Course Descriptions & Syllabi

Course Descriptions & Syllabi

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Note: some or all of the courses in the subjects marked as "Transfer" can be used towards a transfer degree: Associate of Science and Arts or Associate of Engineering Science at DACC. Transferability for specific institutions and majors varies. Consult a counselor for this information.

Areas of Study | | EDUC170 syllabus

COURSE TITLE:Infant/Toddler Curriculum
DIVISION:Liberal Arts

Infant/Toddler Curriculum will provide a framework for planning and implementing a developmentally appropriate program for infants and toddlers. It will emphasize caregivers building responsive relationships with children and their families, creating environments that offer a variety of experiences that interest and engage children, carefully observing children before deciding whether and how to intervene and planning and implementing a quality program both in center based and family based settings.

A guide through areas and issues necessary to plan and implement a quality program for infants and toddlers including: creating environments, ensuring children’s safety, promoting children’s health and guiding behavior. Attention is also given to planning routine and activities that will enable children to explore and discover their world.


NOTES: 16 hours of observation is required at the DACC Child Development Center in addition to in-class time.

This course is not available for web registration.

Upon completion of this course, students will be able to:
  • Identify the critical indicators of quality for programs serving infants and toddlers and recognize the harmful effects of poor quality care on infants and toddlers through weekly graded assignments.
  • Demonstrate their ability to identify the components of an appropriate curriculum for working with infants and toddlers as evidence on exam.
  • Recognize the link between planning and decision making and the use of a curriculum for working with infants and toddlers through cooperative group discussions that are monitored and evaluated.
  • Gain knowledge of the importance of responding to each child based on an understanding of individual styles through weekly textbook readings and monitored discussions.
  • Recognize warning signs of potential problems and make decisions regarding service for child and family through administering/scoring ASQ (Ages and Stages Questionnaires).
  • Identify the purpose of observing, describing the difference between objective and subjective observations and record factual and accurate observation of children as evidence in observation written reports.
  • Use information gathered about each child’s development to plan for each child and use information about each child’s development with families and involve them in planning through developing and sharing portfolio’s on assigned child.
  • Demonstrate knowledge necessary to plan and carry out developmentally appropriate activities through developing graded weekly plans for use in an infant/toddler classroom/home.
  • Gain the skills necessary to build and maintain relationships with families based on trust with families and appreciate the influence of culture through developed family project and graded presentation.

  • Creating Environments
  • Designing appealing, functional spaces
  • Selecting and organizing materials
  • Indoor and outdoor environments
  • Promoting Safety and Health
  • Identifying quality safety and health practices
  • Helping children develop healthy habits
  • Practices related to keeping children safe
  • Allowing exploration with safety in mind
  • Guiding Children's Behavior
  • Goals for guiding children's behavior
  • Identifying challenging behaviors
  • Strategies for positively guiding behavior
  • Partnering with families
  • Routines
  • Masking routines manageable and comfortable
  • Supportive ways to respond to children during hellos and good-byes
  • Individualizing diapering routines, eating/mealtime routines, and sleep/naptime routines
  • Using dressing routines to help children feel competent and cared for
  • Daily Activities
  • Interrelatedness of routines and activities
  • Learning which occurs while playing with toys
  • Supporting children's play
  • Valuing art experiences with young children
  • Planning appropriate art activities
  • Value of pretend play for social/language development
  • Using a variety of props for pretend play

Dodge, Diane Trister, Rudick, Sherrie, Berke, Kai-Lee. The Creative Curriculum for Infants and Toddlers (3rd Edition). Washington, D.C.: Teaching Strategies, Inc., 2011

See bookstore website for current book(s) at

A point system, based on the following criteria, will be used to evaluate the student’s performance in this class.

In-class activity demos 120 points
Activity plans & CDC Interactions 170 points
Ages and Sstges Questionnaires 40 points
Lesson Plans 80 points
Observation Reports 160 points
Presentation 70 points
Final Project & Exams 100 points
In-class participation 60 points

Total 800 points

92-100% A
84-91% B
76-83% C
68-75% D
67-0% F


Membership in the DACC community brings both rights and responsibility. As a student at DACC, you are expected to exhibit conduct compatible with the educational mission of the College. Academic dishonesty, including but not limited to, cheating and plagiarism, is not tolerated. A DACC student is also required to abide by the acceptable use policies of copyright and peer- to-peer file sharing. It is the student’s responsibility to become familiar with and adhere to the Student Code of Conduct as contained in the DACC Student Handbook. The Student Handbook is available in the Information Office in Vermilion Hall and online at:

Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Testing & Academic Services Center at 217-443-8708 (TTY 217-443-8701) or stop by Cannon Hall Room 103. Please speak with your instructor privately to discuss your specific accommodation needs in this course.

Fall 2018

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