ECE 112

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COURSE SYLLABUS

1.	TITLE OF COURSE:	Care and Nurturing of Infants/Toddlers - Lab
	PREFIX/NUMBER:	ECE 112	CREDIT HOURS:	3
2.	PREREQUISITE:	Health screening, including TB tine and HiB tests. If working in a licensed center, the student must meet state licensing requirements.
	COREQUISITE:	ECE 111

3.	RESOURCES NEEDED:
	TEXT:	Lab Manual "Nurturing of Infant/Toddler Lab"
	SUPPLIES:
4.	COURSE DESCRIPTION:	This course is a supervised lab experience working with infants and toddlers in either a college lab school or an approved licensed setting.
5.	COURSE GOAL:	Priority is focused on three areas: the development of essential observation skills; initial implementation and evaluation of developmentally appropriate practice with infants and toddlers; and the acquisition of skills necessary to guide and facilitate the development of children of varying social, cultural, and economic backgrounds. The course involves providing care and stimulation appropriate to individual children’s growth and developmental needs. Students are required to participate in seminars.

6.	COURSE OBJECTIVES:
	By the end of the course, students will
	Unit I	Examine the information needed to work in an infant/toddler lab.
		(A)	Become familiar with policies, procedures, rules and regulations pertaining to the infant/toddler lab experience.
		(B)	Discuss the standards as set by the Colorado Department of Education for interactions among staff and children, family/staff partnerships, staff qualifications, staffing patterns, the role and function of the teaching team, physical environments, health and safety and nutrition and food service as they pertain to infant/toddler labs.
	Unit II	Develop skills in observing the growth and development of infants and toddlers
		(A)	Select and use daily record forms to collect information about infant and toddler’s growth and development
		(B)	Develop skills in the use of journals and checklists to record and analyze information about infant and toddler’s growth and development.
	Unit III	Develop skills in becoming responsive caregivers.
		(A)	Identify and recognize individual needs of infants and toddlers.
		(B)	Model the appropriate behavior and language necessary to establish responsive adult-child interactions and stimulate and/or enhance development.
		(C)	Discuss the role of the Individual Family Service Plan and the Individual Education Plan in defining and meeting the needs of infants, toddlers and their families. Discuss implementation of a hypothetical IFSP and IEP.
	Unit IV	Develop the skills needed in supporting families and establishing and maintaining professional partnerships.
		(A)	Recognize and respect the diversity in family systems and practices.
		(B)	Discuss the responsibilities involved with confidentiality and ethical practices.
		(C)	Discuss the need for appropriate reporting skills, identifying and locating community resources and establishing varied forms of communication.
	Unit V	Students will observe correct sanitation practices and safety at all times.
		(A)	Identify universal precautions to take when diapering and toileting infants and toddlers, respectively.
		(B)	Explain the proper sanitation and care of equipment used by and with infants and toddlers.
		(C)	Discuss safety issues, analysis and care of indoor and outdoor equipment for infants and toddlers.
		(D)	Discuss the need for policies for emergency procedures when caring for infants and toddlers.
	Unit VI	Examine health issues related to infant and toddler care.
		(A)	Explain and participate in the feeding of young infants, mobile infants, and toddlers.
		(B)	Discuss the needs of the individual infants and toddlers with respect to the concept of self-scheduling
		(C)	Discuss the current nutrition issues and concerns relative to infant and toddler care and dietary influences unique to their age, social, cultural and economic backgrounds
		(D)	Discuss medical issues concerning infants and toddlers including immunizations, health care plans, and the administration of medications at the center.
	Unit VII	Recognize the need for professional development and staff collaboration.
		(A)	Identify the training opportunities, educational resources appropriate agencies and service organizations for staff for professional development in the area of infant and toddler care and education.
		(B)	Develop the skills needed in networking and collaboration.
		(C)	Identify goals and measuring tools to be used for self-assessment.

7.	EVALUATION PROCEDURES:
Seminar and lab participation:			Discussion and worksheets
Journal Daily:			Weekly lab notes
Additional charts:			Infant / Toddler information
Evaluations:			Group leader / Director, PCC Instructor
Exams:			Final Exam
		Grading Scale Raw Score Range	Letter Grade
		90 to 100	A
		80 to 89	B
		70 to 79	C
		60 to 69	D
		0 to 59	F

Special Remarks:
1.	Attendance: Regular and punctual attendance is expected of all students. It is the student’s responsibility to inform the instructor and/or department chair of an absence due to illness, etc. or an impending absence. The instructor may drop students when absent from 20% of a class. Student drops will be handled through the Records Office in accordance with college policies. Re-enrollment procedures are described in the PCC catalog. Make-up work will be required if a student is reinstated. A complete record of attendance will be kept by the student through the use of the lab manual. Documentation of hours should be kept by the childcare center. It is the instructor’s responsibility to check the attendance records of the students. The instructor may drop students when absent from 20% of the lab hours (18 hours constitute 20% of a three-credit semester lab course.) No make-up exams will be given for un-excused absences.
2.	Tardy Policy: A student who is late three times (enters classroom after the instructor has taken roll) will be charged with one full absence unless the student can provide valid reasons for one or more of these tardies.
3.	Assignments/Missed Exams: It is the student's responsibility, whether present or absent, to obtain all material presented and to complete all course assignments. If prior arrangements are made or extenuating circumstances exist, makeup of tests may be allowed. Late homework papers will not be accepted unless those same extenuating circumstances exist. Makeup of quizzes is to be at the instructor's discretion. No make-up exams will be given for un-excused absences.
4.	It is the student’s responsibility, whether present or absent, to obtain all material presented and to complete all course assignments in a timely fashion. It is also the student’s responsibility to inform the instructor of a physical, emotional and/or learning disability that may affect his/her performance in class or lab.

8.	COURSE OUTLINE:
9.	METHODS OF INSTRUCTION:
	To be successful in this course, students are expected to participate in discussions, readings, in-class writing, and peer review activities. The instructor may assign point values to such activities.
10.	ACADEMIC INTEGRITY:
	The very nature of higher education requires that students adhere to accepted standards of academic integrity. Therefore, Pueblo Community College has adopted a policy of academic conduct as described in the Student Handbook. Violation of academic integrity may be defined to include the following: cheating, plagiarism, falsification and fabrication, abuse of academic materials, complicity in academic dishonesty, and personal misrepresentation. It is the student’s responsibility to be aware of the behaviors that constitute academic dishonesty. Sanctions for violating the standards of academic integrity may include warning, probation, suspension, and/or failure of the course or assignment at the discretion of the instructor.
11.	ADA NOTICE:
	Students who have a documented disability may be eligible to receive accommodations for this class. Please contact the Disability Resources Center at 549-3446 for further information.