Child Growth and Development

About the Resource

Attachment Through the Life Course

Description:  Attachment Through the Life Course is a single module in the Psychology collection of NOBA. The chapter begins with the three main learning objectives and a brief overview of attachment theory. The chapter explains the importance of developing healthy attachments in our infancy, various attachment patterns and the difference between secure and insecure attachment. Additional areas cover adult attachment patterns as a result of their attachment patterns in childhood.  The chapter concludes with a few questions to extend the discussion on attachment. 

Authors: 

• R. Chris Fraley, University of Illinois at Urbana-Champaign

Formats:  The module can be accessed online from the NOBA site. In addition, print copies can be ordered at a small price. I created a PDF for students in my class to use (see link at bottom).

Peer reviews:   The book has been reviewed by a CCC faculty member, one from CSU and a faculty member from UC within the California higher education systems. There is also an Accessibility Evaluation.

Cost savings:  The chapter itself is free. Since it is only used as a supplement to the course text there would not be any cost savings. If we were able to use the entire site as a textbook, there would be significant savings. My current textbook is Martorell's Child from Birth to Adolescence which sells for $102. I currently teach approximately 260 students each year. If I were to replace my textbook with an OER text, this could result in potential savings of $26,520.

Accessibility and diversity statement: 

Information on accessibility is not available from the publisher. 

Module PDF
This is a PDF of the module that I included for student to use.

License: 

Attachment Through the Life Course is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This means that you are free to copy and redistribute the material in any medium or format and remix, transform, and build upon the material. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may not use the material for commercial purposes. 

About the Course

HUD 107: Child Growth and Development

Description:  

This course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, from conception through adolescence. Using developmental theories & research methodologies, course emphasis will be on typical and atypical development, maturational processes & environmental factors.  Students will also observe children, evaluate individual differences and analyze characteristics of development at various stages. 

Prerequisites: N/A

GE credit: 3.0 units

Learning outcomes:

Learning outcomes include being able to: 

• Discuss and write about major theories of child development 
• Describe ways in which developmental domains are continuous, sequential and interrelated 
• Demonstrate knowledge of the physical, social/emotional, cognitive and language development of children, both typical and atypical, in major developmental stages 
• Demonstrate knowledge of current research findings as they apply to child development
• Explain how bias can influence the research process 
• Describe objective techniques when observing behavior in children of different ages and different backgrounds 
• Describe the importance of early years and effects of interaction between a child and her/his environment 
• Understand the role of family in facilitating children’s development 
• Outline the role of teachers and other professionals in facilitating children’s development 
• Recognize the role of play and its relationship to development 
• Identify and describe risk factors that impact families and child at each major developmental stage 
• Describe biological and environmental factors influencing the development of identity and self-esteem

Curricular changes:

I created a new web-based assignment on attachment to complement the use of the OER material.  In the past, I would have students use a word processing program and write a report on attachment.  I thought it would be interesting to provide an assignment in class using the classroom IPADS to encourage on-line learning and web-based formats. 

Teaching and learning impacts:

Collaborate more with other faculty: No       
Use wider range of teaching materials: Yes
Student learning improved: Unsure
Student retention improved: Yes   
Any unexpected results: Yes  

I feel that with the additional assignment using IPADs to complement the OER material, student engagement increased.

I was surprised that students still wanted to print out a "hard copy" version of the chapter material from the OER text.  Although, the OER chapter had no images, the students enjoyed the novelty of the supplemental OER reading material.    

Sample assignment and syllabus: 

Sample Assignment
This is the assignment I created for the Fall 2015 class.

Sample Syllabus
This is the syllabus for the Fall 2015 class.

Resource Adoption

OER Adoption Process

I know that there are a few instructors that are open to using OER textbook and resources.  Given that there is not campus-wide support and consensus on the viability of OER texts, I recommend that instructors start by using chapters of CA approved OER textbooks.  

My main motivation to adopt an open textbook was to reduce the textbook cost for students and to provide more access to courses which are cost prohibitive for some students solely due to the cost of the required text.  

Student access:  

Students could access the open textbook on Blackboard in a PDF format.

Student feedback or participation: 

Many of my students appreciated the OER concept. However, many of them still wanted to print out a hard copy of the chapter reading selected.  Being able to review the article in class on projector made it easily accessible to use for our class discussion. For students who do not have access to a computer or internet, I made hard copies for them of the chapter reading. Further, for those students who have differing abilities (DSPS), I needed to submit chapter review material to make the appropriate accommodations (larger font, etc.).

Chantal Lamourelle, Ph.D. 

I am a Human Development and Early Childhood Education professor at Santa Ana College. My passion in life is for learning.  It is my life’s work to continually challenge myself to grow and develop into a model student and teacher in an effort to encourage the love for learning and creative play for all stages in life.  I am committed to preserving the “child” in childhood. I am honored to be able to teach others about best practices for both children and adult learners. Through genuine respect for the child (or "inner child"), I aspire to provide life interactions and experiences that support developmentally appropriate accessibility and play, creativity, high social-emotional esteem and support of a child’s core basic needs. Once those needs are met, I strive to inspire the child’s learning to take them on a path of discovery to awaken their inner genius.    

I teach the following courses both online and on campus: Child & Family in Community, Preschool Child, Fieldwork Preschool Children, Infants & Toddlers, Human Development, Principals and Practices, Sign Language with Young Children, Special Needs Children in the Community, Diversity in Education and Child Guidance. 

I've been teaching in the field of Early Childhood Education for over 25 years. I hold a Master Degree in Early Childhood Education Administration and a Bachelor Degree in Sociology. My advocacy work includes being a State Board Representative for the California Association for the Education of Young Children (CAEYC) in Region 6 (Orange County, Inland Empire, San Bernardino, San Diego), the Vice President of Membership for the Orange County Association for the Education of Young Children (OCAEYC), Board Member for the Californians for the Support of Early Education ( CSEE) and an appointed member for the Orange County Child Care & Development Planning Council.

My vast experience in the field of early care includes the following: Director of Education at Pretend City Children’s Museum, Director for Project REACH at California State University-Long Beach, Preschool Teacher and Director in my family-owned child care centers serving infants to school age children, and Adjunct Child & Human Development Professor.