4/23/2024 2:55:24 AM	CHILD 51 Course Outline as of Fall 1981	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  CHILD 51	Title:  INTRO EARLY CHLD ED
Full Title:  Introduction to Early Childhood Education
Last Reviewed:1/23/2023

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:

Analysis of historical and contemporary models of early childhood education: philosophy, goals, teacher's role, curriculum, facilities and equipment; relationships with children and teachers guidance of them.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for English 100A or equivalent.

Limits on Enrollment:

Schedule of Classes Information
Description:

Analysis of historical and contemporary models of early childhood education: philosophy, goals, teacher's role, curriculum, facilities and equipment; relationships with children and teachers guidance of them.

(Grade Only)
Prerequisites:
Recommended:Eligibility for English 100A or equivalent.
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 1981	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:
CID Descriptor: ECE 120	Principles & Practices of Teaching Young Children	SRJC Equivalent Course(s): CHLD51

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

  Students will:

     1. Compare and contrast a variety of educational programs and

        learning theories related to early childhood programs.

     2. Evaluate effective strategies for assessment behavior

        guidance.

     3. Apply information for developmentally appropriate

        curriculum in the areas of cognitive, social/emotional,

        and physical development for young children.

Topics and Scope

  1.  History and philosophy of early childhood education.

 2.  Basic principles of early childhood education.

 3.  Kinds of schools and their purpose:  daycare centers, home

     care, foster care, montessori, english infant schools, nursery

     schools, froebel, and open end schools.

 4.  Professional ethics in early childhood education.

 5.  Learning about oneself and about other's feelings.

 6.  Early childhood materials and experiences:

        a. what are they?

        b. Kinds of curriculum and meaning to children

        c. Purposes of curriculum for young children

 7.  Study of early childhood teaching methods - guides for speech

     and action

Assignments:

  Student will:

     1. Investigate specific early childhood program models and

        and create curriculum that reflects the philosophy of that

        model.

     2. Observe a specific educational model and complete program

        observation form.

     3. Observe a group of children and make recommendation for

        solutions to specific behavior problems.

     4. Create a learning environment that includes recommendation

        for activities that promote social and cognitive growth in

        each major area.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 0 - 80%
Written homework, Reading reports, Essay exams, Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 20%
Field work
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 0 - 0%
None

Representative Textbooks and Materials:

  BEGINNINGS AND BEYOND by Gordon and Browne.

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