| 7/27/2026 4:45:08 AM |
| Inactive Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
CHLD 113 | Title:
SCHOOL AGE CURRICULUM |
|
| Full Title:
School Age Curriculum |
| Last Reviewed:11/1/2004 |
| 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 113
Catalog Description:
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Focuses on developing environments and activities for children age 5-14 involved in before- and after- school programs. Emphasis is on planning developmentally and culturally appropriate curriculum. Recommended for people working in programs serving school-aged children.
Prerequisites/Corequisites:
Recommended Preparation:
Child 10 or 110.3. Eligibility for ENGL 100 or ESL 100.
Limits on Enrollment:
Schedule of Classes Information
Description:
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Emphasis is on planning developmentally and culturally appropriate curriculum for children aged 5-14. Recommended for people working in programs serving school-aged children.
(Grade Only)
Prerequisites:
Recommended:Child 10 or 110.3. Eligibility for ENGL 100 or ESL 100.
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | | Effective: | | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, the students will be able to:
1. Design an appropriate indoor environment for a school-age care
program.
2. Design an appropriate outdoor environment for a school-age care
program.
3. Select materials that are developmentally and culturally appropriate
for the indoor environment.
4. Select materials that are developmentally and culturally appropriate
for the outdoor environment.
5. Plan a week of nutritious snacks for school-age children.
6. Plan and evaluate developmentally and culturally appropriate activities
for school-age children.
7. Adapt activities for special needs children in a school-age program.
8. Identify curriculum to parents and use parent input in curriculum
planning.
9. Incorporate multiple intelligences into curriculum planning.
10. Create a daily schedule for a school-age care program.
11. Develop a plan to balance homework time and play time in the daily
schedule.
12. Develop a weekly curriculum plan for a school-age care program.
13. Identify children's interests and developmental readiness through
observation for certain activities.
14. Use a curriculum-planning web to plan curriculum around a theme
identified through observation.
15. Create a plan for a special day, contest, hunt or club.
16. Employ appropriate techniques of guidance and discipline for
school-age children.
17. Identify causes of stress in children, common reactions to stress
shown by children and techniques to relieve stress in children.
18. Identify community resources that aid families.
19. Employ positive conflict resolution techniques.
20. Exhibit professional conduct in dress, issues of confidentiality, and
ethical behavior.
21. Analyze one's own interactions and practices with school-age children,
families, and fellow staff members.
Topics and Scope
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1. Planning indoor and outdoor environment for school-age care program.
2. Selecting appropriate materials for school-age programs.
3. Techniques for supervising indoor and outdoor activities.
4. Planning, executing and evaluating appropriate activities for
school-age children.
5. Inclusion techniques for special needs children.
6. Communication skills with staff and parents.
7. Developing daily and weekly plans incorporating multiple intelligences
8. Planning nutritious snacks.
9. Homework in your program.
10. Observation as a tool for planning curriculum.
11. Webbing as a curriculum planning tool.
12. Planning special event days, contests, hunts and clubs.
13. Guidance and discipline.
14. Stress in children and families.
15. Community resources and referral techniques.
16. Conflict resolution.
17. Acting as a professional.
Assignments:
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1. Read assigned texts (1-2 chapters/week) and handouts in preparation
for class meetings.
2. Keep a journal reflecting on concepts and practices presented in the
course.
3. Complete reaction essays, approximately one page in length, on films,
speakers and other class presentations.
4. Observe school-age programs and complete observations focused on
environments and other parts of curriculum.
5. Design an indoor room plan for a school program.
6. Design an outdoor space plan for a school-age program.
7. Research activities appropriate for school-age children, choose
appropriate activities, execute activities with school-age children,
and evaluate activities.
8. Continue portfolio development adding such artifacts as indoor and
outdoor environment observation critiques, planning tool for
developing appropriate activities, appropriate activities
executed and evaluated, a weekly menu of nutritious snacks, a daily
schedule, a statement of belief about behavior management and other
pertinent artifacts.
9. Engage with fellow students in problem solving around issues
concerning school-age curriculum.
10. Complete short answer essay exams and multiple choice, true/false
exams.
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
50 - 75% |
| Written homework, Reading reports, observations, activity plans, journal | |
| 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 - 25% |
| Activity demonstrations | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
10 - 25% |
| Multiple choice, True/false, Essay exams. | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 0% |
| None | |
Representative Textbooks and Materials:
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Half a Childhood: Quality Programs for After School Hours. 2nd Ed.
By Judith Bender, Charles Flatter, and Jeannette Sorrentino, 2002. (ISBN
0-91705-10-7)
THE NSACA STANDARDS FOR QUALITY SCHOOL AGE CARE by Janette Roman, ed.
National School Age Care Alliance, 1998. (no ISBN)
Optional: KIDS TIME by Child Development Division, California Department
of Education, 1994. (ISBN 0-8011-11155-2)
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