Early Childhood Development (Teacher)

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.

Examines the progression of development in the physical, cognitive, social, and emotional domains and identifies developmental milestones for children both typical and atypical from conception through adolescence. Emphasis on interactions between biological processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

The processes of socialization focusing on development of identity and the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence.

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Professional application of the principles of human growth and development, learning theories, and examples from various models of developmentally appropriate practice in the study of a play-based and inclusive curriculum. Students will plan learning experiences in all content areas, including indoor and outdoor settings, the facilitation and guidance of all children’s experiences based on developmentally appropriate principles, and to support children’s physical, social, emotional, cognitive, and creative needs from birth to age eight within a cultural context.

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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.

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Appropriate for classroom teachers in various settings including Transitional Kindergarten. Students will identify developmentally appropriate behaviors, challenging behaviors, and the various influences that affect children’s behavior. Students will analyze children’s behaviors and select strategies to make positive changes. Emphasizes the connection between children’s social and emotional development and their success in the classroom, and how the teachers’ perceptions, experiences, and behavior influence child behaviors.

Laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. Includes the teacher’s role in prevention strategies, first aid, emergency preparedness, infectious illnesses, nutrition and meal planning, integrating health safety and nutrition experiences into daily routines, overall risk management, school and family collaboration.

This course provides an overview of language and literacy development in children from infancy to school age. Practical aspects of fostering literacy development in children by improving teachers’ knowledge of literature in early years. It addresses the role of literature, the relationship between early language development and literacy opportunities and methods for developing language and positive attitudes toward literature. The student will develop knowledge and understanding of the normal development of language in the young child, including multi-language learners, and the teacher's role in fostering and facilitating this development by reading books, storytelling, story writing, and use of puppets, flannel boards and props.

Introduces the variations in development of infants and children with exceptional needs and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with exceptional needs, and the identification and referral process. Assessments, interventions, and learning environments for infants and children with exceptional needs.

Introduces the current and appropriate use of assessment and observation tools and strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals. Effective observations that build on respecting and fostering all children’s competence, striving for objectivity and individualizing programs to meet individual children’s learning and developmental assessment. Direct observational experience and application of methods is required weekly.

Examines the historical and current perspectives on diversity and inclusion and the impact of various systemic societal influences on children's development, learning and school experiences. Critical examination of societal and personal attitudes and beliefs, values, assumptions and biases about culture, race, language, identity, family structures, ability, socio-economic status and other issues influenced by systemic oppression. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored as well as approaches to promote inclusive and anti-racist classroom communities. Includes self-reflection on the influence of teachers' own culture and life experiences on teaching and interactions with children and families. Issues related to social identity, stereotypes, and bias will be explored; learn to recognize and confront barriers that interfere with one’s ability to work effectively with diverse populations of children and families. Ethnic/cultural groups referenced within course from the United States of America, including African American, Asian American, Chicano/Latino, European American, Indigenous People of the Americas and Americans of Middle Eastern origin.

Supervised employment of students extending classroom-based occupational learning at an on-the-job learning station relating to the students’ educational or occupational goals including paid or volunteer work experience or an internship. Cooperative effort between student, supervisor and instructor to accomplish professional work objectives, build competencies and broaden experiences in working with children in care and education settings. Within the academic term, students must complete 54 hours of paid or non-paid work for 1.00 unit. Students can earn a maximum of 14 units of Work Experience.

Provides the focal point for the coordination of the student's curriculum with college supervised employment/volunteering in the student's major field. Emphasis on building strong working relationships with supervisors, subordinates, co-workers. Issues pertaining to the modern workplace, including problems often encountered by employees in care and education settings involving ethical dilemmas and conflicts.