8/31/2024 4:17:40 PM |
| Changed Course |
CATALOG INFORMATION
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Discipline and Nbr:
CHLD 51 | Title:
ECE PRINCIPLES-PRACTICES |
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Full Title:
Principles and Practices of Early Childhood Education |
Last Reviewed:1/23/2023 |
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 | 6 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 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:
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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.
(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: | | |
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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: | Transferable | Effective: | Fall 1981 | Inactive: | |
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UC Transfer: | | Effective: | | Inactive: | |
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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:
At the conclusion of this course, the student should 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:
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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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