CI 405a 1

Curriculum & Instruction 404/405a Infant Development

Fall 2015

Texts: Fogel, A. (2015). Infant Development: A Topical Approach. (2nd ed.). Cornwall-on-Hudson, NY: Sloan

Publishing. Harms, T., Cryer, D., & Clifford, R.M. (2006). Infant/Toddler Environment Rating Scale, revised edition. New York: Teachers

College Press.

Course Description: This course is designed to be an overview of theoretical and research-based understandings of infant development. Principles of development as well as dynamics of human behavior and relations will be explored. A topical approach is taken to allow the understanding of how broad concepts of development apply to infant development. Application of developmental knowledge in working with infants and toddlers. Students are required to have concurrent enrollment in CI 405B. Prerequisite: C or better in EDUC 314 (CI 237, Psychology 301 or

equivalent), CI 318A, and CI 318B

Course Objectives: To identify and understand the major developmental landmarks in

the human organism from conception to age three in the physical, cognitive, emotional, and social domains.

To understand the historical perspectives of infancy and early childhood and the study of child development.

To recognize, critically examine and cite key contributions made by major theorists in child development and to make practical applications of theories.

To identify the genetic and environmental factors that influence development.

Application of developmental knowledge in working with or observing infants and/or toddlers.

Course Requirements: 1. Text- required readings 2. Observations 3. Exams – 3 exams with format to be decided on by class. All exams will cover material presented in class

and readings. They will not be comprehensive. 4. Assignments – Weekly 5. Attendance

Instructor: Dr. Thompson, Ph.D. Class meets: Wed. 1:00-3:40 Where: Wham 312 Office hours: Office: 322H Wham Tues. 12:30 - 2 &

Wed. -10 - 12 & by appointment Contact information: Phone: 453-4254 Email: stacyt@siu.edu NOTE: When sending email, please include in subject: “CI 404 or 405a Fall 2015

CI 405a 2

CI 404/405A – INFANT DEVELOPMENT

Week Date Scheduled Topic/Assignments Readings

1 Aug 26 Introduction to CI 404/405A and Infant Development

Historical & Contemporary Perspectives on Infant Dev Chapter 1

2 Sept. 2 Theories of Infant Development Chap 1 con’t

3 Sept 9 Prenatal Development: From Conception to Childbirth Chapter 2

Video: In the Womb *Birth interview due

4 Sept 16 The fetus & Newborn: Health and Risk Chapter 3

Presentation of a risk factor

5 Sept 23 Exam 1: Chapters 1, 2, & 3

The Developing Brain & Nervous System: Health & Risk Chapter 4

6 Sept 30 The Body: Moving & Sensing Chapter 5

7 Oct 7 Cognitive: Acting and Thinking Chapter 6

Obs #1 due: Physical Development

8 Oct 14 Social & Communicative Development Chapter 7

Obs #2 due: Cognitive Development

9 Oct 21 Exam2: Chapters 4, 5, 6, & 7 Video: Child Care

10 Oct 28 Emotion and Self-Awareness Chapter 8

Obs #3 due: Social/language Development

11 Nov 4 ITERS

Obs #4 due: Emotional Development

12 Nov 11 Veteran’s Day – No class

13 Nov 18 Parenting and Caregiving Chapter 9

Cultural Differences due

14 Nov 25 Thanksgiving Break: No class 15 Dec 2 Family and Society Chapter 10 ITERS due

16 Dec 9 Pamphlet presentations /Video: Baby

Review for exam Final: Friday Dec 18 at12:30 - Exam #3: Chapters 8, 9, & 10

***This is a working syllabus and therefore subject to change.

Exam 1

Exam 2

Exam 3

CI 405a 3

Grading: The course is designed for 3 undergraduate credit hours. Grades will be determined according to a point system.

Assignments Points Grading Scale

1. Exam #1 /75 points A= 90% 2. Exam #2 /75 points B= 80% 3. Exam #3 /75 points C= 70% 4. Observations (25 pts each) /100 points D= 60% 4. ITERS /40 points F= below 60% 5. Childbirth Interview /30 points 6. Cultural Differences /30 points 7. Risk factor /15 points 8. Class Participation (10@5pts) /50 points

525 points

Participation points:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Exams (1-3 @ 75 points)

Three exams will be given (see schedule for dates). Exams will consist of multiple-choice and matching

questions. Students will be expected to be familiar with major concepts throughout the course for the final.

The last exam is NOT comprehensive. Students must bring their SIU ID and a #2 pencil to class on the days

of exams. Show up early for exams. You will not be admitted to take the exam once exams have been handed

out.

Make-up exam policy: If you miss an exam, in general, you get a zero. Don’t miss exams. If you have an

unavoidable conflict, let me know ahead of time. In the case of extraordinary circumstances

(hospitalization, death in the family) you will have to produce documentation; with acceptable

documentation, we can make arrangements for a makeup. Make-up exams will consist of 16 essay

questions (one over each chapter) and will be comprehensive in nature to be taken the week of Dec 1st,

2014.

Lectures

Lectures are NOT meant to review the weekly readings, but rather to complement and reinforce the concepts

presented. Information and discussions that take place during class cannot be captured in a textbook.

Therefore, it is expected that you will read the assigned readings before coming to class to make the most of

lecture and to ask questions to complete your understanding of the content. If you miss class you are

responsible for what you missed. If you need a certain average to stay in school, to keep financial aid, to get into

graduate or professional school, or just to keep your parents off your back, attend ALL CLASSES, study

actively, review frequently. Elaborative encoding, elaborative rehearsal, and distributed review of course

material will lead to greatly improved retention of the material….and decent grades.

Desire 2 Learn

Notes are posted on Desire2Learn and grades are also posted. Assignments are to be turned into D2L. However, the most

up to date grades may not be on Desire2Learn they are in my grade book. You can login at: https://online.siu.edu

CI 405a 4

ASSIGNMENTS

All assignments are expected to ready to be turned in at the beginning of each class period they are due.

An assignment turned in after assignments are collected will not be accepted. Each of the assignments must be

computer-generated, so you can easily revise them. There are computer labs in various locations on campus

(including dorms) that are available to all SIUC students. The "Technology Fee" allows you to use these labs.

Take advantage of this opportunity.

All written assignments are expected to be completed using correct grammar, spelling, and

sentence structure. Assignments are meant to stimulate thinking and application of course content.

Points will be deducted when a student does not follow these guidelines. Students are expected to

prepare written assignments that look professional and indicate attention to detail that is expected in

professional settings. If written work has more than 5 grammatical errors on the first page, it will be not

be graded and will be returned for you to redo and hand in for a lesser grade (90% of the points). If you

are weak in writing skills please seek assistance at the Writing Center before turning in assignments.

CLASS PARTICIPATION POINTS (50 points)

Students are expected to be prepared for and attend each class session. Focused and appropriate participation

in class activities will be considered in the final grade. Students will be held accountable for all work covered

in class.

Participation points will be given on days we cover a chapter. On each occasion students in attendance will be given 5 points for participating in an in-class activity or out-of-class activity. If you are not present, the points cannot be made up.

Class begins at 1:00, therefore if you come to class after that, you are late (even 1:01 is late). If you are late, you will only receive half (1/2) of the participation points for that day.

Points will also be taken off if you are on your cell phone. Purses and backpacks should be on the floor not in laps or in front of you. Please be aware that this is not professional behavior.

Absences will hurt your grade. You are encouraged to prevent absences so that if an emergency occurs, you will not have caused yourself unnecessary problems later in the course.

Note that 1 extra-credit assignment is offered in this course (worth five points) to allow for extreme emergencies (e.g., extreme illness) on days that participation points are given.

Any student who chooses to miss a class session is responsible for securing information from another student and completing any assignments related to the class session missed.

Instructor reserves the right to give unannounced quizzes if students are not coming to class prepared.

These will be in addition to the 50 points.

Prenatal and Childbirth Interview (30 points) Due: September 9, 2015

Interview a mother or father who has a child under the age of 2 about their prenatal and childbirth

experiences. (see assignment on p. 7 of syllabus)

Risk Factor presentation (15 points) Due: September 16, 2015

For the risk factor that you chose, discuss what is not included in the text like the symptoms, statistics

(number of infants that may inherit or have this condition), what it looks like in the newborn or young child,

long-term outcomes or effects. You can find the information on the internet.

Infant/Toddler Observations (4 @ 25 points each) Due: as specified in syllabus

You will make 4- 45 minute observations of an infant or toddler at Eurma Hays and write about the

child’s development in 4 developmental areas. See attached.

CI 405a 5

Cultural Differences in Infant Care practices (30 points) Due: November 18, 2015

Choose a culture to focus on and summarize information from reputable sources. Write about the

cultural beliefs surrounding children’s development and learning and adult behavior toward infants and

toddlers. The paper should be at least 2 to 3 pages in length. Include an introduction to the culture, information

related to the areas above, and a conclusive paragraph. Include citations to reference sources in APA style.

Environment Assessment and Plan (40 points) Due: December 2, 2015

You will use the ITERS (Revised edition) to assess either the Infant or Toddler program at CDL. You

will score the ITERS as instructed and write a plan for enriching the curriculum.

Pamphlet (50 points) Due: December 9, 2015

You are to design a pamphlet for parents on a topic devoted to infant/toddler development. It should

address an issue plus be attractive and easily read by parents. You can use information from websites but you

much put it into your own words. Check with instructor on topic. See below for information on how it will be

graded.

EVALUATION OF PAMPHLET Evaluation Criteria (5 points each)

Has the topic been appropriately introduced? 1 2 3 4 5

Is the handout substantive (enough information)? 1 2 3 4 5

Does the handout present relevant information and examples? 1 2 3 4 5

Does the handout present information concisely (not too wordy)? 1 2 3 4 5

Does the handout present the appropriate breadth of information? 1 2 3 4 5

Is the handout information easy to read (on appropriate reading level)? 1 2 3 4 5

Does the handout present information in an unbiased manner? 1 2 3 4 5

Is the format of the handout well organized and “attractive?” 1 2 3 4 5

Are the sources in the reference list included in the paper & items are referenced throughout the handout? 1 2 3 4 5

Is the topic of the pamphlet found by the student appropriate? 1 2 3 4 5

Is the handout grammatically correct? (minus)1 2 3 4 5

Graduate Student assignment (50 points)

Graduate students are responsible for a graduate level assignment. This assignment should be research-

based in nature. Discuss ideas for assignment with instructor.

NAEYC Standards

Knowledge Indicators – The competent teacher:

1a) Knowing and understanding young children’s characteristics and needs, from birth through age 8;

1b: Knowing and understanding the multiple influences on early development and learning;

2a: Knowing about and understanding diverse family and community characteristics;

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches,

including the use of technology in documentation, assessment and data collection;

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children;

5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate

developmentally meaningful and challenging curriculum for each child.

6b: Knowing about and upholding ethical standards and other early childhood professional guidelines

7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)

CI 405a 6 SPECIAL NEEDS: If any member of this class feels that he/she has a qualified disability and needs special accommodations,

he/she should notify the instructor and request verification of eligibility for accommodations from the Office of Student

Disabilities. Please advise the instructor of such disability and the desired accommodations at some point before, during,

or immediately after the first scheduled class period.

ACADEMIC DISHONESTY:

Academic dishonesty by a student degrades the student’s character and reputation and impedes the teaching-learning

process. Any action intended to obtain credit for work that is not one’s own is considered academic dishonesty (also

known as cheating or plagiarism). Academic dishonesty or misconduct is neither condoned nor tolerated at SIU.

Academic dishonesty may include, but is not limited to, the following:

Submitting another student’s work as one’s own.

Copying from another student’s test, or allowing another student to copy during a test. Using materials that are not permitted during a test.

Copying or having someone other than the student prepare the student’s paper, project, report, or take-home test.

Permitting another student to copy or writing another student’s project, report, paper, or take-home test.

Plagiarizing (presenting material as one’s own original work when, in fact, the material is copied from a published source without adequate documentation).

Any instance of academic dishonesty on an assignment will result in a zero for that assignment and may result in the

failure of the course. Other penalties may include a card recommending that the student not be retained in the early

childhood education major and a faculty vote on suspension or expulsion from the major.

Early Childhood Programs Statement of Professional Conduct

Professional behavior of students is expected at all times, in all practicum settings and in lecture sessions. Keep

in mind that you represent the University and the Early Childhood program. Professionalism should be displayed in your

attire, attitude, and behavior. Because every student is entitled to full participation in class without interruption, all

students are expected to come to class prepared and on time, and remain for the full class period. Disruptive behaviors,

including excessive talking, texting, reading newspapers, and using unauthorized electronic devices during class are not

permitted.

Use of Electronic Devices

The use of personal pagers, cell phones, laptops and other electronic communication devices is strictly prohibited

during class/lab/field placement time. Cell phones are for emergencies only and should be silenced when entering the

classroom, labs, field placements, or any other instructional area. In the case of emergencies, students should indicate this

to the instructor and leave the class to address the situation. Laptops are not permitted in class without instructor

approval. Students found texting, checking emails, surfing the internet, etc, during class or laboratory times may be asked

to leave the classroom. In addition, devices with photographic capabilities may not be used for photographing individuals

against their will or knowledge. While Southern Illinois University is a public institution, it is not a public place, and

therefore taking photographic images of people, places, etc. requires prior approval.

Academic Integrity

The highest standards of academic integrity are expected from all students. The failure of any student to meet

these standards may result in suspension or expulsion from the university or other sanctions as specified in the University

Student Academic Integrity Policy. The University Student Academic Integrity Policy is available from the office of the

Senior Vice President and Provost and from the deans of the individual colleges. Violations include:

1. Plagiarism, representing the work of another as one's own work;

2. Preparing work for another that is to be used as that person's own work;

3. Cheating by any method or means;

4. Knowingly furnishing false information to a university official relative to academic matters;

5. Soliciting, aiding, abetting, concealing, or attempting conduct in violation of this code.

CI 405a 7

Student Progress

The early childhood faculty work hard to support students in our program. Each semester we meet to discuss

concerns that we may have about a student’s progress. Records are kept on the early childhood students so that we can

trouble shoot areas of concern with a student early. Below is a sample of the evaluation form used.

Early Childhood and Elementary Education Disposition Assessment System

If Student Receives:

1 Recommended with

Reservations

2 Recommended with

Reservations

1 Not Recommended

or

3 Recommended with

Reservations

2 Not Recommended

or

4 or more

Recommended with

Reservations

Level 1 Level 2 Level 3 Level 4

Suggested

Action:

Decisions made on

an individual case

basis through faculty

discussion.

Student receives a

letter from the Early

Childhood

Coordinator stating

that a faculty review

of his/her progress

has raised some

concerns and briefly

alerts the student to

those concerns. The

student is invited to

contact the

Coordinator or any

other faculty member

to discuss the

concerns.

A copy of the letter is

placed in the

student’s file.

Student receives a

letter from the Early

Childhood

Coordinator stating

that a faculty review

of his/her progress

has raised some

concerns and briefly

alerts the student to

those concerns. The

student is required to

meet with the

Coordinator to

discuss these

concerns and to

formulate a plan for

remediation.

A faculty vote

regarding the

student’s retention in

the program will be

taken the semester

following the

meeting.

A copy of the letter is

placed in the

student’s file.

Student receives a

letter from the Early

Childhood

Coordinator stating

that a faculty review

of his/her progress

has raised some

concerns and briefly

alerts the student to

those concerns. The

student is required to

meet with the Chair

of the Department of

Curriculum and

Instruction to discuss

these concerns and to

formulate a plan for

remediation.

A faculty vote

regarding the

student’s retention in

the program taken

the semester

following the

meeting.

A copy of the letter is

placed in the

student’s file.

CI 405a 8

Evaluation of Student Proficiency and Dispositions Student: __________________________________________________ Course: ________ Semester: ___________

Student’s email: Instructor:

Basis for Judgment of Student: ( ) University Coursework ( ) Working with Children or Families

Mastery of Course Content: ( ) Competent ( ) Adequate ( ) Weak

Retention in Program: ( ) Recommended with Reservation ( ) Not Recommended

Dispositions Potential Areas of Concern

1. The candidate does not demonstrate professionalism:

· dependability and reliability

· honesty, trustworthiness, ethics

· enthusiasm, love of learning, and commitment to the profession

Attendance/punctuality

Turn in assignments on time

Participation in class/field

Attitude

Plagiarism

Commitment to teaching or working with families

& children

Honesty

Ethics

Other:

2. The candidate does not value human diversity:

· shows respect and sensitivity to the learning needs and abilities of all

individuals · shows respect and sensitivity to the diverse cultures, languages,

races, and family

compositions of all individuals

· strives for best practices to address diverse learning needs and

abilities of all individuals

· strives for best practices to address diverse cultures, languages,

races, and family

compositions of all individuals

· collaborates with diverse peers, professional colleagues, staff, and

families

Rapport with students

Attitude

Appropriate classroom behavior

Rapport with peers

Respect for others

Collaborates with others

Sensitive to others’ needs & differences

Commitment to best practices for diverse cultures,

languages, races, and families

Other:

3. The candidate does not develop professionally:

· engages in ongoing acquisition of knowledge

· engages in development of research-based practices

· assesses own performance and reflects on needed improvements

Verbal skills

Written skills

Attitude

Overall academic performance

Performance in field experience

Other:

If applicable, the student does not meet the following Illinois Professional Teaching Standard(s) # _______________

Final (or projected) grade for course: __________

Comments:

-------------------------------------------------------------------------------------------------------------

I have read the above statement and understand my responsibilities as a student in this course.

Course #_________

Signed by Date

CI 405a 9

Prenatal and Childbirth Interview (30 points)

Student’s Name First Names of persons interviewed Date of interview Directions: Interview an individual or couple who has gone through the childbirth experience within the last two years. Ask the person, or couple to describe their personal experience in detail. Sample questions are included below that you can use and expand on. You can add your own questions. Be sure to cover the complete prenatal, birthing, and postpartum period with the newborn. This assignment must be typed, using 12 point font with correct grammar and spelling and written in 3rd person. Points will be deducted for incorrect spelling, grammar, and lack of complete sentences. Make sure you include your hand written notes for this interview. Length of paper should be at least 2 pages. The assignment is due September 3, 2014. Sample questions: 1. When did she/or couple first realize that she was pregnant? How was her pregnancy confirmed? How did she feel about being pregnant? Did she experience any discomforts during the entire nine months of the pregnancy?

2. Describe the prenatal care? How often did she visit the health care provider? What kinds of medical procedures were used? (AFP, ultrasound, Amniocentesis etc.) Was the medical personal helpful in answering her questions? Were you able to communicate your needs and concerns to her healthcare providers?

3.Did she/or couple decide on any particular birth method such as Lamaze, Bradley, or underwater? Describe this.

4 Did she/or couple read any books during the pregnancy to help her understand what was going to happened during labor and delivery? Name some. 5. Did she attend any childbirth classes to help prepare for the birth? If yes, where, when, and how many? If no why not? Did these classes help prepare her for the birth of her child? Be specific

6.Describe the birth of the child. When and where did her labor start? How long did it last? Describe her labor in detail.

What did the woman's partner do to help her relax? When did she arrive at the hospital? How far dilated was she?

7. Give a detailed description of the woman's birth. Was the father of the baby present for the event? If so how did he help her through the labor and delivery? If father not present who helped her? How? Were any other family members present? Did they help her during labor? Who assisted with the delivery?

CI 405a 10

What interventions were used during the labor? What did they do to help the new mother? Did she feel the medical staff met her need? What did they do to help her during the labor and delivery? Did she feel prepared for this event? Did she receive medication during the labor? What kind? Using these answers write a detailed description of the entire labor and delivery process from beginning to the end. 8. Describe the infant's behavior after the birth. What assessments were performed on the infant. This includes such things as weight, length, shots, reflexes etc. What sounds did the baby make after the birth? What was the Apgar score? When did they clean the baby, present it to the mother? How did she feed it and bond with her newborn? 9. Describe the routine care given to the mother and baby after the birth. Was she able to hold and nurse her baby? What happened to her and the baby during the next few hours after the birth? What happened? Did the baby stay with the parents in the same room? Describe how the couple bonded and interacted with their new family member. Did she feel the nursing staff helped her to adjust to taking care of her new infant? How? How long did she stay in the hospital before going home? Was she prepared for going home? Did she have a support system to help her? 10 Describe how you felt while interviewing this couple? What new information did you learn from this interview? How has this changed your thinking about having a baby? Do you have some questions that you would like to have answered?

Make sure you turn in your hand written notes. The notes go at the end.

CI 405a 11

Infant/Toddler Observations (25 points each)

Student's name: Infant's pseudonym: Age in months/sex: Date and time of observation: Complete the following observation form: You are going to observe for 45 minutes at the CDL on 4 occasions. Remember to sign in and sign out. Please describe examples of behaviors that illustrate what you have studied in class or read in the textbook related to the area of focus of the observation. The four areas will focus on Chapters 4 (The Body: Movement and Sensation), 5 (Cognitive and Brain Development), 6 (Social and Communicative Development), & 7 (Emotion and Attachment) in the textbook. The infant/toddler should be between the ages of 3 to 36 months of age. You can observe a different child for each observation.

During the observation be as unobtrusive as possible. You are the "fly on the wall: sitting off to the side. Do not interact with the infant/toddler. You are there to observe only. Try to be as objective as possible. Avoid words like "helplessly", "angrily", "whined", and "pleaded". Describe the behaviors rather than guessing what the child is thinking or feeling. Be as descriptive as possible.

You must be free to observe during this assignment. It cannot be done if you have primary responsibility for the infant/toddler you are observing.

Description of the environment: Please describe in detail where you observed the infant. What was surrounding him/her? You may draw a picture in place of your written description.

SAMPLE: Shane is a student in the preschool room at CDL. The room is divided into a number of different

areas using low shelving units. The largest area has a circle rug on the floor and looks as though it is intended

to be used for group activities rather than just for the children to use during free play. There is an

iPod/speaker system set up there and both the classroom job chart and student check-in boards are on the

wall. The remaining areas of the classroom appear to be broken up as follows: the library/reading nook

(although there are books in all areas of the classroom, this area specifically has a large quantity of books and

“lounging” furniture), the art area, blocks play and manipulatives, dramatic play, and math/science. The items

on the shelves in each area correspond with the subject matter. There is student work displayed throughout

the classroom. General characteristics: Describe the infant's/toddler’s appearance. Note such characteristics as the infant's skin color, hair, nails and teeth. Include the infant/toddler’s height and approximate weight. What ethnic background is s/he? Describe facial features and any unique characteristics about this child.

SAMPLE: Shane appears to be of average height and weight for a child his age. He has brown wavy hair, an

olive complexion, dark eyes, and long, thick eyelashes. He appears to be of mixed race.

Area of Development: Describe what you observe (don’t just list) and then compare that with information from the book. Give examples of what you are stating about the infant/toddler’s development. Tell me what you observed in order of when it happened. Be descriptive and objective.

SAMPLE OF OBSERVATION: The domain observed with Shane was motor development. Shane was the only child

in the classroom throughout the majority of the observation. As the observation began, he was beginning to

have his afternoon sunscreen applied. The teacher asked if he would like to apply it himself and he said he

would. He held the stick of sunscreen (similar in appearance to a glue stick) in his fist and rubbed it all over

his face. He then took the bottle of liquid sunscreen, used one hand to squeeze some onto his other arm, and

began to rub it in. He had some difficulty with squeezing the bottle single handedly, but when the teacher

offered to help him, he said, “No, I do it.” Shane was able to rub the sunscreen in on both arms and legs.

When he applied it to his legs, he first bent at the waist and rubbed it in as he stood. After just a few

seconds, he sat down and leaned forward to reach his legs.

CI 405a 12

Shane spend a long time playing with a fire truck. At first, he left the truck on the shelf as he

played with it. He stood in front of the shelf, holding the side of the shelf with one hand, and reached in

to play with the truck. He shifted his weight from foot to foot as he stood there. He had a tendency to

shift his weight whenever he was standing stationary. Shane eventually pulled the truck off of the shelf,

put it on the floor, and began to push it slowly towards the circle rug. He used the same form to push the

truck across the floor as he did when he later pushed it up and down a large ramp; he had one hand, palm

flat, on the ground, one hand holding the top of the truck, one leg almost straight behind him, pushing his

hip up in the air, and one knee on the ground.

SAMPLE COMPARISONS WITH BOOK: Molly’s development appears to be appropriate for her age. For

example, Molly was able to go under the parachute on the count of 3 following the lead of the teacher and

imitate her actions. Fogel (2011) states 12 and 24 month-old toddlers are able to imitate acts they have

never seen before. Molly participated in object-centered symbolic games like putting the baby down for

a nap. Also, Molly participated in object-combination symbolic games like pushing a baby around in a

stroller. Fogel (2011) discusses levels of symbolic play: presymbolic acts, self-symbolic acts, object-

centered symbolic games, object-combination symbolic games, and planned symbolic games. There is no

distinct age at which infants and toddlers begin to demonstrate specific levels of play.

Fogel (2011) states toddlers between 12 and 24 months develop the ability to categorize objects. Molly

was using script based memories to categorize events. Molly was able to follow the daily schedule at the

childcare. Molly knew what to do when the teachers asked her to do and follow directions in the

sequence they occur. Summarize: Discuss your thoughts on the infant/toddler’s development. What did you notice about him/her that stood out? What questions did your observation raise for you about development or context for development? What did you learn from this observation? How does this apply to what you might plan for the child in the lab setting?

SAMPLE SUMMARY: Shane appears to be developing normally for a child his age. He had strong motor

control and coordination. He appeared to have good balance and to be capable of complex movement. I

found Shane’s shifting from foot to foot very interesting. Like I mentioned above, he shifted his weight

almost the entire time he was standing stationary. I am curious as to why he does that. Is it because he

is restless? Is it just a habit? Does he need more time or opportunities to expend energy during gross

motor play? One question I have is in regards to how he held the sunscreen stick as he applied it to his

face. He grasped the tube in his palm, making a fist around it. Did he not use a pincher grasp because the

stick was too large? Or has he not developed that skill yet? Because I did not see him engaged in

activities that required much fine motor skill, I cannot be sure of the answer.

When you are ready to turn in your observation, remember to put your name on your paper. You are required to observe the infant/toddler for at least 45 minutes. Make sure you include your hand written notes.

1 to 5 points will be deducted for incorrect spelling, grammar, and lack of complete sentences. The Writing center

is open to help you with your paper.