SRJC Course Outlines

5/20/2019 6:29:37 PMCHLD 185.1 Course Outline as of Fall 2019

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 185.1Title:  CREATIVE INDOOR ENVIRON  
Full Title:  Creative Indoor Environments for Young Children
Last Reviewed:1/28/2019

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum1.50Lecture Scheduled1.5017.5 max.Lecture Scheduled26.25
Minimum1.50Lab Scheduled04 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total1.50 Contact Total26.25
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  52.50Total Student Learning Hours: 78.75 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHLD 85.1

Catalog Description:
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This course examines the creation of appropriate and creative indoor learning environments for programs serving infants, toddlers and preschool-age children, and transitional kindergarten classrooms.  Students will review techniques and strategies for the design of environments that meet the developmental needs of young children.  Principles of planning, assessment, and design for home, center based and school environments will be explored and applied.

Prerequisites/Corequisites:


Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course examines the creation of appropriate and creative indoor learning environments for programs serving infants, toddlers and preschool-age children, and transitional kindergarten classrooms.  Students will review techniques and strategies for the design of environments that meet the developmental needs of young children.  Principles of planning, assessment, and design for home, center based and school environments will be explored and applied.
(Grade or P/NP)

Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
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:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:Effective:Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Certificate Applicable Course



COURSE CONTENT

Student Learning Outcomes:
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Students will:
1. Identify, describe, and assess factors that contribute to the design of developmentally
    appropriate indoor environments for infants to preschool, including transitional
    kindergarten children.
2. Compare and contrast aspects of indoor environments that support whole child development
    and provide a variety of opportunities for learning.
3. Design indoor environments that meet the developmental needs of young children.

Objectives: Untitled document
1. Create appropriate indoor play spaces/environments for young children.
2. Assess and plan children's learning environments using innovative and creative
    strategies.
3. Meet the developmental needs of infants, toddlers, preschoolers and children in transitional
    kindergarten through environmental design, in center, school, and home-based programs.
4. Develop plans for a variety of learning areas appropriate to the developmental level of the
    children served.
5. Plan components of an indoor environment that support children with special needs.
6. Identify and utilize different environmental assessment tools.
7. Describe the role environments play in young children's learning.

Topics and Scope
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I. General Principles of Early Childhood Environment Design
    A. Supporting whole child development through the environment
    B. Maria Montessori's environment design theories
    C. Modern contributions to environment design theory and practice
         1. Anita Olds
         2. Jim Greenman
         3. Cryer/ Harms Environmental Rating Scales
         4. California Community Care Licensing requirements
II. Elements of the Environment
    A. Health and Safety
    B. Learning areas that promote development
         1. Biosocial development
          2. Psychosocial development
          3. Cognitive development
          4.  Language development
     C. Family friendly space
    D. Supportive environments for caregivers and teachers
    E. Elements that support pro-social behaviors
    F. Elements that reflect diversity in the environment
    G. Flexible space for Family Child Care
III. Environments that Support Children's Developmental Needs
    A. Environments for infants
    B. Environments for toddlers
    C. Environments for preschool-age children
    D. Unique considerations for Transitional Kindergarten programs
    E. Unique considerations for multi-age groupings
    F. Universal design principles for children with special needs
IV. Choosing Furnishing and Materials
    A. Safety
    B. Developmental considerations
    C. Flexibility
V. Considerations for Creative Environments
    A. Loose parts for creative play
    B. Elements that provoke curiosity and intellectual development
    C. Design elements that create flexibility and encourage multiple uses
VI. Early Childhood Learning Environmental Assessment Tools
    A. Common assessment tools
         1. Using ECERS tools
         2. Finding alternative tools
     B. Selection and use of appropriate environmental assessment tools
VII. Creating Interest Areas for Learning
    A. Block area arrangement and materials
    B. Dramatic Play area arrangement and materials
    C. Art area arrangement and materials
    D. Science and Sensory play area arrangement and materials
    E. Language, Literacy and Reading area arrangement and materials
    F. Math and Manipulative play area arrangement and materials
     G. Flexible arrangement of interest areas

Assignments:
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1. Reading of assigned text and handouts (approximately 150 pages total)
2. Discussions of reading and course materials
3. Select an indoor learning environment and use a rating tool to conduct an assessment for one of the specified
    age groups
4. Written report based on the rating scale assessment, with an emphasis on supporting the
    development of the whole child (4-5 pages)
5. Design and create a graphic plan and/or model of an indoor environment for young children
    that demonstrates age-appropriate components (diagram and written paper of 3-4 pages)
6. Reading or article response (1-2 essays, 2-3 pages each)
7. Interest area design plan (diagram and written paper of 2-3 pages)

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 - 60%
Reading response; written report on rating scale; written portion of design project
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
20 - 40%
Assessment using rating tool; design project; interest area design plan
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
10 - 20%
Class participation; discussions


Representative Textbooks and Materials:
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Designs for Living and Learning: Transforming Early Childhood Environments. 2nd ed.  Curtis, Deb and Carter, Margie. Redleaf Press. 2014 (classic)
Instructor prepared materials

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