| 6/9/2026 6:37:08 PM |
| New Course (First Version) |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 351 | Title:
ESL CHLD DEV: EARLY CHL |
|
| Full Title:
VESL for Child Development: Intro to Early Childhood Ed |
| Last Reviewed:10/8/2007 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 1.00 | Lecture Scheduled | 1.00 | 17.5 max. | Lecture Scheduled | 17.50 |
| Minimum | 1.00 | Lab Scheduled | 0 | 17.5 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 1.00 | | Contact Total | 17.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 35.00 | Total Student Learning Hours: 52.50 | |
Title 5 Category:
AA Degree Non-Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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This course is designed for non-native English speaking students in the child development field, with a specific focus on introduction to early childhood education. This class supports and is linked with CHLD 51 and provides practice in reading, writing, listening, and speaking skills.
Prerequisites/Corequisites:
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
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This course is designed for non-native English speaking students in the child development field, with a specific focus on introduction to early childhood education. This class supports and is linked with CHLD 51 and provides practice in reading, writing, listening, and speaking skills used in introductory early childhood education.
(Grade or P/NP)
Prerequisites:
Recommended:
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:
Not Certificate/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, students will be able to:
1. Recognize key vocabulary used in introductory early childhood
education, in English.
2. Identify Spanish-English cognates as used in early childhood education
written materials, in English.
3. Use basic grammar in writing and speaking.
4. Pronounce comprehensibly modeled speech.
5. Read and restate in simple English the main idea of one or more
sentences taken from a child development textbook in the area of early
childhood education.
6. Generate sentences in writing with subject, verb, and complete idea.
7. Apply correct punctuation and capitalization at the sentence level.
8. Develop formal statements to clarify one's personal/professional
identity in working with children ages 0-5:
a. The multiple roles of a teacher
b. The importance of working in early childhood education
c. One's personal characteristics and areas of improvement vis-a-vis
working in early childhood education
Topics and Scope
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I. Vocabulary Recognition
A. Spanish-English cognates used in early childhood education
(examples: education, professional, evaluation, emotional, infant,
personal, normal)
B. General vocabulary with high-frequency application to early
childhood education (examples: early, special needs, transition,
cultural competency, establishing limits)
C. Technical terms used in professional early childhood educational
settings (examples: California Child Development Permit Matrix,
domains of development, IDEA (Individuals with Disabilities
Education Act), IEP (Individual Educational Plan)
II. Reading
A. Reading basics: pre-reading warm-up, eliminating subvocalization,
using pictures or context to aid in comprehension
B. Sentence-level comprehension in English
C. Reading strategies for comprehension of children's literature
1. Fiction
2. Non-fiction
D. Paragraph structure and main ideas
E. Test taking techniques
III. Writing
A. Punctuation basics with focus on punctuation at end of sentence
B. Capitalization rules with focus on words at the beginning of
sentence and proper nouns
C. Spelling basics
D. Parts of a sentence and identification of nouns, action verbs, and
adjectives
E. Development of simple, complete sentences with basic word order
F. Various writing skills: narration, description, process
G. Restatement in English of main ideas of key vocabulary from written
work completed in Spanish in CHLD 51
IV. Listening/Speaking Skills
A. Pronuciation and key vocabulary
B. Listening strategies
C. Strategies for making personal introductions
D. Key phrases for clarifying and asking questions in spoken English
E. Key vocabulary or main idea in spoken instructions
F. Discussion skills for effective group work
G. Techniques for oral reading of children's literature
H. Strategies for telling personal stories
V. Grammar Application
A. Basic verb tenses:
1. Present tense of "be"
2. Simple present tense
3. Present progressive tense
4. Past tense of "be"
B. Affirmative statements
C. Negative statements
D. Question form
1. Yes-no questions
2. Wh- information questions
a) Open-ended questions (How did that make him feel?)
b) Limited-response questions (When is snack time?)
E. Answer form
1. Short answers
2. Complete answers
F. Subject pronouns, object pronouns, possessive adjectives
G. Simple sentence form
Assignments:
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Representative Assignments:
1. Reading and writing assignments:
a) Write complete sentences with focus on
(1) punctuation and capitalization
(2) spelling
(3) grammar
b) Read at the sentence level from course textbook used
in CHLD 51 (approximately 1-2 pages per week)
c) Read simple children's literature or basic ESL
stories about children/families (approximately 5 pages per
week)
d) Use student-generated written material in Spanish from the
linked course, CHLD 51, and rewrite certain sections in
English
2. Skill demonstrations:
a) Recognition of key child development vocabulary through
picture identification and matching
b) Participation in partner or small group activities to
demonstrate mastery of target grammar
c) Role plays to:
(1) present new information/activities to children
(2) conference with parents regarding the
development/progress of their child
(3) read a story aloud for children
(4) introduce oneself within a professional context in
preparation for visiting a local childcare facility
d) Discussion and oral presentation of early childhood
education concepts
3. Problem Solving: Generate common challenging situations related
to working with children ages 0-5. Role play possible
outcomes for each different challenge.
4. Quizzes on vocabulary, grammar, and reading using child
development as the context (3-5)
5. Final exam including various objective and subjective questions
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
10 - 30% |
| Writing assignments | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
5 - 10% |
| Problem solving role plays | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
10 - 30% |
| Skill-based role plays; presentations | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
20 - 40% |
| Multiple choice, True/false, Matching items, Completion | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 15% |
| Attendance and participation | |
Representative Textbooks and Materials:
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Herr, Judy. Working with Young Children. Tinley Park, Illinois: The
Goodheart-Wilcox Company, Inc.: 2004.
Herr, Judy. Trabajando con Ninos Pequenos. Tinley Park, Illinois: The
Goodheart-Wilcox Company, Inc.: 2005.
Instructor prepared materials.
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