The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.
The competencies you will demonstrate in this course are as follows:
Outcomes | Competencies | |
---|---|---|
1 | Describe how early experiences influence the developing brain. | A, B |
2 | Explain the relationship between early brain development and social and emotional development. | B |
3 | Describe the indicators of social and emotional development and their connection to infant/toddler mental health in the first three years. | A, B, C |
4 | Identify strategies that promote positive social-emotional experiences in group care settings. | C, I, J |
Outcomes | Competencies | |
---|---|---|
1 | Examine personal beliefs, values, and assumptions and their influence on partnerships with families. | G, H, I |
2 | Relate infant/toddler development and learning to family/caregiver partnerships. | A, H, I, J |
3 | Identify strategies to build family partnerships. | C, H, I |
Outcomes | Competencies | |
---|---|---|
1 | Describe ways that teachers can create environments to nurture relationships in group care environments. | E, G, I, J |
2 | Analyze the reasoning behind Colorado’s Infant and toddler licensing regulations and quality indicators. | A, B, D, E, F, G |
3 | Discuss strategies that prepare the environment for care routines that involve infants and toddlers as active participants, welcome family members, and make the environment accessible. | B, D, E, I |
Outcomes | Competencies | |
---|---|---|
1 | Describe the characteristics of language development for infants and toddlers. | A, B, C, G, H, I, J |
2 | Describe the connection between nurturing relationships and language development. | A, B, G, I, J |
3 | Identify elements of quality early language and literacy environments, and strategies and practices that effectively support early language learning. | A, B, C, G, I, J |
4 | Identify strategies to promote and support language and literacy in the context of daily routines. | A, E, G, I, J |
Outcomes | Competencies | |
---|---|---|
1 | Explain how intentional curricular planning supports the development and care of infants and toddlers as active, skilled learners. | A, B, C, G, H, I, J |
2 | Apply the curricular planning cycle to routine care practices and interactions with a focus on the environment and materials. | A, B, C, G, H, I, J |
3 | Explain the adult role in supporting physical, motor, and cognitive development. | G, H, I, J |
4 | Examine play as a medium for learning. | A, B, C, G, H, I, J |
The semester schedule for this course may be 15 weeks, 10 weeks, or 6 weeks in duration. Based on the course format, this table shows the approximate amount of time you should plan to spend per week on this course. This includes time to read/listen to the online content, participate in discussion forums, complete all assignments, and study the course material.
For accelerated courses, the amount of time required per week is greater. Note that regardless of course format, the course material is the same and all course competencies, module outcomes, and assignments will be covered.
Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):
Course Credit Hours | Course Format (Duration) | Pace Relative to a 15 Week Course | Course Activity Hours | Student Learning Hours Per Week |
---|---|---|---|---|
3 | 15 Weeks | - | 135 | 8.5 to 9.5 |
3 | 10 Weeks | 1.5x faster | 135 | 12.5 to 14.5 |
3 | 6 Weeks | 2.5x faster | 135 | 21 to 24 |
Assignment | Points | % |
---|---|---|
Discussions (10 @ 20 points each) | 200 | 20% |
Introductions (1 @ 10 points) | 10 | 1% |
Assignments (10 @ 80 points each) | 800 | 79% |
TOTAL | 1010 | 100% |
CCCOnline goes to great lengths to assure the quality of your online learning experience. You can expect the following from our courses: