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)
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Title: |
Infant & Toddler
Mental Health: Issues & Information for Educators |
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Publisher: |
Virtual Education Software, inc. 2007, Revised 2010, Revised
2014, |
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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 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 not allow further access. Your final grade for the course will be
determined by calculating an average score of all exams. This score will be printed on your final
certificate. 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
before you complete all questions, your information will be lost. You are
expected to complete the entire exam in one sitting.
Facilitator
Description
Early Childhood: Infant & Toddler Mental Health has been developed by Aumony Dahl, MS/ED, the instructor of record. Aumony 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 P–3 Early Childhood Special
Education. Aumony began her career working as an
elementary special education teacher for several years. She then served as a
senior instructor in the Special Education Department at Western Washington
University for over 22 years, where she taught a variety of classes on topics
related to early childhood special education, students with complex special
needs, assessment and evaluation, and program planning. While at WWU Aumony also enjoyed her role as a field supervisor for
practicum students who were training to become teachers. Recently, Aumony decided she was ready to get back in the classroom,
and she is now serving as a special education preschool teacher in an Inclusive
Early Learning Center where there is never a dull moment! In addition to this
course, Aumony has authored two other courses in this
Early Childhood series: Early Childhood:
Family-Centered Services and Early
Childhood: Program Planning.
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/laws-and-policy/laws-preschool-grade-12-education/every-student-succeeds-act-essa)
Global
Family Research Project
(https://www.linkedin.com/company/globalfamilyresearchproject/)
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 Center
for Pyramid Model Innovations (https://challengingbehavior.org/)
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://www.childcareaware.org/families/child-care-quality-ratings/)
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
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