This course provides an overview of the theory and principles of human growth and development from conception and prenatal development through age 8. Content includes an in-depth study of the inter-relatedness of physical, social/emotional, cognitive, language and aesthetic aspects of development. Development is studied in the context of family, gender, culture, language, ability, socio-economics, diversity and society. Current research and major developmental theories are examined with an emphasis on the implications for early childhood professional practice. Students are required to complete 3 observations at an approved preschool site.
The Brain That Loves to Play: a Visual Guide to Child Development, Play and Brain Growth
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The Cambridge Encyclopedia of Child Development
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The Cambridge Handbook of Cognitive Development
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Encyclopedia of the Life Course and Human Development
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Journey Across the Life Span
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Understanding Child Development
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Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated)
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Caring for Our Children: National Health and Safety Performance Standards; Guidelines for Early Care and Education Programs
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Early Child Development: From Measurement to Optimal Functioning and Evidence-based Policy
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Managing Behavioral Issues in Child Care and Schools
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Moments That Matter in the Learning and Development of Children
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Motor Skills and Their Foundational Role for Perceptual, Social, and Cognitive Development
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An estimated 43% of children younger than 5 years of age are at elevated risk of failing to achieve their human potential. In response, the World Health Organization and UNICEF developed Care for Child Development (CCD), based on the science of child development, to improve sensitive and responsive caregiving and promote the psychosocial development of young children. Published and unpublished evaluations have found that CCD interventions can improve child development, growth and health, as well as responsive caregiving. More studies are needed to guide the integration of the CCD approach under different conditions. Nevertheless, the time is right to provide for the scale-up of CCD as part of services for families and children.
Factors That Support and Hinder Including Infants with Disabilities in Child Care
In this article, we describe the results of a statewide survey of U.S. child care and early intervention (EI) providers on their beliefs and experiences in inclusion and perceived factors that support and hinder the inclusion of very young children with disabilities in child care settings. Our study results indicate that although providers value inclusion and identify many benefits for children, families, and professionals, several barriers exist to effectively implement meaningful inclusion. Recommendations include increased training and mentoring for providers and formal inclusion of child care providers in inclusion supported by state policy and continued research.
Modeling the impacts of child care quality on children's preschool cognitive development
The National Institute of Child Health and Human Development (NICHD) Study of Early Child Care compared 3 statistical methods that adjust for family selection bias to test whether child care type and quality relate to cognitive and academic skills. The study was unable to establish empirically which model best adjusted for selection and omitted-variable bias. Nevertheless, results suggested that child care quality predicted cognitive outcomes at 54 months, with effect sizes of .04 to .08 for both infant and preschool ages. Center care during preschool years also predicted outcomes across all models.
It is important to equip small child care providers with business and administrative operations skills so that they can avoid shut down and provide quality child care services in a sustainable manner. This study provides initial efficacy and feasibility of the Small Business Innovation Course program. The goal is to contribute to a deeper understanding about strategies to support the business operations of these small child care providers serving young children from high-poverty communities.
Administration for Children & Families U.S. Department of Health & Human Services
The Early Childhood Training and Technical Assistance System (ECTTAS) National Centers and its partners promote excellence through high-quality, practical resources and approaches. They are designed to build early childhood program capacity and promote consistent practices across communities, states, territories, and Tribes.
American Academy of Pediatrics
We're 67,000 pediatricians committed to the optimal physical, mental, and social health and well-being for all infants, children, adolescents, and young adults.
American Public Health Association
APHA champions the health of all people and all communities. We strengthen the public health profession. We speak out for public health issues and policies backed by science.
National Resource Center for Health and Safety in Child Care
Since 1995, the National Resource Center for Health and Safety in Child Care and Early Education (NRC) has maintained and continues to develop national health and safety standards for early care and education settings, as compiled in Caring for Our Children: National Health and Safety Standards; Guidelines for Early Care and Education Programs (CFOC).
