ECED 2330 Syllabus
ECED 2330 - Infant, Toddler Care
3 Credit Hours
This course is a study of the care and education of infants and toddlers, birth to age three in group settings (i.e., childcare center, family childcare home, Early Head Start). The course emphasis is on relationship-based care and education with special attention to the unique environmental aspects of programs for the child under three.
The topics studied in this course include:
- rationales and strategies for supporting the whole child including cognitive
- social-emotional and physical development in a safe, responsive environment
Upon successful completion of this course, students will:
Competency 1: Recognize current issues and trends in infant and toddler care.
Competency 2: Identify components of quality care for infants and toddlers in group settings.
Competency 3: Create, evaluate, and select developmentally appropriate materials, equipment, and environments for infants and toddlers.
Competency 4: Demonstrate an understanding of responsive, culturally sensitive, caregiving techniques. Competency 5: Develop parent communication strategies based on an understanding of the unique needs of parents of infants and toddlers.
Competency 6: Identify the key developmental issues of infants and toddlers and their implications for curriculum
NAEYC Associate Degree Standards are addressed in this course here:
Standard 1: Promoting Child Development and Learning
1a. Know and understand young children's characteristics and needs from birth through age 8.
1c. Using developmental knowledge to create healthy, respectful, supportive challenging learning environments for young children.
Standard 2: Building Family and Community Relations
2b. Supporting and engaging families and communities through respectful and reciprocal relationships
2c. Involving families and communities in young children's development and learning
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
3b. Knowing about and using observations, documentation and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
Standard 4: Teaching and Learning
4b. Knowing and understanding effective strategies and tools for early education including appropriate uses of technology
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
5c. Using own knowledge, appropriate early learning standards, and other resources to design , implement, and evaluate developmentally meaningful and challenging curriculum for each child
6a. Identifying and involving oneself with the early childhood field.
The following Tennessee Early Learning Developmental Standards are addressed in this course:
- Skills in Self-Assessment and Self-Advocacy
- Skills in mastering and applying foundation concepts from general education
- Written and Verbal Communication Skills
- Skills in making connections between prior knowledge/experience and new learning
- Skills in identifying and using professional resources.
Section 6: Approaches to Learning Social and Emotional Development
10304.21(b) (2) (i) Support the social and emotional development of infants and toddlers by promoting an environment that encourages the development of self-awareness, autonomy, and self-expression.
- Developmental characteristics of infants and toddlers
- Infant and toddler curriculum
- Safe and healthy care giver routines
- Communicating with families
- Involving families in their children's development and learning
- Creating a responsive relationship-based environment
- Culturally sensitive care
- Social-emotional development
- Attachment and emotional development
- Using observation and documentation for ongoing assessment
- Milestones of social development in infants and toddlers
- Play skills
- Cognitive development
- Language, literacy and music development
- Creating autonomy and self-expression
Field Experiences: The students must have access to infants or toddlers in order to complete field work assignments. This can be informal settings such as family or relatives, but preferably access to an early childhood program such as a child care center.
Assignment Submission: The student must have a working knowledge of how to operate in the Course Management System environment and how to attach, download and submit documents in Microsoft Word format which is a "doc”,"docx." or "rtf" file. The student may use Microsoft Word if using a PC and if using a Macintosh computer, be sure to save it as a document. If you do not have Microsoft Word, you can go to www.openoffice.org which is an open-source office software suite.
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
Testing can be completed online within the Course Management System.Proctoring or Respondus Lockdown Browser is not required for any assessments.
Detailed instructions and grading criteria (grading rubrics) will be provided for each assignment. The grading rubrics will be used to award points earned for student work. It is expected that students follow instructions carefully, study the grading criteria, and ask questions if they do not understand an assignment. For some assignments, you will be required to complete the grading rubric as a self-grading component of the assignment. The purpose of this self-grading is to focus your attention on the expectations of the assignment and enhance your own self-evaluation and critical thinking skills. Even though you may submit a self-score rubric, the instructor will make the final determination on all grades and scores.
900- 1000Points A
899 - 800 Points B
799 - 700 Points C
699 - 600 Points D
under 599 Points F
|Infant Observation Assignment||100|
|Multicultural Parent Event Assignment||100|
|Infant or Toddler Classroom Design Assignment||100|
|Social/Emotional Activity Plan Assignment||100|
|Caregiver Interview Assignment||100|
|5 Module Journal Reflections @ 20 pts each||100|
|10 Discussions @ 10 pts. each||100|
|10 Module Quizzes @ 10 pts each||100|
Assignment due dates are spaced throughout the semester and do not coincide with the opening or closing of weekly modules. The major assignments do have end dates (see calendar of due dates). See the list of assignment dates in the Content/Resource Unit/Assignment Dates; the Schedule feature; and the dropbox for specific due dates .All 5 major assignment open the first day of class. Students are encouraged to submit assignments early before the final due date. All major assignments and Journal Reflections are listed in the Dropbox area under the "Assignment" category. Some weeks you will have a 20 point journal and other weeks a major assignment will be due. I encourage you to work on major assignments early and not wait for the final due date.
- Multicultural Orientation Event Plan for Parents Assignment. 100 points. The student will create an orientation event for parents of a different culture to understand your infant/toddler program
- Infant or Toddler Classroom Design Assignment.100 points. The student will design a classroom for an infant or toddler with a paper describing the classroom and a visual such as a diagram or drawing.
- Social/ Emotional Activity Plan Assignment 100 points. Social-Emotional Activity Plan. The student will create an activity (lesson) plan for an infant or toddler (under age 3) to improve social skills.
- Infant Observation Assignment 100 points. The assignment is to observe an infant or toddler for an hour completing a checklist ,writing a summary of the observation and reflecting on the experience. Develop a communication strategy to share the information with the parent.
- Caregiver Interview Assignment: 100 points. The student will interview an infant or toddler caregiver and write a summary and reflective paper.
Other Assessed Items
- Module Journal Reflection: 100 points: Each module will have a focused question related to module content for the student to demonstrate learning from the module. The reflection will be submitted to the dropbox on the last day (Saturday) the module is open 10 modules @ 10 points.
- Discussion: 100 points. Students will discuss issues related to the module outcomes on the Discussion Board and respond to other students for each module. Discussion must be completed ( 3 posts) before a student is allowed to take the module quiz.10 modules @ 5 points each
- Module Quizzes: 100 points. Each module will have a quiz related to the textbook and Interactive Lecture content. The quiz will close on Saturday, the last day the module is open. The system will not allow a student to begin a quiz if they have not posted on the Discussion Board for that module 3 times.10 modules @ 10 points each.
- Midterm Exam, 100 points. Questions are developed from outcomes for modules 1 through 5. Questions are a combination of matching, true/false, multiple choice and short answer. A study guide is located in the Resource Unit in the Content Area. The exam does not have to be proctored as it is located in the Assessment area with the quizzes.
- Final Exam, 100 points. Questions are developed from outcomes for modules 6 through 11.Questions are a combination of matching, true/false, multiple choice and short answer. A study guide is located in the Resource Unit in the Content Area. The exam does not have to be proctored as it is located in the Assessment area with the quizzes.
- 1,000 Total Points
Students must participate in all interactive aspects of the course. Students are expected to purchase the textbook prior to the first week of class and read all assigned chapters. The content of each module should be read. Students are expected to log into the course at least 3 times each week. Students must communicate with other students through email, are expected to communicate with the instructor as a learning resource, and must check the course news board (course home page) frequently for announcements. They must actively participate in threaded discussion events using knowledge gained from both the textbook and the module content. The student will not be able to take a module quiz unless they have posted to the discussion for that module at least 3 times.
The due date means that this is the last acceptable date to submit assignments. Students are encouraged to submit assignments early. Any late assignments can be submitted to a Late Assignment Folder in the Dropbox area. There is a penalty of 10% of the grade deducted for any late assignment.
Each course module has specific elements that need to be accomplished, generally during a week's time frame. Each module builds on the materials in the previous week. Therefore, a student should work on the material in the order given in the schedule of assignments. With the exception of tests, there are no specific days or times that a student must participate. Students can work on this course at a time of day best suited to their needs.
Assignments are due on Central Time and due dates can be found under Calendar. To receive full credit, assignments must be handed in on time. Late assignments (fieldwork and projects) will have points deducted: 10% for one week, 20% for two weeks, and no assignments accepted beyond two weeks late. No assignments will be accepted beyond the final module assignments due date. Exams cannot be taken late. Furthermore, discussion must be completed by due date.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.