| 12/26/2024 5:29:58 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
CHLD 90.4 | Title:
INTRO TO CURRICULUM |
|
| Full Title:
Introduction to Curriculum |
| Last Reviewed:2/28/2022 |
| 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 | 8 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 Only
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
CHILD 90.4
Catalog Description:
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This course presents an overview of knowledge and skills related to planning and implementing developmentally and culturally appropriate curriculum and environments for young children ages 0 to 8. It examines the teacher's role in promoting practices that support learning and development with an emphasis on the essential role of play. Students will study the overview of content areas including but not limited to: language and literacy, social and emotional learning, sensory learning, art and creativity, math and science, using the environment as a foundation for curriculum. This course is required for the Child Development Teacher Certificate and the Child Development Major (AA).
Prerequisites/Corequisites:
Course Completion of CHLD 10 (or CHLD 110.1 and CHLD 110.2); and Course Completion of CHLD 51
Recommended Preparation:
Eligibility for ENGL 100 or ESL 100 and presently working with children.
Limits on Enrollment:
Schedule of Classes Information
Description:
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This course presents an overview of knowledge and skills related to planning and implementing developmentally and culturally appropriate curriculum and environments for young children ages 0 to 8. It examines the teacher's role in promoting practices that support learning and development with an emphasis on the essential role of play. Students will study the overview of content areas including but not limited to: language and literacy, social and emotional learning, sensory learning, art and creativity, math and science, using the environment as a foundation for curriculum. This course is required for the Child Development Teacher Certificate and the Child Development Major (AA).
(Grade Only)
Prerequisites:Course Completion of CHLD 10 (or CHLD 110.1 and CHLD 110.2); and Course Completion of CHLD 51
Recommended:Eligibility for ENGL 100 or ESL 100 and presently working with children.
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 1987 | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
| CID Descriptor: ECE 130 | Introduction to Curriculum | SRJC Equivalent Course(s): CHLD90.4 |
Certificate/Major Applicable:
Both Certificate and 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 the course students will be able to:
1. Plan appropriate curriculum that supports a range of developmental, cultural, and linguistic backgrounds.
2. Demonstrate through written curriculum plans, familiarity with appropriate materials, equipment, and curriculum planning principles that support optimal group and individual learning and development for all children.
3. Explain the value of play as a major element in curriculum design and implementation.
4. Create an observation based, integrated curriculum using a web of possibilities for activities and the environment.
5. Include the concept of emergent curriculum in developing a curriculum plan.
6. Identify key ways in which the environment functions as an essential component of the curriculum.
7. Utilize observation, documentation, and evaluation of children in naturalistic settings and propose appropriate curriculum possibilities for expanding children's learning in a variety of curriculum content areas.
8. Create curriculum opportunities that reflect developmentally appropriate learning objectives in foundational content areas and developmental domains.
9. Design a family involvement component that reflects knowledge of the teacher's role in creating a strong home-school connection that supports children and their families.
Topics and Scope
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A. Foundations of curriculum
1. Theories of curriculum design
2. Developmental, cultural and individually appropriate principles
3. The role of play
B. Utilizing diverse curriculum models
1. The physical environment as a foundation of curriculum
2. Thematic, integrated curriculum
3. Emergent curriculum
4. The project or study approach
5. Anti-bias curriculum
C. The teacher's role in curriculum
1. Interactions with individual children in large and small groups
2. Concepts of group and individual behavior management
3. Inclusion of families in children's learning
4. Observation and documentation methods and assessment techniques of children and programs
5. Using observation to design and assess emergent curriculum and environments
D. Curriculum to meet the needs of all children
1. Developmentally appropriate
2. Individually appropriate
3. Culturally appropriate
E. How to plan curriculum
1. Identifying goals and objectives that reflect children's developmental levels and cultural backgrounds
2. Short and long term planning for a designated age group or multi-age group
3. Planning activities and materials in key content and developmental areas such as language and literacy, math and science, art and creativity, social, emotional and physical development
4. Utilizing specific interest areas and physical arrangements
5. Planning daily schedules and routines to support the curriculum
Assignments:
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Assignments may include:
1. Complete an observation and analysis of a program environment using standardized rating scales (Creative Curriculum, Early Childhood Environment Rating Scale).
2. Design play based, developmentally appropriate activities as part of an observation based emergent, integrated, thematic curriculum web, reflecting an understanding of key content and subject areas.
3. Design a week long series of daily plans for a designated group or individual child that reflects short and long term goals based on observations, documentation and analysis of children's abilities and interests.
4. Respond, analyze and apply concepts from assigned readings to 6-8 reflective one page journal entries to include the role of teachers, curriculum design theories, the role of environments and daily schedules, and the importance of family culture in program design.
5. Design a family involvement component of the curriculum to support the homeschool connection.
6. Assigned textbook reading of approximately 20 pages per week.
7. Essay exams or quizzes approximately 2-5.
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% |
| Written homework, Observation, written analysis and activity plans. | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
10 - 30% |
| Curriculum plan using observation and formal assessment | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
20 - 30% |
| Class performances, group and individual presentations of integrated activity | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
20 - 30% |
| Essay exams and short answer exams. | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 0% |
| None | |
Representative Textbooks and Materials:
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All classic:
Trister Dodge, D., Colker, L., Heroman, C. (2002). The Creative
Curriculum for Preschool (4th ed.) Washington, DC: Teaching
Strategies Inc.
Dombro, A., Colker, L., Trister Dodge, D. (2001). Creative Curriculum
for Infants and Toddlers (revised ed.) Washington, DC: Teaching
Strategies Inc.
Gestwicki, D. (1999). Developmentally Appropriate Practice: Curriculum
and Development in Early Education. U.S.A.: Delmar Publishers.
Carter, M. & Curtis, D. (1996). Reflecting Children's Lives: A Handbook
for Planning Child-Centered Curriculum. Minnesota: Redleaf Press.
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