Course Outline for Early Childhood Development 90
Practicum: Supervised Experience

Effective: Fall 2024
SLO Rev:
Catalog Description:

ECD 90 - Practicum: Supervised Experience

4.00 Units

Practicum lab experience with young children under the supervision of an ECE/CD faculty and other qualified early education professionals where students will demonstrate developmentally appropriate early childhood program planning and teaching competencies. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning and assessment; knowledge of curriculum content areas, and reflective practice will be emphasized as student teachers design, implement and evaluate approaches, strategies, techniques, and experiences that promote positive development and learning for all young children. Includes exploration of career pathways, professional development, and teacher responsibilities.
Prerequisite: ECD 50 and ECD 56 and ECD 62 and ECD 63.
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 2.00 36.00 72.00 108.00
Laboratory 2.00 108.00 0.00 108.00
Total 4.00 144.00 72.00 216.00
Measurable Objectives:
Upon completion of this course, the student should be able to:
  1. demonstrate knowledge of current research, developmental theories, and understanding of how young children learn by way of planning and implementing developmentally appropriate practices that emerge from observation;
  2. demonstrate best practices in working with all young children in groups while being supervised;
  3. analyze the impact of the classroom environment and daily routines on children’s behavior as a basis for planning;
  4. identify and implement strategies to prevent and/or address young children’s challenging behaviors and to help children learn to resolve conflicts;
  5. plan, implement and evaluate appropriate communication skills that support language acquisition, including first and dual language and the social-emotional development of all young children;
  6. plan, implement, and evaluate curriculum based on the needs and interests of young children to engage them in learning;
  7. demonstrate ability to observe, document and use assessment to monitor children’s progress and to adjust learning experiences;
  8. incorporate principles of the Universal Design Learning (UDL) to adjust curriculum, environments, routines, and teaching strategies to meet the individualized needs of young children;
  9. demonstrate the ability to build strong partnerships and practice effective communication techniques with families and other adults in the classroom to support young children’s development and learning;
  10. demonstrate the ability to use reflection, professional communication, and constructive performance feedback to other adults in the ECE setting to improve teaching skills;
  11. demonstrate developmentally appropriate, professional, and ethical practices in supervised early childhood classrooms;
  12. describe current California licensing requirements, career ladder, and resources for the early childhood educator;
  13. reflect on student teaching experiences to guide future teaching and collaborative practices;
Course Content:
Course Content (Lecture):
 
  1. Theory to Practice
    1. Developmentally, culturally, and linguistically appropriate practices
    2. Current research related to children's development and learning
    3. State and national standards
  2. Professionalism and Ethics
    1. The role and responsibilities of the student-teacher
      1. Typical teaching and non- teaching activities in early childhood settings
      2. Self- reflection and self- assessment
      3. Ethical practices
      4. Appropriate communication and interactions with supervising teacher, peers, children, and families
      5. Positive dispositions of caring, support, acceptance, and fairness
    2. Skills for working with other adults
      1. Co-plan and co-teach with others
      2. Supervision of others in the classroom such as aides and parents
      3. Constructive performance feedback to adults
  3. Development and implementation of developmentally appropriate experiences for young children
    1. Planning emergent curriculum based on observation and individual needs 
    2. Using observation and authentic assessment in the planning of developmentally appropriate experiences 
    3. Environments for teaching and learning
      1. Use of space and floor plans indoors and out
      2. Equipment and material selection
      3. Instructional technology
      4. Routines and schedules
      5. Effects of floor plans and routines on children's behavior
    4. Curriculum Cycle-observation, planning, implementation, evaluation, and documentation
      1. Observation
        • Strategies
        • Goals
      2. Planning
        • Based on observation
        • Elements of a lesson plan
        • In collaboration with others
      3. Implementation
        • Developmentally appropriate practices
        • Variety of strategies
          1.  intentional teaching
          2. Teachable moments
          3. Child- initiated and teacher- directed interactions
          4. Focused conversations
          5. Flexibility
      4. Reflection and evaluation
        • Reflection on the experience
        • Adaptations for multiple reasons
        • Incorporated into future planning
      5. Documentation
        • Purpose
        • Types
    5. Selecting materials and experiences based on the developmental needs of individual children and the group
    6. Planning and implementing the state guidelines in a play-based environment for teaching and learning
    7. Teaching in content areas to support individual children across all developmental domains by adapting curriculum and materils as needed
      1. The use of teacher's discipline-based knowledge in the content areas
      2. Supporting children's content learning and developing skills
      3. Key content appropriate for young children as contained in the California Infant/Toddler and Preschool Foundations and Curriculum Frameworks
        • Social and emotional development
        • Language and Literacy
        • English Language Development
        • Mathematics
        • Visual and Performing Arts
        • Physical Development
        • Health
        • History- Social Sciences
        • Science
        • Integration of content areas across the curriculum
  4. Teacher child interactions 
    1. Building relationships with children within a culturally sensitive context
    2. Developing and expanding language skills in children in both English and primary language
    3. Fostering critical thinking and problem solving skills  with children
    4. Adults’ role in modeling for young children
  5. Guidance and classroom management  
    1. Impact of environment on child’s behavior
    2. Respectful teacher/child communication
    3. Positive guidance strategies and techniques
      1. Proactive/preventive guidance strategies
      2. Interactions and positive interventions
      3. Cultural perspectives on guidance
    4. Conflict resolution and problem solving to meet the individual needs of children
    5. Developmentally appropriate expectations
    6. Challenging behavior and unique needs of children with special needs
    7. Dual focus: balancing individual and group needs
    8. Staffing and scheduling
    9. Effects of outside factors

Course Content (Laboratory):
 
  1. Development of the Early Childhood Teacher
    1. Developmental stages of the teacher
    2. Self reflection, attitude and awareness
    3. Role of the teacher in early care and education settings
    4. Receiving and using constructive feedback 
    5. Reflective practices to improve teaching skills
    6. Portfolio documentation
    7. Ongoing professional growth and development 
  2. Perform typical teaching and non-teaching activities.
    1. Observe children as a basis for planning
    2. Plan and implement curriculum and learning experiences for key content and skill areas across the curriculum based on observation and assessment. 
    3. Use the environment such as physical space, routines, materials, equipment to promote children's development and learning
    4. Implement Universal Design for Learning (UDL) to meet children's individual needs including first and/or second language acquisition.
    5. Demonstrate a variety of teaching strategies.
    6. Contribute as a member of the teaching team.
    7. Use reflection to adjust personal teaching approaches, plans, and the environment.
    8. Set developmentally appropriate expectations for young children's behavior.
    9. Document learning and developmental outcomes
    10. Demonstrate ethical and professional practice. 
  3. Family Engagement  
    1. Developing effective communication skills within a cultural context
    2. Respectful communication
    3. Supporting home language
    4. Recognizing the family as the primary caregiver
    5. Home school relationship
    6. Partnering with families to support children's learning
    7. Supporting families with a child who has special needs
    8. Family conferences
  4. Developing as a Professional Educator
    1. Adult communication techniques
    2. Effective team building skills with others
      1. Co-plan and co-teach with others.
      2. Supervision of other in the classroom such as aides and parents
      3. Constructive performance feedback to adults
    3. Professional advocacy and obligations
    4. National Association for the Education of Young Children (NAEYC) Code of Ethical conduct
    5. Qualifications and standards for teachers in California
      1. Title 22
      2. Title V
      3. Commission on Teachers Credentialing Teaching Performance Expectations (TPEs)
    6.  Career ladder
    7.  California Preschool Foundations
    8. Continuing professional development
    9. Professional portfolio
    10. Professional responsibilities for the learning outcomes of all children
Methods of Instruction:
  1. activities
  2. Audio-visual materials
  3. Demonstration and implementation of curriculum
  4. Lecture/Discussion
  5. Demonstration/Exercise
  6. Case Study
  7. Activity play
  8. Laboratory
  9. Distance Education
  10. Portfolio Development
  11. Presentation of audio-visual materials
  12. Role play
  13. Small groups
Assignments and Methods of Evaluating Student Progress:
  1. Observe in a variety of classrooms and write a brief description of each classroom, complete comparison and contrast each environment based on age and development of children.
  2. Based on classroom observation and child observations, and using a planning template provided by instructor, students will plan and implement a minimum of 3 activities with children in different curriculum areas, and reflect on and evaluate the activity. This is a Key Assessment for NAEYC Accreditation and must be used by all instructors who teach this course.
  3. Teacher observation: Focus on the teacher and classroom functioning. Focus will be on the teacher interactions with children and teacher to teacher/adult interactions. Evaluate teacher’s philosophy as it relates to the needs of the children and evidence of planning for the individual as well as the group.
  4. Self video taking on curriculum activities: Student teacher will videotape each of the curriculum activities presented to the children. The CLASS observation tool will be the base to self reflect, receive and/or give peer feedback. Student teacher will write a self reflection on the practicum experience.
  5. Students will individually put together a documentation board for the curriculum that they planned and implemented.
  6. Creation of a child's portfolio: through the semester, student teacher will select to observe one child and take notes on 5 domains described in the observation tool DRDP. Each domain will be supported with running record notes in three different measurements. The use of the DRDP will allow student teacher to identify the child's developmental growth as well identify areas that the child would need more support.
  7. Classroom observation and assessment: ECERS, ITERS, or FCERS environmental observational tool will be used to rate all areas in the classroom. It will allow students teacher to identify areas that can be improved in the indoor and outdoor environment.
  8. Student will create a power point on one of the curriculum activities they present to the children. They will present it to the class.
  1. Class Participation
  2. Attendance
  3. Written assignments
  4. Ongoing lab observation and evaluation
  5. Journal writing
  6. Demonstration of practice and skills
  7. Peer student evaluation of student demonstrations
  8. Final Examination or Project
  9. Lab Activities
  10. Online Assignments
  11. Oral Presentation
  12. Portfolios
Upon the completion of this course, the student should be able to:
  1. Apply a variety of effective approaches, teaching strategies, manage the classroom, monitor children’s development and learning, guide behavior, and use reflection on teaching practice to guide future planning.
  2. Design, implement, and evaluate curriculum and environments that are developmentally and linguistically appropriate, engaging, and supportive of development that are developmentally and linguistically appropriate, engaging, and supportive of development and learning based on observation, assessment and foundations of early childhood education and knowledge of individual children.
  3. Use knowledge of current research and understanding of how children learn to plan and implement curriculum.
  4. Demonstrate the skills of a professional teacher including effective communication, ethical practice, responsibilities to children and families, and commitment to ongoing professional development.
Textbooks (Typical):
  1. Jennifer Paris, Kristin Beeve, & Clint Springer (2019). Introduction to Curriculum for Early Childhood Education College of the Canyons https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Book%3A_Introduction_to_Curriculum_for_Early_Childhood_Education_(Paris_Beeve_and_Springer).
  1. Eyrich, S., Ruiz, W., Stephens C. (2020). Practicum- field experience workbook Publication by College of the Canyons.
  2. Sue Bredekamp, and Copple (2021). Developmentally Appropriate Practice in Early Childhood Programs, (4th). National Association for Preschool Education.
  3. Harms, T., Clifford, R. M., Crye, D. (2014). Early Childhood Environment Rating Scale (3rd ). Middle English Edition.
  • California Preschool Learning Foundations (volumes 1,2,and 3): https://www.cde.ca.gov/sp/cd/re/psfoundations.asp
  • DRDP for infants and toddlers. https://www.cde.ca.gov/sp/cd/ci/documents/drdp2015infanttoddler.pdf
  • DRDP 2015 for preschoolers. https://www.cde.ca.gov/sp/cd/ci/documents/drdp2015preschool.pdf
Abbreviated Class Schedule Description:
Practicum lab experience with young children under the supervision of an ECE/CD faculty and other qualified early education professionals where student will demonstrate developmentally appropriate early childhood program planning and teaching competencies. Students will explore career pathways, develop professional behaviors, and make connections between theory and practice. Child centered, play-oriented approaches to teaching, utilizing assessment tools, knowledge of curriculum content areas, and reflective practice will be emphasized as student teachers design, implement and evaluate learning experiences that promote positive development and learning for all young children.
Prerequisite: ECD 50 and ECD 56 and ECD 62 and ECD 63.
Discipline:
Child Development/Early Childhood Education*