| 6/9/2026 6:37:08 PM |
| New Course (First Version) |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 380.2 | Title:
ESL CHLD DEV: 3-5 YRS |
|
| Full Title:
ESL for Child Development: Developmental Trends Child 3-5 yr |
| Last Reviewed:10/27/2008 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | .50 | Lecture Scheduled | .50 | 17.5 max. | Lecture Scheduled | 8.75 |
| Minimum | .50 | Lab Scheduled | 0 | 8.5 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | .50 | | Contact Total | 8.75 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 17.50 | Total Student Learning Hours: 26.25 | |
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 developmental trends in children 3-5 years. This class supports and is linked with CHLD 110.2 and provides practice in the reading, writing, listening and speaking skills used in exploring the growth and development of young children.
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 developmental trends in children age 3-5. This class supports and is linked with CHLD 110.2 and provides practice in the reading, writing, listening and speaking skills used in exploring the growth and development of young children.
(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 the students will be able to:
1. Recognize key vocabulary related to physical, socio-emotional, and cognitive development of children age 3-5.
2. Identify Spanish-English cognates as used in child development in writing and speaking.
3. Use English to describe typical developmental expectations of the 3, 4 and 5 year-old child.
4. Demonstrate through role play the ability to apply developmental theory to real-life situations in a variety of social contexts.
5. Read and restate in simple English the main idea of a sentence or short paragraph taken from a child development textbook in the area of developmental trends of children age 3-5.
6. Generate sentences and short paragraphs in writing.
7. Correctly use basic grammar orally and in writing.
Topics and Scope
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I. Vocabulary Recognition
A. Spanish-English cognates used in discussing the development of children age 3-5 (examples: critical period, motor abilities, influences, imaginary, positive, negative, discipline, consequence)
B. General vocabulary with high-frequency application to the development of young children (examples: fine motor, gross motor, brain development discovery, play, choices, self-esteem, self-concept)
C. Technical terms used in exploring the development of children age 3-5 [examples: multiple intelligences, reduction, DAP (Developmentally Appropriate Practices), scaffolding, zone of proximal development, red flags, "extra talk"]
II. Reading
A. Reading basics: use of headings, pre-reading strategies, highlighting key terms or concepts
B. Sentence-level comprehension in English
C. Paragraph structure and main ideas
D. Skimming and scanning techniques
E. Test taking techniques
III. Writing
A. Sentence-level fundamentals
1. punctuation
2. capitalization
3. spelling
4. parts of a sentence
B. Interview questions
C. Note-taking
1. lectures or textbooks
2. observations with focus on children
D. Evaluations
E. Sentence and paragraph-level writing
F. Completion of objective tests: matching items, true false, multiple choice, short answer
IV. Listening/Speaking Skills
A. Pronunciation and key vocabulary
B. Listening strategies
C. Key phrases for clarifying, asking questions, and confirming instructions in spoken English
D. Discussion skills for effective groupwork
E. Key vocabulary or main idea in spoken instructions
F. Oral presentations
G. Interviews
H. Role play and simulations
V. Grammar Application
A. Basic verb tenses
1. simple present tense
2. present progressive tense
3. simple past tense
B. Affirmative statements
C. Negative statements
D. Question formation
1. yes-no questions
2. wh- information questions for
a) limited, specific response
b) open-ended response
E. Imperative (command) verb form
F. Simple and compound sentences
Assignments:
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1. Reading and writing assignments
a. sentence and paragraph-level writing
b. note-taking from interviews with classmates and mothers
c. assigned reading from course textbook used in CHLD 110.2 (approximately 1-2 pages per week)
2. Skill demonstrations:
a. eecognition of key child development vocabulary in written and
aural activities
b. oral application of key child development vocabulary
c. role plays to apply developmental theory to real-life situations
d. discussion and oral presentation of basic child development concepts
e. restatement in English of main ideas or key vocabulary from written work completed in Spanish in CHLD 110.2
3. Problem Solving
a. role play teacher/child or parent/child scenarios focusing on:
1. imaginative play
2. extra talk
3. conflict/consequences
b. use English to evaluate the growth and development of children ages 3-5 years in a natural setting, based on observation
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% |
| Role plays, presentations | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
20 - 40% |
| Multiple choice, true/false, matching items, completion, quizzes, exams | |
| 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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The Developing Person: Childhood Through Adolescence by Kathleen Berger, Worth Publishers, 7th ed., 2006.
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