Early Childhood:
Typical & Atypical
Development
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Instructor Name: |
Dr. Marrea
Winnega |
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Facilitator: |
Darcie Donegan, MA/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 |
|
Email: |
|
|
Address: |
Virtual Education Software |
|
|
23403 E Mission Avenue, Suite 220F |
|
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Early Childhood: Typical & Atypical Development, an interactive distance-learning
course that covers development during the first eight years of life and
research-based best practices in early learning. Included will be information
about typical development from the prenatal stage to middle childhood with an
emphasis on individual differences, cultural influences, and the impact of
developmental delay and disability. Discussion will also include instructional
technology (IT) and assistive technology (AT) applications for this population.
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: |
Early Childhood: Typical
& Atypical Development |
|
Publisher: |
Virtual Education Software, inc. 2008,
Revised 2012, Revised 2018, Revised 2021 |
|
Instructor: |
Dr. Marrea
Winnega |
|
Facilitator: |
Darcie Donegan, MA/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 as one part of
a five-part series on early childhood education. Upon completion of all five
courses, you will have covered all of the CDA
Competencies to prepare you to take the CDA exam (applicable in certain states). This course specifically covers
CDA Competencies 1–9, 12, and 13 (Check
your individual state requirements), which all relate to the establishment of well-run,
purposeful programs for young children that are responsive to individual needs
and advance the development of the whole child. This course is designed for
anyone planning programs for young children—child-care providers, early
childhood educators, and health care or social services providers, to name a
few.
Expected Learning Outcomes
At
the conclusion of this course, students should be able to:
- Understand basic principles of
growth and the foundation of development from conception through 8 years,
including genetic and environmental influences.
- Identify the historical roots,
common research practices, and prominent child development theorists
and theories.
- Describe sequences, characteristics, and concepts
of development in the domains of motor and perceptual, cognitive and
communication, and social and emotional development for each stage.
- Explain individual and cultural differences in
child development and socialization.
- Examine how to create environments, programming,
and interactions that support the development of young children, including
those with special needs, individually and in groups.
- Recognize and find professional resources on the typical
and atypical development and needs of children prenatal–8 years.
Course Description
The first chapter presents an
introduction to the study of child development from conception to age 8. We
will examine the historical roots and methods of child study, major
psychological theories, and developmental principles and definitions. This
information will provide grounding for the following chapters on specific ages
and developmental areas.
In the second chapter we will start to
study child development chronologically. We begin with conception and prenatal
development and care, and then continue through labor and birth. Next, we
consider the special characteristics and needs of the newly delivered baby,
including common developmental variations. This overview will
include both typical and atypical development.
The third chapter focuses on infants
and toddlers; the first three years of life (ages 1–36 months). We will look at
growth and development in the domains of motor-perceptual, cognitive, language,
brain, and social-emotional development. This chapter details milestones, red
flags, developmental variation, and how adults can safely and appropriately
facilitate the development of infants and toddlers.
Finally, Chapter Four
discusses early and early middle childhood, or the magic years, ages 3–8 years old (Fraiberg, 1959). The preschool
and early elementary school periods are times of great discovery, testing, and
wonder. Students will learn about typical and varied 3–8-year-old development
in all areas—moral, social, self-esteem, early learning, motor skills,
communication abilities, social and brain development, and more. Indicators, or
red flags, that suggest developmental delay or deviation are detailed in all
chapters, and resources for further research are provided.
Each chapter contains additional handouts or attachments
that cover specific topics from the chapter in greater depth. They are provided for you to read, ponder,
and apply to the early childhood education setting in which you work. Some of
the topics are intended for you, as the professional,
while others are intended for you to pass on to parents, when appropriate. Each
chapter also contains web links that you can choose to access if you want to
see videos or research in action related to chapter concepts.
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.
Chapter Topics
Chapter One: Introduction to Child Development
1)
Define child development and basic developmental principles
2)
Understand historical and emerging viewpoints on child study
3)
Recognize major theories and recent trends
4)
Identify research methods, designs and ethics
5)
Appreciate the importance of child development to early
childhood educators
Chapter Two: Prenatal & Newborn Development
1)
Outline family contexts of family planning and preparation
2)
Describe the process of conception
3)
Explain the stages of prenatal development
4)
Understand the role of genes and chromosomes in development
5)
Define proper prenatal care and risks to the developing infant
6)
Identify labor and birth options and processes
7)
Discuss atypical conception, prenatal development, labor and
birth
8)
Define newborn assessment and care
9)
Understand typical and atypical newborn appearance and abilities
Chapter Three: The
Development of Infants & Toddlers
1)
Discuss growth patterns and motor development milestones
2)
Describe the development of language and cognitive skills
3)
Define basic brain development principles and terms
4)
Understand normal socio-emotional development of infants and
toddlers
5)
Describe cognitive and language development
6)
Recognize common variations and atypical infant and toddler development
Chapter Four: The
Development of Preschoolers (3–5 Years) & Young School Agers (5–6 years)
1)
Understand the typical sequence of growth and motor
development, including health issues
2)
Describe preschool and young school-age cognitive
development and related theories
3)
Identify language development milestones including emergent
literacy approaches
4)
Discuss typical 3-to-8-year-old social-emotional development
and milestones
5)
Define developmentally appropriate educational practices for
young children
6)
Learn types of atypical development and developmental
variations
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.
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
Early Childhood: Typical & Atypical Child Development has been developed by Darcie Donegan, MA/Ed., the
instructor of record. Darcie received her BA from the University of Washington
and her master’s degree from Pacific Oaks College in Human Development,
specializing in Early Childhood Education and Adult Education. She has worked
with young children and their caregivers for more than 35 years in various
capacities, including as a preschool teacher, center director, parent educator,
trainer, and consultant. Darcie has also been an international consultant
through the Soros Foundation and has taught in many different countries. She is
currently adjunct faculty in ECE at Whatcom Community College, a Washington
State Department of Early Learning approved trainer, and the author of the 10
Parenting Preschoolers modules for Washington State’s Organization of Parent
Education Programs (OPEP). Areas of special interest include infants and
toddlers, child development, observation and assessment, social-emotional
development, brain development, childcare, and parenting. Darcie is the mother
of three college students (including twins and a son with special needs) and
has been married to a (nice) lawyer for many, many years. In addition to
writing this course, Darcie is the author of another course in this Early
Childhood series called Early Childhood:
Observation & Assessment. Please contact Professor
Donegan if you have course content or examination questions.
Instructor Description
Dr. Marrea Winnega is a licensed clinical psychologist with 20 years
of experience in the field of Autism Spectrum Disorders.
Currently, she is an assistant professor of clinical psychology in the University of Illinois at Chicago Department of
Psychiatry. She consults for schools and agencies
serving individuals with Autism Spectrum Disorders,
including Asperger’s Disorder. She has also conducted numerous workshops,
in-services, and trainings throughout the United States. Please contact
Professor Donegan if you have course content or examination questions.
Contacting the Facilitator
You may contact the facilitator by
emailing Professor Donegan at darcie_donegan@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 10 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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