Early Childhood
Infant & Toddler Mental Health:
Issues & Information for Educators
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Instructor Name: |
Dr. Pamela Bernards, Ed.D. |
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Facilitator: |
Aumony
Dahl, M.Ed. |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Infant & Toddler Mental Health: Issues & Information for
Educators, an interactive computer-based instruction course designed to
help you achieve a better understanding of infant and toddler mental health,
child development, and strategies you can use to promote positive relationships
with children and their families. This course provides information that will
help you to understand and identify your role as a child care
provider, educator, and early childhood professional. Infant & Toddler Mental Health will provide you with
research-based information on early child development, attachment, temperament,
and curriculum. This course also lists resources for both teachers and parents
who would like more help or information about infant and toddler mental health.
This computer-based instruction course
is a self-supporting program that provides instruction, structured practice,
and evaluation all on your home or school computer. Technical support information can be found in
the Help section of your course.
Course Materials (Online)
|
Title: |
Infant & Toddler Mental Health: Issues & Information
for Educators |
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Publisher: |
Virtual Education
Software, inc. 2007, Revised 2010, Revised 2014, Revised 2018, Revised 2021 |
|
Instructor: |
Dr. Pamela Bernards, Ed.D. |
|
Facilitator: |
Aumony
Dahl, M.Ed. |
Academic Integrity Statement
The structure and format of most
distance-learning courses presume a high level of personal and academic
integrity in completion and submission of coursework. Individuals enrolled in a
distance-learning course are expected to adhere to the following standards of
academic conduct.
Academic Work
Academic work submitted by the
individual (such as papers, assignments, reports, tests) shall be the student’s
own work or appropriately attributed, in part or in whole, to its correct
source. Submission of commercially prepared (or group prepared) materials as if
they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty
in others by refraining from providing materials or information to another
person with knowledge that these materials or information will be used
improperly.
Violations of these
academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level of Application
This course is designed
to be an informational course with application to early childhood education or
childcare settings. The curriculum and strategies presented are designed for
children from birth to thirty-six months of age. Some alterations may be needed
when working with children with sensory processing disorders or other
developmental disabilities. This course also
incorporates the applicable Division for Early Childhood (DEC) Recommended Practices in Early
Intervention/Early Childhood Special Education, in addition to the newest
National Association for the Education of Young Children (NAEYC) Accreditation
Standards (2018), and the Every Student Succeeds Act (ESSA), which was
signed into law on December 10, 2015. ESSA both sustains and expands the nation's
investment in increasing access to high-quality early childhood education for
all children. This course is designed for anyone planning programs for young
children: childcare providers, early childhood educators, and healthcare or
social services providers, to name a few.
Course Objectives
·
To define infant and toddler mental health and explain why
it is so important;
·
To discuss core concepts in early development from birth to
thirty-six months;
·
To explore current research on brain development, including
examining conditions for healthy development and the effect of adverse experiences;
·
To increase the ability to observe typically developing
infants and toddlers, as well as to identify infants and toddlers with mental
health issues;
·
To provide information and best practice methods used in the
care of infants and toddlers and their families;
·
To increase knowledge in the research areas of attachment
and temperament; and
·
To provide resources for early childhood educators and care-providers
to help them strengthen the children and families with whom they work.
Course Description
The Infant
& Toddler Mental Health course has been divided into four chapters that
are designed to inform parents, professionals, and care providers by: providing
an overview of the core concepts of early development; reviewing developmental
milestones; exploring current research on brain development; examining what
curriculum looks like for infants and toddlers; exploring the importance of
early attachment; reviewing different temperament traits; and providing
suggestions for strengthening families. Upon completing this course
you should have the basic framework
for understanding the critical role of infant and toddler mental health, as
well as developmental knowledge of children from birth to thirty-six months.
Student Expectations
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course.
*Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any
section on which your examination score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Course Chapters Overview
Chapter 1: Early Childhood Development
Chapter One is an Introduction to Infant & Toddler Mental Health. In
this chapter we will clarify what infant and toddler mental health is, discuss
why it is so important, and review three core concepts of early development. We
will look at current research on brain development and discuss optimal
conditions for the development of brain architecture in young children. We will
also look at the life-long implications that adverse early childhood
experiences have on the developing brain. Lastly, we will discuss how the
interaction of biology, relationships, and environment impacts brain
development in very young children, and review the core values that support the
philosophy of this course.
Chapter 2: Additional Areas of Development
In Chapter Two we will look at child
development from infancy to thirty-six months. We will briefly review what
experts have to say about the following topics related to child development:
child development theory, development of emotions, development of self, human
development, SIDS, brain development, nutrition, development of vision and
hearing, and finally, language development.
Chapter 3: Personal & Classroom Issues
In Chapter Three we will discuss the
importance of infant and toddler curriculum. You will learn some vital
information concerning curriculum, such as what is
appropriate, what is meaningful, and what promotes the relationship between
you, the child, and the child's family. We will review the latest information
about play and how it benefits a child’s development. Finally, we will discuss
school-readiness and look at several key characteristics of school-ready
children.
Chapter 4: Personal & Family Issues
In Chapter Four we will discuss the
important role attachment plays in the development of young children. We will
discuss different types of attachment and examine several risk factors that
impede healthy attachment in young children. We will look at methods for
fostering secure attachment. We will define temperament, examine specific
temperament traits, and review research about the impact of temperament on
child development. We will discuss numerous practical strategies for supporting
all children, regardless of their temperament. Finally, we will briefly discuss
variables such as language and literacy, culture, gender, race, and socio-economic
status that may influence connections with families (these variables will be
thoroughly examined in another course in this series called Family-Centered Services). We will
explore ways in which we can work to strengthen families, which ultimately has
a positive impact on the well-being of the children we serve.
Examinations
At the end of each chapter, you will be
expected to complete an examination designed to assess your knowledge. You may
take these exams a total of three times. Your last score will save, not the
highest score. After your third attempt, each examination will lock and prevent
further access. The average from your exam scores will be printed on your certificate. However,
this is not your final grade since your required writing assignments have not
been reviewed. Exceptionally written or poorly written required writing
assignments, or violation of the academic integrity policy in the course syllabus,
will affect your grade. As this is a self-paced
computerized instruction program, you may review course information as often as
necessary. You will not be able to exit any examinations until you have
answered all questions. If you try to exit the exam
section before answering all questions, your information will be lost. You are
expected to complete the entire exam in one sitting.
Writing Assignments
All assignments are reviewed and may impact
your final grade. Exceptionally or poorly
written assignments, or violation of the Academic Integrity Policy (see course
syllabus for policy), will affect your grade. Fifty percent of your grade is
determined by your writing assignments, and your overall exam score determines
the other fifty percent. Refer to the Essay Grading Guidelines which were sent as an attachment with your
original course link. You should also
refer to the Course Syllabus Addendum which was sent as an attachment with your
original course link, to determine if you have any writing assignments in
addition to the Critical Thinking Questions (CTQ) and Journal Article
Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the
minimum word count and are not to include the question or your final citations
as part of your word count. In other words, the question and citations are not
to be used as a means to meet the minimum word count.
Critical Thinking
Questions
There are four CTQs that
you are required to complete. You will need to write a minimum of 500 words (maximum
1,000) per essay. You should explain how the information that you gained from
the course will be applied and clearly convey a strong understanding of the
course content as it relates to each CTQ. To view the questions, click on
REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will
bring up a screen where you may enter your essay. Prior to course submission,
you may go back at any point to edit your essay, but you must be certain to
click SAVE once you are done with your edits.
You must click SAVE
before you write another essay or move on to another part of the course.
Journal Article
Summations
You are required to write, in your own words, a summary on a
total of three peer-reviewed or scholarly journal articles (one article per
JAS), written by an author with a Ph.D., Ed.D. or similar, on the topic
outlined within each JAS section in the “Required Essays” portion of the course
(blogs, abstracts, news articles or similar are not acceptable). Your article
choice must relate specifically to the discussion topic listed in each
individual JAS. You will choose a total of three relevant articles (one article
per JAS) and write a thorough summary of the information presented in each
article (you must write a minimum of 200 words with a 400
word maximum per JAS). Be sure to provide the URL or the journal name,
volume, date, and any other critical information to allow the facilitator to access
and review each article.
To write your summary, click on REQUIRED ESSAYS and choose
the JAS that you would like to complete. A writing program will automatically
launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you
may go back at any point to edit your summaries but
you must be certain to click SAVE once you are done with your edits. For more
information on the features of this assignment, please consult the HELP menu.
You must click SAVE
before you write another summary or move on to another part of the course.
Facilitator Description
Aumony Dahl received her Master’s degree in Exceptional Children from Western
Washington University. She is certified to teach in K–12 Special Education with
an additional endorsement in Early Childhood Special Education. Aumony began her career working as an elementary special
education teacher for several years. She is currently an instructor in the
Special Education Department at Western Washington University, teaching a
variety of classes on topics related to early childhood special education,
students with complex special needs, assessment and evaluation, and program planning.
Aumony is also a supervisor for practicum students
who are training to become teachers. In addition to this course, Aumony has authored other courses in this Early Childhood
series—Early Childhood: Program Planning and Early Childhood: Family-Centered Services.
Please contact Professor Dahl if you have
course content or examination questions.
Instructor Description
Pamela Bernards
has 30 years of combined experience in diverse PK–8 and high school settings as
a teacher and an administrator. In addition to these responsibilities, she was the
founding director of a K–8 after school care program and founder of a
pre-school program for infants to 4-year-olds to address all early childhood
issues. When she was a principal, her school was named a U.S. Department of
Education Blue Ribbon School of Excellence. More recently, the school in which
she serves as curriculum coordinator was named a 2010 Blue Ribbon School. Areas
of interest include curriculum, research-based teaching practices, staff
development, assessment, data-driven instruction, and instructional intervention
with exceptional populations. She received a doctorate in Leadership and
Professional Practice from Trevecca Nazarene University. Please contact Professor Dahl if you have course content or
examination questions.
Contacting the Facilitator
You may contact the facilitator by
emailing Professor Dahl at aumony_dahl@virtualeduc.com or calling her at
509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m. PST. Phone messages
will be answered within 24 hours. Phone conferences will be limited to ten
minutes per student, per day, given that this is a self-paced instructional
program. Please do not contact the instructor about technical problems, course
glitches, or other issues that involve the operation of the course.
Technical Questions
If you have questions or problems
related to the operation of this course, please try everything twice. If the
problem persists, please check our support pages for FAQs and known issues at www.virtualeduc.com and
also the Help section of your course.
If you need personal assistance, then
email support@virtualeduc.com or call (509) 891-7219. When contacting technical support,
please know your course version number (it is located at the bottom left side
of the Welcome Screen) and your operating system, and
be seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s
website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility
of your operating system.
Refer to the addendum regarding
Grading Criteria, Course Completion Information, Items to be Submitted and how
to submit your completed information. The addendum will also note any
additional course assignments that you may be required to complete that are not
listed in this syllabus.
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Resources
American Academy of Pediatrics (http://www.aap.org)
American
Institute for Research (https://www.air.org/)
Centers for
Disease Control and Prevention website (www.cdc.gov)
Centers for
Disease Control and Prevention (http://www.cdc.gov/coronavirus/2019-ncov/specific-groups/children-faq.html)
Center for
Parent Information and Resources (http://www.parentcenterhub.org/)
Center on the Developing Child at
Harvard University (https://developingchild.harvard.edu/)
Child Welfare Information Gateway
(https://www.childwelfare.gov/)
Council for Exceptional Children
(http://www.cec.sped.org)
Early Learning Challenge Technical Assistance
(ELCTA) Program (https://www.acf.hhs.gov/ecd/early-learning/race-top)
Every Student Succeeds Act (ESSA) (https://www.ed.gov/essa?src=ft)
Global Family Research Project (https://globalfrp.org/)
High/Scope Educational Research
Foundation (http://www.highscope.org)
National Association for the
Education of Young Children (http://naeyc.org)
National Association of Counsel
for Children (http://www.naccchildlaw.org/)
National Center on Accessible Educational
Materials (http://aem.cast.org/)
National Center on Early Childhood
Quality Assurance (https://childcareta.acf.hhs.gov/centers/national-center-early-childhood-quality-assurance)
National
Child Traumatic Stress Network (http://www.nctsn.org/)
National Early Childhood
Technical Assistance Center (https://fpg.unc.edu/projects/national-early-childhood-technical-assistance-center-nectac)
Quality Rating and Improvement System (QRIS) (https://ecquality.acf.hhs.gov/)
Technical Assistance Center on Social-Emotional
Intervention for Young Children (http://challengingbehavior.fmhi.usf.edu/)
U.S. Department of Education-Early
Learning (https://www2.ed.gov/about/inits/ed/earlylearning/index.html)
Vort Corporation (http://www.vort.com)
Zero to Three Organization (http://www.zerotothree.org)
Course content is updated every three years. Due to this
update timeline, some URL links may no longer be active or may have changed.
Please type the title of the organization into the command line of any Internet
browser search window and you will be able to find whether the URL link is
still active or any new link to the corresponding organization's web home page.
Updated 11/8/21 JN