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%, 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.
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.
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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