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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus


Revision Date: 10-Jun-24
 

Fall 2024 | PSY-2025-VO01 - Development of the Young Child: Ages 3 - 8


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
Open Seats: 12 (as of 07-13-24 2:05 PM)
To check live space availability, Search for Courses.

Faculty

Marie Olsen
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

General Education Requirements


This section meets the following CCV General Education Requirement(s) for the current catalog year:
VSCS Social Sciences
    Note
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Course Description

This course explores processes of human development from 36 months to eight years of age. Emphasis is on the physical, emotional, social, and intellectual growth of the child. Topics include developmental theories and research, assessment tools, design of inclusive integrated curriculum, and the concept of transition.


Essential Objectives

1. Discuss theories and research on child development from 36 months to 8 years of age (e.g. stages of development, theories of play, socialization theory, scaffolded learning theory, emergence of autonomy in the pre-school years, and early problem-solving).
2. Describe and recognize the physical, cognitive, emotional, and social milestones of children ages 36 months to 8 years of age (e.g. language development, socialization, and problem solving skills).
3. Demonstrate a safe, healthy, and supportive environment for children ages 36 months to 8 years (e.g. teaches self-help skills and nutritional choices, provides a range of opportunities for problem-solving).
4. Describe the impact of child-rearing philosophies on the development of a young child.
5. Identify and use tools for developmental assessment, including those relevant to personality, temperament, and learning styles.
6. Communicate effectively with others about pre-school development (e.g. family, co-workers, professionals including public and private school personnel).
7. Design an inclusive curriculum that builds on the strengths of the child, is individually and culturally relevant, developmentally appropriate, and integrates disciplines for pre-school children.
8. Identify and create the tools for the child and the family to make a healthy transition to other learning environments (e.g. special education services, elementary school, etc.).
9. Demonstrate proficiency in understanding the scientific method and in interpreting and evaluating statistical and other quantitative data as applied to human behavior.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources


*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.


Methods

This class requires 3 basic kinds of student participation:

· Readings and/or viewing of video clips posted in the weekly assignments

· Participation in weekly discussion questions in the discussion group and

· Completion of weekly assignments


Evaluation Criteria

The following guidelines will be used to award 10 discussion board points:

Original posting by Wednesday at 11:55pm.

Content of postings illustrates a thorough understanding of the topic – 3 possible points

2 quality responses to classmate’s posts to include proper APA references by Sunday at 11:55pm – 2 points each – 4 possible points

Use of correct punctuation, capitalization, little to no grammatical errors (see General Guidelines in syllabus) – 1 possible point

All original postings are cited using correct APA format, including the APA reference for the resources used – 2 possible points

The following guidelines will be used to award 10 assignment points per week:

Handed in on time – 1 possible point

Content of assignments illustrates a thorough understanding of the topic, original ideas, critical thinking, linking information back to additional research and one's experiences, using correct APA format, including the APA reference for the resources used – 5 possible points

Grammar/general guidelines – 2 possible points

References are cited using correct APA format – 2 possible points


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Introductions

  

Reading for Week 1 is posted in the Canvas Module Week 1

  

Class discussion - Introductions to Development 3-8

Assignment - Reflection

 

2

Culture and Ethics

  

Reading for Week 2 is posted in the Canvas Module Week 2

  

Class discussion - Culture and child development

Assignment - Ethics

 

3

Emotional Development and Complex Trauma

  

Reading for Week 3 is posted in the Canvas Module Week 3

  

Class discussion - Lesson Plan - Emotional Development

Assignment - Complex trauma

 

4

Emotional Development and Erikson

  

Reading for Week 4 is posted in the Canvas Module Week 4

  

Class discussion - Emotional development

Assignment - Erikson's Theory

 

5

Social Development and Children's Integrated Services

  

Reading for Week 5 is posted in the Canvas Module Week 5

  

Class discussion - Lesson Plan - Social Development

Assignment - Children's Integrated Services

 

6

War Play and Sexual Development

  

Reading for Week 6 is posted in the Canvas Module Week 6

  

Class discussion - War Play

Assignment - Sexual Development

 

7

Discipline and Play

  

Reading for Week 7 is posted in the Canvas Module Week 7

  

Class discussion - discipline

Assignment - play

 

8

Caregiver Affect Management

  

Reading for Week 8 is posted in the Canvas Module Week 8

  

Class discussion - caregiver affect management

Assignment - caregiver affect management

 

9

Language Development and Assessment

  

Reading for Week 9 is posted in the Canvas Module Week 9

  

Class discussion - Lesson Plan - Language development

Assignment - assessment in early childhood

 

10

School Readiness and Communicating with Families

  

Reading for Week 10 is posted in the Canvas Module Week 10

  

Class discussion - Communicating with families

Assignment - School readiness

 

11

Physical Development and Nature Deficit

  

Reading for Week 11 is posted in the Canvas Module Week 11

  

Class discussion - Lesson Plan - Physical Development

Assignment - Nature Deficit

 

12

Physical Development and Childhood Obesity

  

Reading for Week 12 is posted in the Canvas Module Week 12

  

Class discussion - Childhood obesity

Assignment - children's health

 

13

Cognitive Development and Screen Time

  

Reading for Week 13 is posted in the Canvas Module Week 13

  

Class discussion - Lesson Plan - Cognitive Development

Assignment - Screen time

 

14

Personality

  

Reading for Week 14 is posted in the Canvas Module Week 14

  

Class discussion - evaluation

Assignment - Personality presentation

 

15

Closure

  

Reading for Week 15 is posted in the Canvas Module Week 15

  

Class discussion - goodbyes

Assignment - reflection

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

Each week you will need to complete the following:

  • Read the weekly lesson. The weekly lesson will be available every Sunday by 11:55pm until the following Sunday at 11:55pm.
  • Post in the weekly Discussion Forum by Wednesday at 11:55pm.
  • Respond to two other students’ posts in the Discussion Forum by the following Sunday at 11:55pm.
  • Complete the lesson assignments in each course lesson by the following Sunday at 11:55pm.


Missing & Late Work Policy

Extensions will be granted only in extenuating circumstances. Because the course content is delivered in weekly modules, short-term conditions such as illness or technical problems will not be considered to be extenuating. Students who know that they will not have course access for any given week should make arrangements with their instructor in advance to complete assignments and participation requirements prior to the absence.

Unless you have prior authorization from the instructor of this course, there are no opportunities for making up missed assignments or discussions. Due to the nature of the online format, you will be expected to hand in all assignments by their due date – Sundays of each week by 11:55pm.

This course does not offer extra credit work, bonus points, late submissions or extensions on assignments.


Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.