Course Outline for Early Childhood Development 50
Early Childhood Principles and Practices

Effective: Fall 2023
SLO Rev: 08/23/2021
Catalog Description:

ECD 50 - Early Childhood Principles and Practices

3.00 Units

Historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children and teaching strategies in supporting physical, social, creative and intellectual development of children birth through age eight. Explores the typical roles and expectations of early childhood educators emphasizing the key role of relationships, constructive adult-child interactions. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development.
1305.00 - Child Development/Early Care and Education*
Letter Grade Only
Type Units Inside of Class Hours Outside of Class Hours Total Student Learning Hours
Lecture 3.00 54.00 108.00 162.00
Total 3.00 54.00 108.00 162.00
Measurable Objectives:
Upon completion of this course, the student should be able to:
  1. describe historical, current issues and global approaches for early care and education;
  2. differentiate between various types of settings in relation to the ages served, regulations, philosophies, and teacher requirements;
  3. identify the roles and responsibilities of an early childhood educator for curriculum and teaching, family engagement, ethical practice, and professional interactions with others in the classroom;
  4. identify and compare the developmental stages and needs of children, birth through age eight as it relates to developmentally appropriate practices;
  5. describe developmentally appropriate practices and the value of play as a vehicle for developing skills, knowledge and strengthening relationships among young children;
  6. compare and contrast principles of positive guidance and interactions which promote children’s social competence in a caring community;
  7. explain how theories of learning and development to early childhood guide environment design, curriculum, and teaching strategies;
  8. explain the ongoing curriculum cycle of observation, planning, implementation, and assessment;
  9. identify supports for first and dual language learners in developing English language and literacy skills for children birth through age eight including support for the home language;
  10. demonstrate understanding of environmental rating instruments of quality in early childhood programs;
  11. explain the professional standards of early care and education and importance of establishing relationships with coworkers, families, children and the professional community;
  12. develop a personal and professional philosophy using a theoretical perspective and Developmentally Appropriate Practices (DAP).
Course Content:
  1. Historical and Current Approaches
    1. Factors increasing demand for early childhood care and education programs
    2. Theories of development and learning
    3. National and international philosophies of educations and care
    4. Educational philosophies
    5. Types of programs
      1. Childcare centers and family child care homes
      2. Ages served
      3. Governance, licensing, and regulations
      4. Personnel requirements
    6. Programs for children with exceptional needs;
    7. Meeting American with Disabilities Act (ADA) standards
    8. Developmentally Appropriate Practices
    9. State and national standards for quality and content
  2. Introduction to the Profession of Early Childhood Teaching 
    1. Teacher's knowledge
      1. Child development
      2. Teaching strategies which reflect Developmentally Appropriate Practices (DAP)
      3. Foundations of the academic disciplines they will be teaching (e.g., language and literacy, the arts, mathematics, social studies, science, technology and engineering, physical education)
      4. State and national standards
      5. Environmental rating instruments
        1. Evaluate/assess quality early care and education settings
        2. Elements of quality environments, interactions and relationships
        3. Assess support for staff, families and children
    2. Teacher's Personal Qualities
      1. Flexibility
      2. Tolerance
      3. Patience
      4. Critical thinking
      5. Physical ability
      6. Mental health
      7. Self-reflection
      8. Awareness of personal attitudes and bias
    3. Teacher's Role
      1. Relationships and interactions with children, families, and others
      2. Planning and evaluating curriculum
      3. Intentional teaching
      4. Creating supportive environments
      5. Cultural competency
        1. Dual Language Learners
        2. Families
        3. Staff
      6. Communication strategies and purposes
        1. Teacher-child interactions and focused conversations
        2. With families as partners
        3. Positive guidance and pro-social behavior
        4. Collaboration and supervision of other adults in the classroom
    4. Professional Growth
      1. Philosophy of teaching
      2. Professional Development
      3. Role of Advocacy
      4. Professional Memberships and Affiliations
      5. Career Pathways
      6. Child Development permit
      7. NAEYC Code of Ethical Conduct
  3. Children's Development Birth through Eight
    1. Physical
    2. Cognitive
    3. Language
    4. Social
    5. Emotional
    6. Influences on development
      1. Heredity and Environment
      2. Families
      3. Culture
      4. Teachers
      5. Communities
  4. Introduction to Developmentally Appropriate Teaching and Learning Environments
    1. Elements of Early Childhood Environments
      1. Indoor and outdoor design and uses of physical space
      2. Rountines
      3. Equipment and materials
      4. Emotional climate
      5. Relationship to curriculum goals
      6. Impacts on behavior
      7. Health, safety, and nutrition
      8. Family involvement spaces
      9. Adjusting for ages, abilities, and interests
      10. Staffing/Zoning
    2. Early Childhood Teaching
      1. Introduction to developmentally appropriate approaches
      2. The ongoing cycle of observation, planning, implementation, and assessment
      3. Observation
        1. Identifying elements of objective observations
        2. Types of observations
      4. Effective pedagogy for young children
        1. The importance of relationships
        2. Play-based teaching and learning
          1. Teacher-guided
          2. Child-initiated
        3. Positive guidance and discipline
        4. Typical learning trajectories in different domains of development and their implications for curriculum design
        5. Supports for dual language learners
        6. Modification for individual needs
      

Methods of Instruction:
  1. Lecture/Discussion
  2. Distance Education
  3. Activity play
  4. Class and group discussions
  5. Online Assignments
  6. Written assignments
  7. Group Presentations
  8. Media presentations
  9. Role play and group work
  10. Student presentations and resource speakers
Assignments and Methods of Evaluating Student Progress:
  1. Use assessment tools to observe and evaluate early childhood programs
  2. Write reflections on readings
  3. Observe and write evaluations of early childhood development programs
  4. Using the knowledge of the importance of Early Childhood Education in completing an advocacy assignment.
  1. Class Participation
  2. Attendance
  3. Final Examination
  4. Midterm Examination
  5. Written assignments and observations
  6. Final Examination or Project
Upon the completion of this course, the student should be able to:
  1. Compare and contrast historical and current early childhood education perspectives, theories, program types and philosophies.
  2. Explain how foundational knowledge of child development and learning theories inform envvironments, pedagogy, and interactions in early care and education settings.
  3. Identify the roles, requirements, responsibilities, and ehtical conduct of early childhood teachers as professional educators.
Textbooks (Typical):
  1. Stephanie Feeney, Eva Moraqvcik, Sherry Nolte, Doris Chistensen (2019). Who Am I In The Lives of Children (11th). Pearson Learning Solutions.
  • N/A
Abbreviated Class Schedule Description:
Explores the typical roles and expectations of early childhood educators emphasizing the key role of relationships, constructive adult-child interactions. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development.
Discipline:
Child Development/Early Childhood Education*