PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS
INFANT & TODDLER CARE ECED 2030
Class Hours: 3.0							Credit Hours: 3.0
Laboratory Hours: 0.0							Date Revised: Fall 06
NOTE: This course is not designed for transfer credit.
Catalog Course Description:
		A course in methods of providing safe, competent individual and group care, as well as a warm and secure emotional atmosphere for infants and toddlers. Includes procedures for stimulating the intellectual and physical development of infants and toddlers in addition to basic care-giving skills. Course open to non-majors (i.e. parents, parent-to-be, babysitters).
Entry Level Standards:
		Must be able to read and write at the college level.
Prerequisites:
		None
Textbook(s) and Other Course Materials:
		Dombro, A. L., Colker, L.J., and Dodge, D. T. (1998). A Parent's Guide to lnfant/Toddler Programs (6th ed.) Washington, D.C.: Teaching Strategies, Inc.  Greenman, J. & Stonehouse,  A. (1996). Prime Times. St. Paul, MN: Redleaf Press.  Harms, T. Cryer, D., & Clifford, R.M. (1990) Infant/Toddler Environmment Rating Scale. New York: Teachers College Press.
I. Week/Unit/Topic Basis:
		Week				Topic
		1				Types of Program
		2				Identifying Quality Care
		3				Primary Care, Grouping, and Continuity of Care
		4				Caregiving Routines
		5				Partnerships with Parents
		6				Culturally Sensitive Care
		7				Social-Emotional Development
		8				Temperament and Goodness of Fit
		9				Cognitive Development
		10				Language Development
		11				Guidance
		12				Health and Safety
		13				The Learning Environment
		14				Infant/Toddler Environment Rating Scale
		15				Final Exam Period
II. Course Objectives*:
		A.			Identify quality caregiving routines. I, III, IV
		B.			Discuss ways to create partnerships with parents.  I, III, IV
		C.			Discuss the stages of cognitive development in infants and toddlers. I, III, IV
		D.			Discuss the stages of language development in infants and toddlers. I, III, IV
		E.			Use knowledge of child development to create environments that encourage play, exploration and learning. I, III, IV
*Roman numerals after course objectives reference goals of the ECEd program.
III. Instructional Processes*:
Students will:
		1.			Observe classroom dynamics in various educational settings. Active Learning Strategy, Transitional Strategy
		2.			Utilize reflective inquiry thinking processes to integrate text and classroom observation. Communication Outcome, Transitional Strategy
		3.			Use journaling as a technique to facilitate classroom observations and discussions. Communication Outcome, Transitional Strategy
		4.			Internalize work ethic by demonstrating regular attendance, punctuality, dependability, cooperation with teachers and peers, and professionalism. Transitional Strategy
		5.			Use Internet for communication with instructor and other class members. Communication Outcome, Technological Literacy Outcome
*Strategies and outcomes listed after instructional processes reference TBR’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process.
IV. Expectations for Student Performance*:
Upon successful completion of this course, the student should be able to:
		1.			Exhibit awareness of the different types, settings, and characteristics of infant and toddler care. A-D
		2.			Identify recommended practices and elements of organizing quality care for infants and toddlers. A-D
		3.			Discover quality responsive care giving techniques based on caring routines, health/safety standards, and cultural awareness of infants and toddlers. A-D
		4.			Acquire knowledge of child development, temperamental styles, and guiding behaviors of infants and toddlers. A-D
		5.			Identify a developmentally appropriate environment that encourages exploration and discovery learning in social, emotional, cognitive, and physical areas of development. A-D
		6.			Evaluate and assess the infant and toddler care and learning environments through the use of an assessment tool. A-D
		7.			Exhibit awareness of different ways to build partnerships with parents, and to involve them in evaluating their child's progress from home to the child care setting. A-D
		8.			Learn ways to involve the parents in their role as teachers of their infant/toddler by helping them understand patterns in growth and development. A-D
		9.			Acquire and demonstrate an appreciation and  understanding of an infant/toddler as a unique individual in his/her family and cultural setting as well as acquiring techniques for providing culturally sensitive care. A-D
*Letters after performance expectations reference the course objectives listed above.
V. Evaluation:
		A. Testing Procedures:
				Students will complete a pre and post inventory on their knowledge of infant/toddler care through an entry exam and a comprehensive final exam.
		B. Laboratory Expectations:
			Students will keep a journal, reflecting on each class topic.  They will share in writing the knowledge they have learned and how they will use this knowledge in the classroom.
		C. Field Work:
			Students will observe and assess different early childhood education programs at various sites.
VI. Policies:
		A. Attendance Policy:
			Pellissippi State Technical Community College expects students to attend all scheduled instructional activities.  As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course.
		B. Academic Dishonesty:
			Please refer to the current Pellissippi catalog.
	C. Accommodations for disabilities:
			If you need accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please inform the instructor immediately. Please see the instructor privately after class or in his/her office. Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. Services for Students with Disabilities may be contacted by going to Goins 127 or 131 or by phone: 694-6751(Voice/TTY) or 539-7153.

Posted: September 22, 2006