MASTER SYLLABUS
2017-2018
A.
Academic Division: Education, Professional and Public Services
B.
Discipline: Early Childhood Education
C.
Course Number and Title: EDUT1070 Introduction to Child Development
D.
Course Coordinator:
Assistant Dean: Deb Hysell
Instructor Information:
 Name:
 Office Location:
 Office Hours:
 Phone Number:
 E-Mail Address
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E.
Credit Hours: 3
F.
Prerequisites: None
G.
Syllabus Effective Date: Fall, 2017
H.
Textbook(s) Title:
The Power of Observation for Birth through Eight
 Author: Jablon, Dombro, Dichtel-Miller
 Copyright Year: 2007
 Edition: 2nd
 ISBN #: 9781933021522
Effective Practices in Early Childhood Education with MyEducationLab and eText
 Author: Sue Bradekamp
 Copyright Year: 2016
 Edition: 3rd Edition
 ISBN #: 9780134379166
I.
Workbook(s) and/or Lab Manual:
ODE Early Learning and Development Standards-provided in class by faculty
J.
Course Description: This course addresses both typical and atypical child development from birth through
age eight. The course provides an overview of early childhood theorists. Studying early childhood
development is essential to becoming an effective teacher of young children. The importance of
understanding the interrelationship of the physical, cognitive, social, emotional, language, and aesthetic
domains will also be addressed. Developmental domains are presented with examples drawn from diverse
cultures. The course also highlights the diversity of child development, preparing professionals to meet the
Updated: 2/14/2017
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unique needs of children from a wide variety of backgrounds. This multicultural perspective prepares adults
to meet the distinct needs of every child. (TAG # OED005)
K.
College-Wide Learning Outcomes
College-Wide Learning Outcome
Communication – Written
Communication – Speech
Intercultural Knowledge and Competence
Critical Thinking
Information Literacy
Quantitative Literacy
L.
Assessments - - How it is met & When it is met
Course Outcomes and Assessment Methods:
Upon successful completion of this course, the student shall:
Outcomes
1.0 Recognize the difference between qualitative and
quantitative research.
1.1 Recognize that children think and act very
differently from adults in language, interactions,
understandings, emotional response, and
motivation.
1.2 Recognize and appreciate cultural diversity
Assessments – How it is met
& When it is met
Midterm Exam – Week 6 or 7
Cognitive Development & Learning – Video
Reaction – Week 2-4
Video – Social Emotional – Week 9-11
Questionnaire On Cultural Diversity- Week 6
2.0 Recognize the different practices between Western
views and other cultures.
2.1 Describe the way children have been thought of
and treated throughout history.
Midterm Exam – Week 6 or 7
2.2 Observe children to find out what they need to
develop normally, to meet their individual needs,
and determine possible children at risk
2.3 Recognize typical or atypical development and
identify children with special needs
2.4 Demonstrate an understanding of the influence that
early intervention programs have on children.
2.5 Summarize and apply research on the development
of a second language.
2.6 Describe the most influential theories of
development and learning and their implications
for teaching young children:
Maturationist, Psychoanalytic, Cognitivedevelopmental, Sociocultural, Information
processing, Ecological systems
2.7 Evaluate an apply Vygotsky’s theory of social
interaction and language – Zone of Proximal
Development
2.8 Identify principles of Vygotsky’s theory of
cognitive development, and note the ways in which
this theory differs from that of Piaget.
Observation – Week 3-5
Updated: 2/14/2017
Midterm Exam – Week 6 or 7
Brendekamp – Accommodating for
Developmental Difference Questions –Week 4-6
Midterm Exam – Week 7
Midterm Exam – Week 7
Bredekamp, Computerized Lab Assignment –
Multiple Intelligences – Week 4-6
Midterm Exam – Week 6 or 7
Bredekamp Scaffolding Emergent Literacy Clip- Week 4-6
Midterm Exam – Week 7
Social Emotional Video – Week 9 – 11
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Outcomes
2.9 Describe the cognitive abilities and limitations of
children at each of Piaget’s four stages of cognitive
development.
2.10 Identify and explain principles of Piaget’s theory
of cognitive development.
2.11 Identify the central conflicts in each of Erikson’s
eight stages of psychosocial development and
identify the strengths and criticisms of the theory.
3.0 Discuss diversity and exceptionalities in children’s
acquisition of language.
3.1 Characterize the phases of prenatal growth and the
ways in which professionals can support healthy
prenatal growth of children.
3.2 Explain the ways in which genes influence
development, both directly and indirectly.
3.3 Reactions evidence to support the influence of
heredity and environment on intelligence.
3.4 Identify the structures of the brain and the basic
processes involved in its development
3.5 Describe the multi-stage birth process and the
period right after birth, including ways in which
professionals can help provide a positive
experience for both parents and children.
3.6 Recall the basic principles of physical health and
well-being, and explain how professionals can
assist all children, including those with special
physical needs, to incorporate them into their lives.
3.7 Provide evidence to support the idea that children
construct integrated belief systems about various
content domains.
4.1 Summarize the general developmental course and
the implications of children’s attachments to
caregivers, and differentiate among the four
common attachment styles.
4.2 Describe the major developmental
accomplishments of infants and toddlers (birth to
age 3)
4.3 Discuss the core characteristics of different
domains of development, including physical,
cognitive, language, emotional, and social.
4.4 Discuss the central concepts of different types of
play, their importance, how play contributes to
children’s learning and development from birth
through age 8, and the teacher’s role in supporting
play.
5.0 Describe the major developmental
accomplishments of children in primary grades.
Updated: 2/14/2017
Assessments – How it is met
& When it is met
Cognitive Development & Learning – Video
Reaction – Week 5-7
Cognitive Development & Learning – Video
Reaction – Week 5-7
Midterm Exam – Week 7
Brendekamp – Accommodating for
Developmental Difference Questions –– Week 2
Computerized Lab Assignment
Cognitive and Learning Video Reaction Paper –
Week 4-6
Midterm Exam
Video Reaction Paper – Week 5
Cognitive Development & Learning – Video
Reaction – Week 4-6
Midterm Exam – Week 7
Birth Video – Reaction Paper – Week 4-6
Final Exam – Week 15
Midterm Exam – Week 7
Final Exam – Week 15
Bredekamp – Infant & Toddler Clips–Final
Exam – Week 15
Computerized Lab Assignment
Bredekamp -Octopus Puppet- Computerized Lab
Assignment Questions – Week 12
Final Exam – Week 15
Bredekamp- Infant & Toddler Clip –
Computerized Lab Assignment QuestionsWeek 13-14
Bredekamp – Building Block Small Group Clip
– Computerized Lab Assignment – Week 5
Final Exam – Week 15
Final Exam – Week 15
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M.
Topical Timeline (Subject to Change):
Some items may be adjusted at the discretion of the instructor
Date
Topic
Week 1
Introductions, Overview,
and Course Requirements
Importance of Early
Childcare – Video
Week 2
Continuity and Change in
Early Childhood
Education.
Chapter 1,
Week 3
Week 4
Week 5
Building on a Tradition of
Excellence
Chapter 3: Understanding
Developmentally
Appropriate Practice
Chapter 4:
Theory and DevelopmentApplying What We Know
About Children’s
Development
Continue Chapter 4
Chapter 5
Adapting for Individual
Differences
Week 6
Chapter 6:
Embracing
Cultural Diversity
Week 7
Chapter 9:
Teaching to Enhance
Learning and
Development
Midterm
Week 8
Readings
Chapter 2
Brain Based Learning
Development Video
Chapter 3
Observation Video
Chapter 1 & 2
Pages 1 – 29
Observation Text
Chapter 4
Theorist Video
Contact Information
Canvas Review
Reading with Success
Chapter Questions
Time
Allotted
3 hours
3 hours
Observation in Class
Chapter Questions
Video Reactions
Chapter Questions
Video Reactions
3 hours
Questions on page 158
& 160 – Observation
Text
Chapter Questions
Video Reactions
2 hours
1 hour
Chapter 5
The Boy Who
Wouldn’t Play
Video
Chapter 6
Chapters 3 & 4
Pages 31-64
Observation Text
Cultural DiversityPart I – IN CLASS
Chapter 9
Cognitive Video
Reaction –IN CLASS
Week 9
Chapter 11
Assessing Children’s
Learning & Development
Chapter 11
Lillian Katz Video
Dani’s Story
Week 10
Chapter 12
Language Development
and Literacy
Chapter 12
Boy Who Couldn’t
Tell a Story-Video
Chapters 5
Pages 65 - 92
Observation Text
Updated: 2/14/2017
Assignments Due
Choice of
Theorist/Topics
TEST 1 Chapter 1-4
Chapter Questions
Video Reactions
1.5 hours
1.5 hours
Chapter Questions
Questions 1-3 Page 164
Observation Text
3.0 hours
Chapter Questions
Video Reactions
3.0 hours
Midterm Exam
Chapters 5,6,& 9
Chapter Questions
Video Reactions
3 hours
3 hours
Chapter Questions
Video Reactions
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Date
Topic
Week 11
Chapter 14: SocialEmotional Learning and
Social Studies
Week 12
Week 13
NO CLASSVeterans Day
Presentations
Week 14
Presentations
Week 15
Chapter 16
Being an Early Childhood
Professional
Final Exam
Week 16
N.
Chapter Questions
Video Reactions
Research Paper Due
Thank a Vet for
Giving You Choices
3 hours
Presentations
Presentations
Chapter 16
Cultural Diversity- Part
2 – IN CLASS
Personal Philosophy
Final Exam
Chapters 11,12,14,16
3 hours
3 hours
Questionnaire On Cultural Diversity
Observations (Video & Center)
Computerized Lab Assignments and/or Chapter Question
In Class Activities
Personal Philosophy
Oral Presentation
Video Reactions
Midterm
Final
Recommended Grading Scale:
NUMERIC
93–100
90–92
87–89
83–86
80–82
77–79
73–76
70-72
67–69
63-66
60-62
00-59
P.
Chapter 14
Challenging
Behavior-Video
Time
Allotted
3 hours
Assignments Due
Course Assignments:
1.
2.
3.
4.
5.
6.
7.
8.
9.
O.
Readings
GRADE
A
AB+
B
BC+
C
CD+
D
DF
POINTS
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
DEFINITION
Superior
Superior
Above Average
Above Average
Above Average
Average
Average
Below Average
Below Average
Below Average
Poor
Failure
Grading and Testing Guidelines:
The point value of each assignment is given on each assignment sheet. The final grade will be determined
on an accumulative point basis. The student is referred to the college grading scale as printed in the most
recent college catalog and in Section O above.
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A Word About Grammar And Spelling – Written communication is required of most early childhood
personnel. It is important that you apply the skills taught in your communication courses to your other
The point value of each assignment is given on each assignment sheet. The final grade will be determined
on an accumulative point basis. The student is referred to the college grading scale as printed in the most
recent college catalog and in Section O above.
A Word About Grammar And Spelling – Written communication is required of most early childhood
personnel. It is important that you apply the skills taught in your communication courses to your other
course work. Error in grammar and spelling affect your grade on written papers and projects prepared
outside of class.
It is unacceptable for students to submit the same work in different courses.
It is unacceptable for students to submit the same work for different assignments in the same course.
Both of the above are considered to be forms of dishonesty.
It is, however, expected that ECE students will utilize teaching materials and plans developed in
methods courses when engaged in practicum and student teaching field experiences.
Assignments must be picked up before the end of the next term (fall assignments
need to be picked up by end of spring semester, spring assignments by end of summer term, and summer
assignments by end of fall semester). Any items left behind after that time will become the property of the
Early Childhood Education Program at North Central College.
Q.
Examination Policy:
Tests/Exams must be made up within one week after they have been given in class. Make-up test will be
administered at the instructor's convenience. The testing center will be available on certain days and during
specific hours. You must notify your instructor IN ADVANCE if you will not be in attendance for
test and/or exams.
R.
Class Attendance and Homework Make-Up Policy:
Attendance in class and lab is the candidate’s responsibility. The candidate is responsible for all material
covered in class. Absence from a class does not excuse a student from assignment dates. It is the student’s
responsibility to see that the assignment is delivered or e-mailed to the instructor. Assignments are due as
outlined on the course syllabus. Late papers or projects may not be accepted or the grade will be lowered
by 10% each class meeting the paper is late. Written work must be submitted on the appropriate forms.
Presentation and research reports must be typed. Papers torn from notebooks are not acceptable.
Candidates must complete all of the assignments in order to pass the course.
S.
Classroom Expectations:
All students are expected to demonstrate professional behavior and use language appropriate for the
classroom learning experience.
Electronic Equipment Policy – Cell phone, pagers, iPods, must all be turned OFF during class time. If you
need to have your cell phone on for emergency reasons, please clear that with the instructor before class
begins.
Lab Expectations: In order to use the lab facility, it is important that each candidate take responsibility to
keep the lab clean and in good condition. This would include making sure you put all materials and
equipment away when you finish with them, being resourceful with the materials, and using the equipment
appropriately. Misuse of any of the above, will result in losing Lab privileges and materials and/or the loss
of 5% of your total grade for the course.
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T.
College Procedures/Policies:
Attendance Requirements: All students are required to attend all scheduled classes and examinations.
Each faculty member has the right to establish regulations regarding attendance that he/she considers
necessary for successful study.
Students who do not attend classes may be administratively withdrawn from those classes. However,
failure to attend classes does not constitute withdrawal, and students are expected to process a formal
withdrawal though the Student Records Office in Kee Hall.
Student engagement requirements:
Student engagement is based on the “active pursuit” of learning which can be measured by class
attendance, class participation (in class or online), taking required quizzes/examinations, and submission of
work assignments or papers. Student engagement consists of a student attending at least 60% of the class
sessions (there should be attendance throughout the term) and/or completing 75% of the assignments listed
on the syllabus at the midpoint in the term. Exceptions can be made when there is on-going
communication between the student and faculty member. The communication must be documented and the
faculty member and student must be in agreement regarding the exception. Students not meeting the
expectation will be administratively withdrawn from class. If a student believes he/she was
administratively withdrawn in error, he/she may file an appeal. Being administratively withdrawn may
have program and financial aid implications.
Academic Misconduct is any activity that tends to compromise the academic integrity of the college, or
subvert the educational process. Examples of academic misconduct include, but are not limited to:
1.
Violation of course or program rules as contained in the course syllabus or other information provided
to the student; violation of program requirements as established by departments and made available to
students.
2.
Plagiarism including, but not limited to, submitting, without appropriate acknowledgment, any written,
visual or oral material that has been copied in whole or in part from the work of others (whether such
source is published or not) even if the material is completely paraphrased in one’s own words. This
includes another individual’s academic composition, compilation, or other product, or a commercially
prepared paper. Plagiarism also includes submitting work in which portions were substantially
produced by someone acting as a tutor or editor.
Such practices constitute plagiarism regardless of motive. Those who deny deceitful intent, claim not
to have known that the act constituted plagiarism, or maintain that what they did was inadvertent are
nevertheless subject to penalties when plagiarism has been confirmed.
3.
Cheating and dishonest practices in connection with examinations, papers and projects, including but
not limited to using unauthorized notes, study aids or information on an examination; obtaining help
from another student during an examination; taking an exam or doing work for another student;
providing one’s own work for another student to copy and submit as his/her own; or allowing another
student to do one’s work and then submitting the work as one’s own. Also included would be altering
a graded work after it has been returned, then submitting the work for re-grading; or submitting
identical or similar papers for credit in more than one course without prior permission from the course
instructors.
4.
Fabrication including but not limited to falsifying or inventing any information, data or citation;
presenting data that were not gathered in accordance with defined appropriate guidelines, and failing to
include an accurate account of the method by which data were collected.
5.
Obtaining an Unfair Advantage including, but not limited to stealing, reproducing, circulating, or
otherwise gaining access to examination materials prior to the time authorized by the instructor;
unauthorized collaborating on an academic assignment; taking, hiding or altering resource material; or
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undertaking any activity with the purpose of creating or obtaining an unfair advantage over another
student’s academic work.
6.
Aiding and Abetting Academic Dishonesty including, but not limited to providing material,
information or other assistance to another person with the knowledge that such aid could be used in
any of the violations stated above, or providing false information in connection with any inquiry
regarding academic integrity.
7.
Alteration of Grades or Marks including but not limited to, action by the student in an effort to change
the earned credit or grade.
In addition, cases of academic dishonesty may involve photocopied materials. Materials used may fall
under the Copyright Act. Violations of said Act may subject the user and/or the College to sanctions.
Statement on Disabilities: Any student who requires reasonable accommodations related to a disability
should inform the course instructor and the Coordinator of Specialized Services (Room 138 in Kee Hall;
phone 419-755-4727).
Students who encounter difficulty in any of their courses are encouraged to visit the Tutoring Resource
Center (Room 119 in Fallerius Technical Education Center) for tutoring assistance, and the Student Success
Center (Room 136 in Kee Hall) for academic assistance, advising services, referrals for personal counseling
and Learning Disability (LD) Testing.
Statement on Withdrawals: As a student, you are expected to attend class. If you are unable or choose not
to attend class, or if for whatever reason you are unable to keep up with the requirements of a course, you
need to officially drop the class at the Student Records Office. Refund dates and withdrawal dates will
vary slightly from term to term. Contact the Student Records Office for applicable dates. Additionally
these dates are posted on the academic calendar available on the college’s website,
www.ncstatecollege.edu, under the Academics heading on the home page and are available at the Student
Records Office in Kee Hall,. Students should go to the Student Records Office (Room 142 in Kee Hall) to
process their withdrawal from any class.
If you choose to walk away from your class without officially withdrawing from it, the faculty member
teaching the class must grade your classroom performance on the material available to him or her. This
normally results in an "F" grade. An "F" grade can lower your grade point average considerably depending
on the total credits accumulated.
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