Credit:1-Quarter Hour
Clock Hours: 10 Contact Hours

Course Description

            The infant and child’s brain grows at a phenomenal rate.  Imagine.  Every experience is NEW!  As infants and toddlers grow and develop, their brains begin to make new connections, refine existing connections, and prune away unused connections.  An environment that is stable, nurturing, and enriched will help sculpt a brain full of connections.  Stress, abuse, neglect, poverty, poor childcare, ineffective parents, and other factors can inhibit dendrite growth, stunting the connections, and inhibiting learning and development.

Course Objectives

To increase understanding of brain development as it relates to the early childhood brain; brain anatomy, neural growth and development, synaptic formation.

To increase understanding of the consequences of enriched environments regarding brain development, learning, and behavior.

To increase understanding of the consequences of impoverished environments regarding brain development, learning, and behavior.

To identify and understand the consequences of educational and child-rearing practices as they impact early childhood brain development.

Identify strategies to help to mitigate the negative effects of detrimental early childhood experiences on learning, behavior, and interpersonal skills development.

To identify teaching strategies to support and empower students in early childhood programs.

Student Expectations

Attend all class sessions.

Actively participate in class discussions and activities.

Complete a written assignment by designated completion date.

Level of Application

This course focuses on application and implementation levels.

Target Audience

Teachers, classroom assistants, counselors, administrators, club and activity advisors of students of all ages preschool through twelfth grade parents and community members, law enforcement officers and everyone who works with children.

Methods of Instruction

During this course, the instructors methods of instruction will include lecture, large and small group work activities, brainstorming, videotape presentations and/or participant presentations.

Grading Criteria

All participants must complete a written assignment to receive college credit. This course if offered for a letter grade. The following requirements are grading guidelines:

45% In-class activities

15% Class participation

40% Written assignment completed outside of class

Texts and Required Learning Materials

Participants will receive required text and materials the first class session.

Plans for Transferring Skills into the Work Setting

Methods for encouraging the transfer of newly acquired skills into the work setting will include discussion and problem solving groups; reading; sharing of successful strategies in class, and practicing new skills during the workshop.

Suggested Bibliography & Video References

Participants will receive a complete bibliography, print and Internet. Additional resources will be distributed in class, as appropriate.

Assignment Options

Using the information you have learned in class, rework two of your current teaching lessons to reflect your increased knowledge of early childhood learners.

Reflecting on what you know about how brains learn, reflect on your classroom and/or school setting with emphasis on what changes need to be made to improve student learning and reduce student fears.

Design a mini-in-service for an audience of your choice to inform them about the effects of violence on the developing brain and how you will judge the effectiveness of your presentation. Possible audiences might include: your peers, parents, or students.

Create a display that illustrates the effects of violence on the developing brain. Include your target audience, the purpose, and goals of your display, and how you will judge the effectiveness of your display.

Create an assignment that meets your specific needs and/or interests. Check with the instructor.