12/4/2024 12:54:11 AM	CHLD 51 Course Outline as of Fall 2017	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 51	Title:  ECE PRINCIPLES-PRACTICES
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:

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:

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:	Transferable	Effective:	Fall 1981	Inactive:
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:
At the conclusion of this course, the student should be able to:

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:

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

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:

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:

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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