4/25/2024 9:35:34 PM	CHLD 51 Course Outline as of Spring 2002	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 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:  CHILD 51

Catalog Description:

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

Prerequisites/Corequisites:

Recommended Preparation:

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:
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. Explore career and professional growth opportunities in the field

     3. Apply information for developmentally appropriate

        curriculum in the areas of cognitive, social/emotional,

        and physical development for young children.

     4. Evaluate current issues in a socio/cultural/political context.

Topics and Scope

  1.  History and philosophy of early childhood education.

 2.  Basic principles of early childhood education that promote

     developmentally appropriate practices.

 3.  Exploration and comparison of a variety of early childhood programs

     and philosophies.

 4.  Professional ethics and advocacy in early childhood education.

 5.  Learning about oneself, children and families in a socio/cultural

     context

 6.  Early childhood materials and environments.

 7.  Study of early childhood teaching strategies.

 8.  Explanation of career opportunities in ECE.

 9.  Parent/teacher partnerships.

Assignments:

  Student will:

     1. Investigate specific early childhood program models and evaluate

        curriculum that reflects the philosophy of that model.

     2. Observe a specific educational model and complete program

        observation form.

     3. Read and evaluate a variety of publications in order to become

        acquainted with professional resources in the field of ECE.

     4. Evaluate and reflect on personal and professional growth as a

        teacher (qualities,  characteristics) through journaling and

        class writing.

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 40 - 85%
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 15 - 65%
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:

  Gordon and Brown.  Beginnings and Beyond.  4th ed. Delmar Pub. Albany,

 NY. 1995.

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