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, Revised 2018, Revised 2021 |
|
Instructor: |
Dr. Pamela Bernards, Ed.D. |
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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
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
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American
Institute for Research (https://www.air.org/)
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Disease Control and Prevention website (www.cdc.gov)
Centers for
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Parent Information and Resources (http://www.parentcenterhub.org/)
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Harvard University (https://developingchild.harvard.edu/)
Child Welfare Information Gateway
(https://www.childwelfare.gov/)
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(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/)
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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.
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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