ECD307 - Infant/Toddler Learning Environment & Development

Outline info
Last revision date 2018-06-12 12:23:56.912
Last review date 2018-06-12 12:23:56.914

Subject Title
Infant/Toddler Learning Environment & Development

Subject Description
Students apply infant/toddler developmental principles to planning an age appropriate curriculum. Students evaluate the achieved milestones and needs of individual children. It is essential that students have professional understanding of infant and toddler development sequences.

Credit Status
One credit in the Early Childhood Education Diploma Program. To obtain credit in both FWK307 and ECD307 students must successfully pass both subjects. Passing only one of these subjects will result in a failing grade for both subjects.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Identify the characteristics of infant and toddler development from a holistic perspective.
2. Identify the processes that underline the theory and development of secure attachment.
3. Relate the concepts and principles of child development to an infant and toddler curriculum.
4. Explain strategies that support, encourage, and extend learning in an infant and toddler environment.
5. Develop infant and toddler curriculum based on observation and developmental assessment.
6. Design an infant and toddler environment that is developmentally and age appropriate.
7. Employ relevant CECE Code of Ethics and Standards of Practice

Upon completion of the Early Childhood Education diploma, students should have achieved the following generic outcomes and vocational skills.

Generic Skills Learning Outcomes
Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences.
2. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
3. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
4. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
5. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
6. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
7. collect, analyze, and organize relevant and necessary information from a variety of sources.
8. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
9. create innovative strategies and/or products that meet identified needs.
10. manage the use of time and other resources to attain personal and/or project-related goals.
11. take responsibility for her or his own actions and decisions.
12. adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
13. represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

Vocational Learning Outcomes
Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. plan curriculum* that is based on a thorough understanding of child development*.
2. plan and implement individual programs and curriculum* to meet the developmental needs of children*.
3. utilize a variety of observation techniques* to enhance work with children*, families*, and co-workers.
4. maintain responsive relationships* with individual children* and groups of children*.
5. establish and maintain safe and healthy environments* which best meet the requirements of current legislation*, regulatory bodies, and program policies.
6. develop and maintain effective written, oral, nonverbal, and electronic communications with children*, families*, co-workers, employers, and individuals/agencies.

7. apply relevant legislation*, policies, procedures, and regulations to early childhood education programs and settings in a changing social context.
8. apply a personal philosophy of early childhood education within the framework of ethical and professional standards*.
9. act in a manner consistent with principles of fairness, equity, and diversity* to support the development and learning of individual children*, within the context of his/her family*, culture*, and society.

(1) @2002, Ontario Ministry of Training, Colleges and Universities

*see web site at:

Essential Employability Skills
Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.

Respond to written, spoken, or visual messages in a manner that ensures effective communication.

Apply a systematic approach to solve problems.

Use a variety of thinking skills to anticipate and solve problems.

Locate, select, organize, and document information using appropriate technology and information systems.

Analyze, evaluate, and apply relevant information from a variety of sources.

Show respect for diverse opinions, values, belief systems, and contributions of others.

Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

Manage the use of time and other resources to complete projects.

Take responsibility for one's own actions, decisions, and consequences.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

All courses in Module 1 and 2.

Students without the required prerequisites must consult the program co-ordinator before registering.
-Required documentation: Current Police Check, First Aid/CPR, Seneca Medical Form.
NOTE: ECD Intensive stream - can be taken concurrently with ECD202/FWK202.

Topic Outline
Infant / Toddler Environment:

1.   Observation/assessment skills for infants and toddlers
2.   Health, hygiene and safety in the infant and toddler environement
3.   Infant and toddler environments that support optimum development
4.   Programming and scheduling
5.   Working with families
6.   CECE professional practice in Infant/Toddler Environments

Infant / Toddler Development:
1.   Physical Growth
2.   Motor development
3.   Attachment
4.   Temperament
5.   Social/Emotional development
6.   Language development
7.   Cognitive Development
8.   Specific observation techniques for infants and toddlers
9.   ELECT for assessment and program planning

Mode of Instruction
Instruction will occur via lectures, workshops, videos and some online research.

Prescribed Texts
Children, 14th Edition, 2018;(Pkg W/ CPS 2-Year Connect)
By John W. Santrock; McGraw Hill, ISBN#9781260098327

Infants, Toddlers and Caregivers: A Curriculum of Respectful, Responsive  Relationship-Based Care and Education, 10th Edition
By Janet Gonzalez-Mena and Dianne Widmeyer Eyer; McGraw Hill, ISBN# 9780078110344

It's now student's responsibility to download and photocopy DRDP I/T assessment:

Infant / Toddler Environment Rating Scale, Revised Edition (ITERS-R Spiral) 2006,
By Thelma Harms, Debby Cryer & Richard M. Clifford; Teachers College Press, ISBN#0-8077-4640-1 (13 digit: 9780807746400)

ELECT -"Early Learning Learning for Every Child Today- A framework for Ontario early childhood settings"      

How Does Learning Happen?

College of ECE of Ontario Code of ethics and Standards of Practice:


Reference Material
A Writer's Resource, 3rd edition
By Maimon, Peritz, Rubens, McGraw Hill, ISBN#9780070685840

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online ( or at Seneca's Registrar's Offices.

Modes of Evaluation
Student must pass both the class and field placement requirements of both co-requisite courses. Failure to pass either the class or the field placement course will result in a failing grade in the co-requisite course as well.

Students must retain a duplicate of all assignments.  All assignments are due in hard copy form at the beginning of class. Late assignments will be subject to the following penalties:
After the start of class to one week late: 10% of total assignment grade will be deducted.
Second week late: 20% of total assignment grade will be deducted . If the assignment is not submitted within the two weeks after the due date it will be assumed that the student chooses not to submit the assignment and a grade of 0 will be assigned. The final grade will be calculated by adding the grades for the assignments submitted.

Students must request an extension for assignments in writing before the assignment due date. Extensions will be granted on an individual basis and many require submission of documentation to verify lateness. The instructor will determine any grade penalty that may apply.
Assignments / Presentations are to be grammatically correct, and marks will be deducted for errors in spelling, grammar, capitalization and punctuation.  It is expected that students have a sufficient command of the English language to express their thoughts clearly in both written assignments and class discussions.

All assignments / presentations must be cited.  Students are referred to the recommended Text "A Writer's Resource" or the following web site for Seneca College library APA Style Guide for citation and Guide to Integrating Quotations (APA Style):

Students are strongly encourage to attend all classes and assessments.  It is your responsibility to cover any missed materials.  Presentations or exams missed without sufficient documented reason, will result in a grade of zero for the missed assessment(s).
The student must attain a combined grade of at least 50% on the term work and the final exam to pass the course.
For further information on evaluation and academic standing, see a copy of the Academic Policy available at Seneca registration offices or online at:

It is assumed that students have, and can apply, the knowledge from Module 1 and 2.

Grading is based on the following marking scheme:                       

                         30%  -  Infant/toddler gathering presentation
                         40%  -  DRDP Assignment
                         30%  -  Final Exam


Approved by: Sandra Noble