Course Snapshot for ECE238 - Child Growth and Development
The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.
Course Competencies
The competencies you will demonstrate in this course are as follows:
- Identify and critique evidence-based research as it relates to child development.
- Identify the biological and environmental factors associated with prenatal development, including hereditary, environmental, and risk factors.
- Discuss development in physical, cognitive, language, emotional, and social domains from birth through age 12.
- Analyze the interrelatedness and interaction between child developmental domains and biological, environmental, and sociocultural factors.
- Compare and analyze current and historical theories of development and their implications for working with children.
- Identify atypical development and individual special needs and describe early intervention services.
- Practice effective formal and informal observation and assessment methods that gather child development information.
- Analyze effective research methods.
Module Outcomes Mapped to Competencies
| Outcomes | Competencies | |
|---|---|---|
| 1 | Identify 12 principles of child development and learning from NAEYC’s Position Statement that must be understood to implement high quality early childhood education. | E |
| 2 | Identify evidence-based practices as they relate to child development. | A, D |
| 3 | Investigate effective research methods. | A, H |
| 4 | Examine researched information about developmental theories. | A, H |
| 5 | Analyze the interrelatedness and interaction of biological, environmental, and socio-cultural factors in child development. | D |
| 6 | Compare historical theories of development. | E |
| 7 | Illustrate how to apply historical theories in working with children today. | E |
| 8 | Discuss the importance of parental connections. | D |
| 9 | Assess ethical situations that require confidentiality. | D |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Investigate the process and outcomes of prenatal development from conception to birth. | B |
| 2 | Evaluate the interrelationship of genetic and environmental influences during prenatal development. | B, F |
| 3 | Research atypical prenatal development and outcomes. | A, B, F |
| 4 | Compare the stages of infant development, including cognitive, physical, language, social, and emotional development. | C, E |
| 5 | Support infant cultural and individual needs. | D |
| 6 | Analyze the effects of biological, environmental, and socio-cultural factors on infant development. | D, F |
| 7 | Discuss the importance of early intervention. | B, D, F |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Identify major milestones in physical, social, emotional, cognitive, and language domains for children, ages 18 months through 4 years of age. | D |
| 2 | Describe the connection between child development, approaches to learning, and theoretical stages of development. | E |
| 3 | Investigate the connection of play and imagining to development. | D, E |
| 4 | Identify warning signs of atypical development. | F |
| 5 | Determine resources for children needing early intervention services. | A, F |
| 6 | Create ways to make accommodations for varying abilities. | F |
| 7 | Analyze successful approaches to guidance. | A, C |
| 8 | Determine strategies to prevent or change challenging behaviors. | A, C |
| 9 | Discuss successful approaches to presenting cultural diversity in the classroom and preventing individual bias. | D |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Recognize that Naturalistic and Authentic Assessments are research methods that inform evidence-based practice (A, H) | A, H |
| 2 | Practice writing objective vs. subjective observations. | G |
| 3 | Implement formal and informal assessment tools. | B, G |
| 4 | Use Naturalistic and Authentic Assessment to design a case study. | A, G, H |
| 5 | Analyze development in physical, cognitive, language, emotional, and social domains to prepare individual and intentional teaching strategies. | C, D, E |
| 6 | Determine the meaning of behavior to devise a plan to change challenging behaviors. | C, D, F |
| 7 | Summarize detailed information to illustrate a child’s level of development, and specific typical and atypical developmental needs. | F, G, H |
| 8 | Devise a plan of action to scaffold the learning, growth, and development of a specific child. | E, F, G |
| 9 | Observe a student over a period of time to construct a prenatal through present age developmental profile that will complete a Case Study. | A, B, C, D, E, F, G |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Recognize school-age (age 5 through 12) cognitive, physical, language, emotional and social stages of development. | C |
| 2 | Discuss Ages 5 through 12 social interactions and influences. | D |
| 3 | Use the information-processing theory to explain differences of attention and distraction across a range of ages. | A, C, D, E, G, H |
| 4 | Compare Intrinsic vs. Extrinsic Motivation in school-aged children. | C, D, E, G |
| 5 | Investigate accessibility issues, adaptations. and intervention strategies for varying abilities. and warning signs of atypical development. | F |
| 6 | Research Cultural, Racial, Gender, and Generational Bias within school age/adolescence. | A, D, H |
| 7 | Discuss various types of bullying and preventive approaches. | A, C, D |
Course Time Commitment and Expectations
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.
| 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 |
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.):
| Assignment | Points | % |
|---|---|---|
| Discussions (8 @ 30 points each) | 240 | 23% |
Assignments
|
250 300 |
24% 28% |
| Developmental Profile Assignment (9 @ 30 points each) | 270 | 25% |
| TOTAL | 1060 | 100% |
CCCOnline Course Quality Commitment
CCCOnline goes to great lengths to assure the quality of your online learning experience. You can expect the following from our courses:
- All CCCOnline courses are developed by content experts and a professional team of instructional designers.
- CCCOnline courses are built with a template that assures accessibility and Quality Matters Design Standards.
- There is navigation consistency across all CCCOnline courses.
- Most of our courses come with illustrative models and videos to enhance learning concepts.