Saffran, (2017). How Children Develop. 5th edition; Worth Publishers. This textbook will be embedded in the class.
Infant/Toddler Assessment Form--This form is used in the HOME Infant-Toddler Assessment Assignment. The cost is $1 and every student enrolled in this class will be assessed that by the BYUI Bookstore on their BYUI account.
Course Introduction
This course provides an in depth study of the child from conception to three years of age. Students will become familiar with various theoretical perspectives in each of the developmental domains of infancy and toddlerhood. We’ll explore the typical development of infants and toddlers including physical, cognitive, social and emotional domains of development. We will closely investigate the role infant/toddler temperament, personality, and social/emotional development has on relationships. Finally, we will explore the influence of mothers and fathers and the parenting/teaching techniques that are most appropriate for infants and toddlers.
The approach to these topics is scientific, with an emphasis on recent research findings in developmental psychology. The following themes guide the integration of the material: (1) the interaction between biology and environment throughout development. (2) the ways in which children affect their own development. (3) the continuity and discontinuity of development. (4) the impact of the sociocultural context of development. (5) individual differences in development and (6) the use of research findings to promote children's welfare.
The lectures, text, readings and handouts will support current knowledge and understanding in the field of human development. The assignments are designed to give you a "hands-on" experience that will reinforce the concepts taught in the lessons and text. Assignments are also designed to help you apply your knowledge of child development in a practical setting, including various research tools like assessment, observation, and interviewing.
To implement principles in the Learning Model, learners and teachers at BYU-I will do the following:
- Exercise faith in the Lord Jesus Christ as a principle of action and power.
- Understand that true teaching is done by and with the Holy Ghost.
- Lay hold upon the word of God (i.e., holy scriptures and words of the prophets) in all disciplines.
- Act for themselves and accept responsibility for learning and teaching.
- Love, serve, and teach one another.
“At BYU-I we foster faith-building and life-changing learning. Our faith in the Lord Jesus Christ, the gifts of the Holy Ghost, our commitment to the restored gospel, and our effort the build a Zion learning community motivate us to learn and teach by study and by faith” (Vision Statement, Learning Model).
Course Objectives
The primary objective of CHILD 300 is to provide students opportunities to increase their understanding of the needs, development, and important variation of in development during the first two-three years of life by a process of reality-based assignments and instruction.
Students will have opportunities to develop skills for critical evaluation of research, assessment tools, and theory in the area of infant development. While attention will be give into broad developmental themes pertaining to infant development, primary emphasis will be given to furthering students’ understanding of underlying developmental processes associated with the dramatic changes that occur during infancy with the family as an important backdrop.
| Objective | Met by |
| Students will be able to discuss how child developmental theories have influenced thinking, research, and practices among professional educators and caregivers. (KNOW) | Discussion, textbook reading, reading quizzes, weekly assignments, HOME and PICCOLO papers |
| Students can explain how genetic and environmental factors affect the embryo and fetus during the different periods of prenatal development. (KNOW) | Discussion, textbook reading, weekly assignment |
| Students will be able to discuss how knowledge of infants physical, perceptual, and cognitive development can be used to encourage appropriate holistic development. (KNOW) | Discussion, textbook reading, weekly assignments, HOME and PICCOLO paper |
| Students can describe the biological and environmental influences on the process of social and emotional development of the infant from birth to age three. (KNOW) | Discussions, weekly assignments, HOME and PICCOLO paper |
| Students will develop proficiency and experience at implementing assessments with infants and toddlers. (DO) |
HOME and PICCOLO paper |
| Students will gain a general willingness to further understanding of child development by talking with parents and caregivers in such a way as to encourage them to become more comfortable and confident in their interactions with children. (BECOME) | Discussions, textbook reading, weekly assignments, and HOME paper |
Student Responsibilities: Respect to Others
- If you have questions and concerns about the course, work, or assignments please contact your instructor. Students must initiate the process to guarantee learning opportunities.
- When preparing to write posts on the discussion boards you are encouraged to take different perspectives and approaches with the materials. Looking at information through multiple lens helps foster growth.
Class Format
The materials for the course are organized by week. Each week you will complete assigned readings, listen to lectures, watch videos to extend your learning, complete a discussion board post and response, choose a weekly assignment, and take a quiz. This pattern is reflected in the course set-up almost each week. Please pay attention to announcements and assignments for when this pattern is different. (For example, the Week 03 assignment is given in Week 02 for adequate time to prepare and complete the work.)
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Assignments are due on Fridays by 11:59 PM
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Discussions are due Saturdays by 11:59 PM
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Quizzes are due on Mondays by 11:59 PM
Personal Experience
Classroom etiquette is part of your learning experience. I expect you to contribute AND allow your classmates to contribute. It is distracting to continually share long personal experiences. Please be respectful and thoughtful about sharing personal experiences—make sure they add to the discussion instead of distract from it.
Student Issues
In compliance with the Americans with Disabilities Act, all qualified students enrolled in this course are entitled to “reasonable accommodation.” It is the student’s responsibility to disclose to the teacher and the Disability Services office, 208-496-9210, any special need she/he may have before the end of the first week of class. Please note that accommodations are NOT retroactive. The instructor is only responsible for providing accommodations from the time that they receive notice. If you think you are going to need help, you need to get the instructor an accommodation from the beginning of the semester rather than after you are experiencing problems.
If you have encountered unlawful sexual harassment or gender-based discrimination, please contact the Dean of Students at 208-496-9200.
Academic Support
Go to the McKay Library, or come to the McKay Library 272 for information about how the writing, reading, math, and study skills centers can help you increase success in all of your classes. To schedule a tutor for a specific class, log on to your BYU-I account, and click on the "Services" tab. In the box on the left-hand side labled "Quick Links," click "Tutor Request."
(Students who do not use the tutoring services may be putting themselves at a disadvantage.)
Grades
Grades will be based upon percentage of points earned, of points possible using the following scale.
A 94-100 B- 80-83.99 D+ 67-69.99
A- 90-93.99 C+ 77-79.99 D 64-66.99
B+ 87-89.99 C 74-76.99 D- 60-63.99
B 84-86.99 C- 70-73.99 F below 60
Course Outlines
The course outline has been provided to help students understand the course organization. Please refer to I-Learn for all assignments and readings.
| Timeline | Topic | Assignment |
| Week 01 | History of Childhood Development |
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| Week 02 | Research Methods and Assessment |
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| Week 03 | Family |
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| Week 04 | Genetics and Prenatal Development |
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| Week 05 | Birth and Newborn |
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| Week 06 | Physical Development |
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| Week 07 | Cognitive Development |
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| Week 08 | Play |
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| Week 09 | Sensation |
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| Week 10 | Language |
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| Week 11 | Emotions and Temperament |
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| Week 12 | Attachment |
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| Week 13 | PICCOLO |
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| Week 14 | Infants and Media |
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