SRJC Course Outlines

9/16/2019 10:09:55 AMCHLD 51 Course Outline as of Fall 2017

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 51Title:  ECE PRINCIPLES-PRACTICES  
Full Title:  Principles and Practices of Early Childhood Education
Last Reviewed:2/27/2017

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

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:  CHILD 51

Catalog Description:
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This survey course of the early childhood education field provides an analysis of historical and contemporary models. Topics include an examination of developmentally and culturally appropriate principles as they apply to children's development, program components, teacher/child/family relationships, professional ethics and career development. The student is required to observe and participate for 18 hours in a licensed early childhood program. The course is appropriate for students wishing to work with children from birth through age eight in a variety of childcare and educational programs.

Prerequisites/Corequisites:


Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This survey course of the early childhood education field provides an analysis of historical and contemporary models. Topics include an examination of developmentally and culturally appropriate principles as they apply to children's development, program components, teacher/child/family relationships, professional ethics and career development. The student is required to observe and participate for 18 hours in a licensed early childhood program. The course is appropriate for students wishing to work with children from birth through age eight in a variety of childcare and educational programs.
(Grade or P/NP)

Prerequisites:
Recommended:Eligibility for ENGL 1A 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:TransferableEffective:Fall 1981Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:
 CID Descriptor: ECE 120 Principles & Practices of Teaching Young Children SRJC Equivalent Course(s): CHLD51

Certificate/Major Applicable: Both Certificate and Major Applicable



COURSE CONTENT

Student Learning Outcomes:
Upon completion of the course, students will be able to:
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1.  Compare and contrast historical and early education perspectives, theories, and program types
    and philosophies.
2.  Describe the role of of the early childhood educator, including ethical conduct and
    professional pathways.  
3.  Identify indicators of quality in early childhood programs related to the environment,
    curriculum, and teaching strategies.

Objectives: Untitled document
Upon completion of the course students will be able to:
1. Compare and contrast a variety of early childhood educational theories, philosophies, program
    models, and licensing and regulatory structures.
2. Describe principles that define high quality early childhood educational and care programs as
    they relate to children of all abilities, their families, teachers, program and curriculum
    development.
3. Describe how observation and assessment are used to develop curriculum, effective teaching
    strategies, and positive learning environments.
4. Analyze early childhood educational and care practices in a social and cultural context.
5. Define professional development and ethics in Early Childhood Education.
6. Develop strategies to maintain communication and access with English language learners.
7. Identify a variety of positive guidance and interaction strategies that encourage children's
    social competence and promote a caring classroom community.
8. Construct a professional philosophy of Early Childhood Education, incorporating current
    information on career pathways and opportunities.
9. Develop a plan for career pathways in the field of Early Childhood Education.

Topics and Scope
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Topics will include but not be limited to:
I. The Field of Early Childhood Education
    A. Historical perspectives in early childhood education and care
    B. Introduction to and comparison of major program models, theories, and philosophies
II. Principles for Instructional Strategies and Program Components
    A. The role of observation and assessment for planning and curriculum development
          1. Developmental needs of children
          2. Program components
     B. Learning activities/curriculum in the domains of development
         1. Physical
         2. Cognitive/language
         3. Social-emotional
    C. Developmentally appropriate practice
         1. The role of play in curriculum
          2. Constructivist learning
    D. The anti-bias curriculum; culturally inclusive education and care
    E. Inclusion of children with special needs
         1. Least restrictive, inclusive environments
         2. Resources in the community
    F. Indoor and outdoor environments
         1. Physical
         2. Temporal (schedules and routines)
         3. Interpersonal
    G. Safety
III. The Role of the Teacher
    A. Relationships with children
         1. Positive guidance strategies
         2. Facilitating play and learning
    B. Relationships with families
         1. Cultural and social influences
         2. Teacher, parent, and family interactions
         3.  Supporting families with children who are English language learners
    C. Relationships with staff and other professionals
    D. Professional ethics relating to early childhood practices
    E. Professional development
         1. Career requirements and options
         2. Explanation of credentials, certificates and permits
         3. Professional philosophy

Assignments:
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Assignments may include:
1. Examine a variety of early childhood program models to compare and contrast educational
    philosophies reflected in each model. Class presentation ( 5-15 minutes) and written analysis
2. Complete 18 hours of participation in a licensed early childhood  program to develop a basic
    understanding of program components and curriculum development
3. Compose a series of reflective essays (a journal) that evaluate the application of the principles
    of practice observed at the student's participation site (approximately 7 essays of 2-4 pages each)
4. Utilize observation tools and checklists that reflect developmentally appropriate principles to
    study and evaluate the role of the child, teacher, and environment in program and curriculum
    development
5. Interview an early childhood teacher to investigate the professional development and job
    responsibilities of the occupation (written report, approximately 3-5 pages)
6. Develop a portfolio that reflects a pathway for professional growth and an understanding of
    occupational requirements
7. Evaluate a professional publication in order to become acquainted with professional resources
    in the early childhood field (1 publication with a written response of 2-4 pages)
8. Complete weekly reading assignments from the text or handouts (approximately 20-30 pages)
9. Essay and short answer 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
30 - 50%
Written homework, reading reports, reflective essays, interview report, portfolio
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 10%
Utilize observation tools and checklists
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Essay and short answer exams
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
20 - 40%
Class participation and attendance; class presentation; required hours at early childhood program


Representative Textbooks and Materials:
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Beginnings and Beyond: Foundations in Early Childhood Education. 10th ed. Gordon, Anne Miles and Browne, Kathryn Williams. Wadsworth Publishing. 2016
Effective Practices in Early Childhood Education. 3rd ed. Bredekamp, Sue. Pearson. 2016
Foundations: Early Childhood Education in a Diverse Society. 6th ed. Gonzalez-Mena, Janet. McGraw-Hill. 2013
 
SpanishTextbook:
La Infancia y su Desarrollo. Gordon, Anne Miles and Browne, Kathryn Williams. Wadsworth Publishing. 2001 (classic)

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