To enable student-teachers to:
1. Appreciate the value of studying children and acquire beginning skills in observation for the purpose of child study.
ECCD 101 Revised July 2013
2. Increase their knowledge and awareness of the rights of children as ratified by the Convention on the Rights of the Child (CRC) and how these rights are reflected in the context of Early Childhood Education.
3. Understand the nature and general patterns of child growth and the concept of holistic development.
4. Become knowledgeable of key theories of child development
5. Understand the different stages and developmental characteristics of the child from conception through age eight, in the context of theories of development.
6. Understand the central role of play in holistic development/learning.
7. Understand the teacher’s role in promoting good health practices of children.

COURSE MODULES/UNITS: (Detailed outlines attached)
Unit 1: Introduction to Child Study and Theories of Child Development (15 hours)
1. Why study child development?
2. Key terms in child development
3. Goals for children’s development (human rights for children)
4. Observing children’s development
5. Theories of child development
Unit 2: Stages and Theories of Child Development (15 hours)
1. Stages of development.
2. Psycho-motor domain – physical growth and motor coordination
3. Cognitive domain – intellectual development and language
4. The Affective domain – social, emotional, moral development.
5. Self-concept and self-esteem in child development.

Unit 3: The Role of Play in Development ( 15 hours)
1. What is play?
2. Stages of play
3. The value of play in promoting physical, social, emotional and intellectual development and well-being.
4. Gender issues in children’s play

Course Work: 50% of course grade (1 written paper + class activities /assignments)
Examination: 50% of course grade
ECCD 101 Revised July 2013
REQUIRED READINGS:
Essa, Eva (2011). Introduction to Early Childhood Education, Annotated Student’s Edition (6th Ed). Belmont, CA: Wadsworth.
NAEYC (2010) Standards for Initial & Advanced Early Childhood Professional Preparation Programs http://www.naeyc.org/ncate/files/ncate/file/faculty/Standards/NAEYC%20Initial%20and%20Advanced%20Standards%203_2012.pdf
ADDITIONAL READINGS:
Marion, M. C. (2010). Introduction to early childhood education: A developmental perspective. Pearson. (Can be accessed as an on-line text) Ozretich, R., Burt. L Doescher, S.M., and Foster, M. (2010). Case studies in early childhood education: Implementing developmentally appropriate practices Pearson (Can be accessed as an on-line text).
ECCD 101 Revised July 2013

Introduction to Child Study and Theories in Child Development
Time: 15 hours
Instructional Objectives:
At the end of the unit student-teachers should be able to:
1. Give valid reasons why teachers should develop a personal, comprehensive view of young children.
2. Define and explain key terms used in the study of child development
3. Explain the main principle of selected theorists
4. Show understanding of various learning theories and how they relate to young children
5. Compare and contrast behaviorist and constructivist theories of development and their implications for teaching and learning
6. Suggest experiences and teaching practices that support different theoretical principals in the learning environment
7. Demonstrate specialized knowledge base, care competencies and skill while conducting child study.
Content
I. Why study child development?
Suggested Activities:
 Brainstorm and share personal views regarding why studying child development is important
 Read and discuss in class articles available on this topic
 Find and present articles of personal interest relating to theories of development and childhood studies
II. Key Terms in Child Development
Suggested Activities:
 Research the definitions and descriptions of the various terms and discuss these in class, guided by the tutor/lecturer
 Share personal understandings of the meanings of the different terms. Discuss how these are different from the textbook.
III. Goals for Children’s Development (Human Rights for Children)
Suggested Activities:
 Research relevant texts and prepare a list of universal development goals for children
 Review child rights and universal goals
 Review relevant aspects of the CRC document and discuss in class: Should children have these rights?
 Share personal views on “child rights”
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I. Observing Children’s Development
Suggested Activities:
 Participate in tutor-led lecture discussion on the value of and basic skills and ethics of observing children
 Review different types of observation instruments
 Practice observing a child and using a developmental checklist appropriately
 Tutor led discussion on criteria for preparing child study
II. Theories of Child Development
a. Psycho-sexual and Psycho-social (Freud, Erickson)
b. Cognitive (Piaget, Vygotsky)
c. Social Learning (Bandura)
d. Ecological (Bronfenbrenner)
e. Childhood Studies (Cannella)
Suggested Activities:
 Research information on individual theorists and present in class
 Reflect on and compare the perspectives taken by the different theories
 Compare personal views with those of the theorists
 Write a critique of one theory
 Create own personal “eclectic” theory and share this with the class
 Debate the pros and cons of chosen theorist
ECCD 101 Revised July 2013

Stages and Theories of Child Development
Time: 15 hours
Instructional Objectives:
At the end of the unit student-teachers should be able to:
1. Give valid reasons why teachers should develop a personal, comprehensive view of young children.
2. Describe and sequence the general mile stones of child growth and development from conception through age eight (8), relative to the domains of development, viz. psychomotor, cognitive, and affective.
3. Identify and explain the effects social and cultural factors impact on children’s growth and development from conception onward.
4. Explain the concept of socialization and its influence on personality and the social development of children
5. Explain the meaning of the terms: self-concept and self-esteem and how children can be helped to develop these two attributes positively.
6. Reflect on own life’s journey and the influences that shaped your personal development.
Content:
I. Stages Of Development
a. Different stages and schooling levels traditionally observed in the Eastern Caribbean
i. 0-2+: Day care/Child Care
ii. 3-5 years : Preschool
iii. 5-8 years Lower Primary
Suggested Activities:
 Compare different ideas on developmental stages
II. Psycho-Motor Domain – Physical Growth and Motor Coordination
a. Motor development and abilities, gender differences
Suggested Activities:
 View appropriate films/audio visuals/transparencies
 Prepare assigned reading for discussion
 Observe similarly aged children of both genders and keep a log of differences noted on their physical development
 Note children’s skills and abilities in motor development
III. Cognitive Domain – Intellectual Development and Language
a. Research on brain development
b. Sensitive periods in development of the brain (see Hinde’s theory)
c. Development of cognition and perception (see Piaget’s theory and relevant stages)
d. Sensory-perceptual development (visual, auditory, olfactory, tactile, gustatory)
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e. Language development relevant stage characteristics and abilities
f. Vygotsky’s perspective on language development
g. Absence of male role models at home and school
Suggested Activities:
 Read assigned texts on cognitive development at this stage
 View and discuss visuals and articles on brain development
 Discuss the concept of “sensitive” periods in development
 Conduct some of Piaget’s cognitive experiments with one or more infants in the first two years of life. Compare your findings with Piaget’s and prepare a short written report
 Read relevant articles/chapters from texts/journals on Piaget’s theory and discuss and share opinions
 Participate in tutor-led discussion on Vygotsky’s theory and perspectives on language development
 Discuss language concerns of children (include discussions on developmental delays in language development, second language acquisition, and dialect differences)
 Brainstorm creative suggestions for promoting children’s language development e.g., create ‘on-the-spot’ rhymes, jingles, songs for children
IV. The Affective Domain – Social, Emotional, and Moral Development
a. Attachment in infancy (bonding)
b. Temperament (the easy child, the difficult child, the slow-to warm up child)
c. Effects of temperament on adult/child relationships (research)
d. Erikson’s stage theory emphasis on first four (4) stages
e. Piaget’s theory – stranger anxiety
Suggested Activities:
 Reflect on own experiences with infants and young children of different temperaments
 Discuss personal views on research findings about the effects of temperament on adult/child bonding and attachment
 Discuss factors that contribute to development of basic trust or mistrust according to Erikson
 Test Piaget’s stranger anxiety theory
 Construct matrix of skills/abilities of children in each developmental domain (0-8 years)
V. Self-Concept and Self-Esteem in Child Development
a. Meaning of self-concept
b. Meaning of self-esteem
c. Importance of self-concept and self-esteem in personality development
d. Factors that contribute to development of negative and positive self-concepts
e. Practical tips for building children’s positive self-concept and self-esteem
Suggested Activities:
 Discuss personal understandings of the terms self-concept and self-esteem
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 Reflect on your own personality traits. How would you rate your own self-concept and level of self-esteem? Share feelings with each other in dyads or triads. Discuss the importance of self-concept and self-esteem in personality development.
 Form two groups: Group A discusses and develops a list of behaviors that typify “negative self-concept and low self-esteem.” Group B discusses and develops a list of behaviors that typify “positive self-concept and high self-esteem.” Generate two posters (using the computer) and mount on classroom walls.
 Role-play and discuss types of teacher behaviors and attitudes that influence how children’s self-concepts and self-esteem may develop.
ECCD 101 Revised July 2013

The Role of Play in Development
Time: 15 hours
Instructional Objectives:
At the end of the unit student teachers should be able to:
1. Define play.
2. Identify and describe types and stages of play.
3. Discuss the importance of play in the holistic development of children.
4. Develop an effective play environment to accommodate individual differences among children.
5. Incorporate play into learning goals and teaching plans
6. Demonstrate an ability to facilitate and support children’s play in an environment that is free from stereotyping (e.g. class, gender, ability, etc.)
Content:
I. What is play?
Suggested Activities:
 Participate in tutor-led lecture discussion on play
II. Stages Of Play
a. Solitary
b. Onlooker
c. Parallel
d. Associative
e. Co-operative
Suggested Activities:
 Research, read and report on articles, text passages on play
 Engage in structured observations of children of different ages at play; relate observations to Parten’s stages of play. To what extent are the principles of her theory evident in play activities observed?
III. The Value of Play in Promoting Physical, Social, Emotional and Intellectual Development and Well-Being.
Suggested Activities:
 Identify and discuss various ways that play strengthens children’s coping abilities
 Research and read articles on play promotion and enhancement and try out strategies with children
IV. Gender Issues in Children’s Play
a. Attitudes to girls’ and boys’ in play activities
b. Gender stereotyping in play.
c. What can teachers do to promote gender-balanced approaches to play?
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Suggested Activities:
 Review and reflect on one journal article on a particular gender issue e.g. stereotyping in toy selection
 Discuss how to create play spaces that are gender neutral
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SCHEME OF ASSESSMENT AND COURSE ASSIGNMENT
Course work (50% of the grade)
30% for written assignment
20% for classroom exercises/activities, etc.
Course Assignment
Child Study
At the site where you will conduct field observations during Year I Semester I, you will choose one child to observe. This is your opportunity to actually see child development in action. You should plan to observe the selected child on at least THREE (3) different occasions.
Observed the child selected for a minimum of THREE (3) hours, using an approved observational instrument. During the observation, you should:
 Collect evidence on the ways in which the child displays the different developmental stages (cognitive, affective, psychomotor) discussed in class;
 paying careful and close attention to the kinds of play in which the child engages.
In the final paper, you will be required to write:
(1) A description of the child studied (demographics)
(2) A discussion of the child’s:
a. development characteristics in relation to the stages of development studied (e.g. physical, social);
b. behaviour in relation to the three domains (cognitive, affective, psychomotor);
c. play activities that shed light on his or her dominant stage of play based on Parten’s stages
(3) Identify from the above an area in which the observed child can be assisted to improve. Describe TWO (2) activities/strategies that can be used to help the child in this area

Core Courses
Sociology Unit 1
SOCI1151 Module 1: Sociology, Culture and Identity
SOCI1152 Module 2: Social Institutions: Family, Religion, Education
SOCI1153 Module 3: Social Stratification and Social Mobility

Sociology Unit 2
SOCI2151 Module 1: Population Studies
SOCI2152 Module 2: Social Order, Social Control and Deviance
SOCI2153 Module 3: Social Development and Poverty

History Unit 1
HIST1091 Module 1: Indigenous Societies
HIST1092 Module 2: Slave Systems: Character and Dismantlement
HIST1093 Module 3: Freedom in Action

History Unit 2
HIST2091 Module 1: Atlantic World: Interactions
HIST2092 Module 2: Atlantic Development: Identity and Industry
HIST2093 Module 3: International Relations: Conflict and Liberation

Electives