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General Information

Course ID (CB01A and CB01B)
C DD010G
Course Title (CB02)
Child Development (The Early Years)
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
An introductory course that examines the major physical, psychosocial and cognitive/language developmental milestones for children, both typical and atypical, from conception through middle childhood. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. (This course meets NAEYC Standards 1 and 3; NBPTS Standards 1 and 4; and CEC Standards 1, 2 and 3.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course provides students with the opportunity to develop a broad understanding of the discipline of child development within the context of the behavioral sciences through examination of the historical and cultural foundations of the field as well as current perspectives. It is required for all Child Development Degrees and certificates offered at °®¶¹´«Ã½ College, and is transferable as a general education course. The course is required to obtain a California Teacher's Permit and is one of eight courses required for the Early Childhood Education for Transfer Degree. This course is cross-listed.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved
C-IDArea(s)StatusDetails
CDEVChild DevelopmentApprovedC D D010G & C D D010H required for C-ID CDEV 100

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

(Not open to students with credit in the cross-listed course(s).)

(Also listed as PSYC D010G.)

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Discussion of assigned reading

Discussion and problem solving performed in class

Homework and extended projects

Collaborative learning and small group exercises

Lecture and visual aids

Assignments

  1. Required reading assignments from text.
  2. Written and oral report on the understanding of a child's typical and atypical development.
  3. Field study examination of current social development issues demonstrating understanding of the scientific method.
  4. Reflective worksheets to examine students' experiences related to current social development issues.

Methods of Evaluation

  1. Two or three exams including multiple-choice and or essay components to show their understanding of the developmental theories
  2. Reports on the particular understanding of a child's typical and atypical development demonstrating the ability to summarize library materials in written and oral forms.
  3. Written report on field study, showing the ability to collect, analyze and present scientific data.
  4. Written assignment(s) to evaluate ability to analyze critically and synthesize course materials and personal experience related to current social/development issues.
  5. Final exam including multiple- choice and/or essay components that requires students to summarize, integrate and critically analyze and apply concepts examined throughout the course.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Steinberg, L.; Vandell, D. & Bornstein, M. "Development | Infancy Through Adolescence". Wadsworth Cengage Learning, 2011.

Examples of Supporting Texts and References

AuthorTitlePublisher
Crain, William. "Theories of Development, Concepts and Applications." Upper Saddle River, New Jersey: Pearson/Prentice Hall. 2005
Gopnik, Alison, Meltzoff, Andrew, and Kuhl, Patricia K. "The Scientist in the Crib. Minds, Brain, and How Children Learn." New York: William Morrow & Co. Inc., 1999.
"From Neurons to Neighborhoods." National Research Council Institute of Medicine. Washington, D.C.: National Academy Press, 2000
Nilsson, Lennart and Hamberger Lars. "A Child Is Born." New York: translated by Bantam Doubleday Dell Publishing Group, Inc., 1990.
Santrock, John and Yussen. "Child Development: An Introduction Through Adolescence." 10th Edition, New York: MacGraw Hill, 2007.
Small, Meredith F. "Our Babies, Ourselves." New York: Anchor Books, 1998.

Learning Outcomes and Objectives

Course Objectives

  • Develop a broad understanding of the discipline of child development within the context of the behavioral sciences through examination of the historical and cultural foundations of the field as well as current perspectives.
  • Apply critical thinking skills by examining and comparing different research methodologies and how these methods are used in a systematic investigation of the foundation years of human behavior. This investigation includes evaluation of the ethical issues which surround research with infants and young children.
  • Evaluate and analyze the major theories and research in the field of Child Development.
  • Identify and evaluate important aspects of early development in the physical domain with attention to diversity which includes ethnic and cultural factors, disability and also reflection of the student's own development.
  • Identify and evaluate important aspects of early development in the psychosocial domain with attention to diversity which includes ethnic and cultural factors, disability and also reflection of the student's own development.
  • Identify and evaluate important aspects of the cognitive domain with attention to diversity which includes ethnic and cultural factors, disability and also reflection of the student's own development.
  • Examine and evaluate atypical behavior and abnormal disturbances from prenatal to the middle years (trauma, nutritional issues, obesity and exercise, child abuse, special needs including autism spectrum disorder, teratogens and birth defects).
  • Apply developmental theory to the analysis of child observations, and/or interviews using investigative research methodologies.
  • Examine and evaluate the process of socialization especially during the early years; various socializing agents and their roles during the early years including parents, caregivers and peers.

CSLOs

  • Investigate how the study of child development fits into the broader field of scientific research.

  • Demonstrate an understanding of how and why human beings change over the course of their life.

Outline

  1. Develop a broad understanding of the discipline of child development within the context of the behavioral sciences through examination of the historical and cultural foundations of the field as well as current perspectives.
    1. A history of the Western perspectives on childhood (Phillip; Aries; Locke; Rousseau; Gopnik)
    2. Non western cultures and alternative perspectives
    3. The characteristics of a child's culture and the implications for learning and development (such as and not limited to values and beliefs regarding gender roles, beliefs about the family's role in educating the child, educational values of the family)
    4. Domains of development (physical, cognitive, psychosocial) and ways in which individual differences impact development
    5. Stages of development (prenatal, infancy, and early childhood) within culture and family contexts
    6. Nature versus nurture and continuity versus discontinuity as lens for understanding development
    7. Atypical behavior and abnormal disturbances in mental health (The nature of abnormality, mental health issues, types of childhood disturbances, emotional problems, autism spectrum disorder and childhood schizophrenia; child abuse; developmental problems; learning disabilities; depression; suicide; stress; trauma)
    8. Similarities in behavior and development between infants, toddlers, and pre-schoolers with and without disabilities and/or developmental differences (theory and research)
  2. Apply critical thinking skills by examining and comparing different research methodologies and how these methods are used in a systematic investigation of the foundation years of human behavior. This investigation includes evaluation of the ethical issues which surround research with infants and young children.
    1. Collect information about development (observation, laboratory settings, interviews and case studies, standardized tests, surveys, physiological research)
    2. Strategies for setting up a research study (naturalistic and experimental research)
    3. Time span inquiry (cross-sectional, longitudinal)
    4. Ethics in research in Child Development (informed consent, rights of children, obligations)
    5. Research and self knowledge (every day application, critical evaluation of newspaper, magazine, and journal articles)
    6. Importance of objective observation and careful recording techniques in guided observation
  3. Evaluate and analyze the major theories and research in the field of Child Development.
    1. Cognitive Theory and the child as the architect of his or her learning (Piaget)
    2. Behavioral theory and the structuring of the environment to influence and modify behavior (Pavlov, Skinner)
    3. Maturation Theory and the unfolding of human behavior through genetics and the developing human body (Maslow and the hierarchy of needs, Gesell)
    4. Social Learning Theory and the influence of the social and cultural context for modifying and shaping human behavior (Bandura)
    5. Information Processing Theory and rules, order and structures for human learning and behavior
    6. Psychoanalysis and the influence of past experience and the unconscious mind on shaping development and behavior (Freud, Erikson)
  4. Identify and evaluate important aspects of early development in the physical domain with attention to diversity which includes ethnic and cultural factors, disability and also reflection of the student's own development.
    1. Genetic structures, function and development and related issues (DNA structure and function; gene-environment interaction; abnormalities in genes and chromosomes; genetic counseling, personal decision making strategies; sex differences in development)
    2. Prenatal development and birth (the course of prenatal development: conception, gestation periods of development; measures of prenatal health, the use of drugs prenatally and during birth); teratology and hazards (personal knowledge and decision making; birth process in various cultures; preterm infants and birth complications; cross cultural issues)
    3. Physical, motor and perceptual development in the child from 0-2 (physical growth in infancy; reflexes, emotions, states, cephalocaudal and proximal distal sequences; gross and fine motor skills; brain development; sensations and perceptions; theoretical framework (Piaget, Gibson, Walk); hearing, pain, bimodal perception)
    4. Physical and perceptual motor development in the child from 2- 5 years; (growth rates; developmental milestones, gross and fine motor skills, cultural differences in motor development, nutrition, issues of gender perception and orientation; health and nutrition)
    5. Summary of relationships of beginning physical development to later development including our own personal physical development.
    6. Strengths and special needs of children and families.
  5. Identify and evaluate important aspects of early development in the psychosocial domain with attention to diversity which includes ethnic and cultural factors, disability and also reflection of the student's own development.
    1. Psychosocial development (foundations of psychosocial development: Freud; bonding; temperament, personality, development of trust, attachment formation, the influence of culture)
    2. Self concept (development of self concept and self esteem; self understanding, culture, self constancy; gender; autonomy, initiative)
    3. Emotional development (parenting styles and their impact on child development; culture; aggression; guidance; shyness; resiliency; child abuse; trauma)
    4. Social competence (development of social skills; reciprocal socialization; peer relationships; the importance of play; social categories of play; culture; Bandura; Selman)
    5. Gender roles and identity (components of gender roles; theories of gender development; gender differentiation; cultural, historical, sociological and biological factors; gender distinctions in play; androgyny; (Maccoby))
    6. Families (the family system; parenting styles; siblings; our own individual families and personal knowledge of how we develop; complexities in parenting; the father's role; nonparental child care; cultural differences in parenting)
    7. Primary relationships as a foundation for optimal growth and development
    8. Impact of societal issues on children and families (poverty, violence, natural disasters, racism; war; immigration)
  6. Identify and evaluate important aspects of the cognitive domain with attention to diversity which includes ethnic and cultural factors, disability and also reflection of the student's own development.
    1. Learning and motivation (classical and operant conditioning; reinforcement and punishment; definitions; parameters; imitation and cognitive learning; relationship between behavior, cognitive development and environment; competence, drive and culture)
    2. Cognitive Theory (Piaget and critiques of Piaget's theory; cognitive development theory; implications for learning; contributions and criticisms of these theories)
    3. Information processing (informational processing as a framework; developmental change; memory; higher order processes; knowledge and expertise)
    4. Intelligence (psychometrics; test construction and evaluation; controversies and issues; intelligence; heredity and environment; social class; gender issues; ethnicity issues; culture and bias; extremes intelligences- giftedness, creativity and mental retardation
    5. Language acquisition (major theories of language acquisition; biological, cultural and environmental factors; sequence of language development; the role of cognition in language; gender issues; bilingualism and multilingualism)
    6. Cognitive development and the relationship of the child's earliest experiences to their individual differences including reflection on our own personal cognitive development.
  7. Examine and evaluate atypical behavior and abnormal disturbances from prenatal to the middle years (trauma, nutritional issues, obesity and exercise, child abuse, special needs including autism spectrum disorder, teratogens and birth defects).
    1. Nutritional issues and physical health ( malnutrition, obesity and exercise, social and cultural influences on food choices)
    2. Child abuse (definitions, signs and symptoms of the four major types of abuse; mandated reporting; resiliency in human development; social and cultural factors linked to child abuse; supportive factors)
    3. Special needs (government categories of children with special needs including autism, blindness, ADHD; environmental and prenatal factors; support agents and systems)
    4. Teratogens and birth defects (Identification of teratogens such as cigarette smoking, alcohol, drugs, maternal and paternal age of parents, maternal and paternal health; timing and duration of exposure; critical periods of prenatal development, long term developmental effects)
  8. Apply developmental theory to the analysis of child observations, and/or interviews using investigative research methodologies.
    1. Application of theories such as Psychosocial, Epigenetic, Sociocultural to develop different paradigms for understanding early language and behavior
    2. Practice and then examination of research strategies to see how techniques yield different information and different views of behavior (running records and naturalistic observation, surveys, interviews)
  9. Examine and evaluate the process of socialization especially during the early years; various socializing agents and their roles during the early years including parents, caregivers and peers.
    1. Various socializing agents, parents, caregivers and peers, and their roles during the early years
    2. The influence of culture as a complex of factors and dynamics represented in how life is lived on a day to day basis in both deep and surface level elements and having an impact on all aspects of early development
    3. Social-cultural elements of family, peer and social values that influence the development of attitudes, values and behavior during the early years
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