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HD 110 - Principles and Practices of Teaching Young Children

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Cover
HD
110
SS - Social and Behavioral Sciences
No
HUMDEV - Human Development
HUMADV - Human Development: General
HUMDEV - Human Development
Principles and Practices of Teaching Young Children
Prin/Practices
130500 - Child Development/Early Care and Education
D - Credit - Degree Applicable
Y - Credit Course
Spring 2014
This course introduces the underlying theoretical principles of developmentally appropriate practices as applied to early childhood education programs and environments. The course emphasizes the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting the physical, social, creative, and intellectual development of all children. The course includes a review of the historical roots of early childhood programs and the evolution of professional practices promoting advocacy, ethics, and professional identity, as well as current trends in the field. Students are introduced to different types of early childhood programs, professional opportunities and qualifications, and laws and regulations governing programs. C-ID: ECE 120
Introduces early childhood education programs, their history, philosophy, guiding principles and objectives. Explores trends in the field, the importance and responsibilities of the staff, and the laws and regulations governing these programs. C-ID: ECE 120
6 year Revision and update
0.00
No
Units/Hours
D - Credit - Degree Applicable
N - Is not part of a cooperative work experience education program.
No
3.00
0.00
0.00
3.00
0.00
3.00
3.00
Lecture Lab Learn Ctr Total
Weekly Faculty Contact Hours3.000.000.003.00
Total Contact Hours49.800.000.0049.80
Lecture Hour Equivalent3.000.000.003.00
Full Time Equivalent Faculty20.000.000.0020.00
Units3.000.000.003.00
Outside of Class Hours99.60
Total Student Learning Hours149.40
Lecture Lab Learn Ctr Total
Weekly Faculty Contact Hours0.000.000.000.00
Total Contact Hours0.000.000.000.00
Lecture Hour Equivalent0.000.000.000.00
Full Time Equivalent Faculty0.000.000.000.00
Units0.000.000.003.00
Outside of Class Hours0.00
Total Student Learning Hours0.00
35
35
105.000
105.000
No
Letter Grade or Pass/No Pass
Repeatability
No
Functionally Identical or Fractional Courses
Topic Area Information
No
Distance Education
Each mode of instruction for an existing course intended for delivery by Distance Education (DE) shall be separately reviewed and approved by the Curriculum Committee prior to being offered. DE mode of instruction includes any regularly scheduled work that replaces otherwise scheduled class (“face”) time. [per Education Code 55378]
General Education/Transfer
Degree Transfer Applicability
Acceptable to CSU or Private College
No
N - No UC credit
General Education
Comparable SC/IVC Courses
Comparable Transfer Courses
HE 214
CSU
CSU Pomona, Polytechnic
No
Yes
TR - Transferable as an elective-does not fit GE pattern
No
No
No
CID
Requisites
Course Requisites
Requisite Validation
Learning Objectives


Bloom's Taxonomy

Students participating in this class will:
Content
  1. The Role of the Early Childhood Educator
    1. Career options
    2. Stages of Professional Development
    3. National Association for the Education of Young Children (NAEYC) Code of Ethics
    4. Professional Organizations
    5. Professional/Staff Development
    6. Unique Role of Teachers and Caregivers Early Childhood Programs
    7. Delivery Systems
    8. Program Types
    9. Licensing and Regulation Structures
    10. Quality Indicators/NAEYC Accreditation
    11. Personnel Qualifications/Requirements
  2. Developmentally, Culturally, Linguistically Appropriate Practice (DCLAP)
    1. Needs of Whole Child (All Areas of Development)
      1. Biosocial (Physical)
      2. Cognitive (Intellectual)
      3. Psychosocial (Social-Emotional)
    2. Developmental Stages of Childhood
      1. Infants/Toddlers
      2. Preschool
      3. School-Age
    3. Effective Communication with Dual Language Learners and Families
    4. Application of DCLAP principles to normative and atypical development
    5. Role of Theorists
  3. Current and Historical Models
    1. Historical Influences
    2. Child Care in the US
    3. Role of Government
    4. Current Models
  4. Observation, Assessment, Planning
    1. Objective Data versus Interpretation
    2. Standardized Assessment versus Authentic Assessment
    3. Confidentiality
    4. Planning Based on Collected Data
      1. Program
      2. Individual Child
  5. Role of Play
    1. Purpose
    2. Stages
    3. Theory
    4. Cultural Considerations
    5. Essential for Development and Learning
  6. Learning Environment
    1. Influence on Behavior and Learning
    2. Aesthetics
    3. Equipment and Materials
    4. Adequate Storage
    5. Scheduling and Transitions
    6. Learning Centers
  7. Positive Guidance
    1. Encouraging Positive Self-Esteem
    2. Applying Positive Guidance Strategies
    3. Problem Solving Strategies
    4. Modeling and Supporting Conflict Resolution
    5. Anticipating and Preventing Problems
    6. Implementing Appropriate Limits and Rules
    7. Constructivist Theory as Basis for Guidance
Assignments
Typical Outside-of-Class Assignments
Chapters from text, handouts from instructor, and Internet resources that support and enhance lecture topics.
Journal about aspects of programs: Why play is essential for all children/implementing a play-based curriculum for developing skills, dispositions & knowledge/Identify program adaptations to support children with diverse abilities/characteristics/Describe characteristics of effective relationships & interactions between early childhood professionals, children, families,recognize the necessity of collaboration/Strategies for communication with dual language learners/analyze the student's own level of professional development.
Program Critique/Observation of high quality early education program & written summary using objective data & subjective interpretation while identifying practices that promote classroom management, communication, and problem solving skills based on positive guidance strategies. Essay Exam Response: Explain child development as a profession, including the role of advocacy, ethics, collaboration, and professional organizations. Compare/contrast theoretical perspectives. Articulate philosophy based on principles & practices.
Group Project/Class Presentation in which students demonstrate their awareness of developmental stages by creating a mock early childhood educational environment for display and hands-on, experiential learning that addresses the relationship of developmentally, culturally and linguistically appropriate aspects of early childhood programs.
Method of Evaluation

Group Project/Presentation
Journal, Log
Program Critique/Observation
Essay Exam Response
Identify/addresses historical roots of early childhood education. Analyzes impact on current program approaches, types, delivery systems, licensing & regulation structures in early childhood settings.
Explain child development as a profession, including the role of advocacy, ethics, collaboration, and professional organizations.
Compare and contrast theoretical perspectives.
Articulate professional philosophy that is based on program approaches and principles.
Portfolio: A collection of the student's journal entries, lecture notes, and other materials gathered in the class

STUDENT LEARNING OUTCOMES

Assess an early childhood setting, looking at teaching strategies, guidance techniques and other indicators of quality.
Describe the characteristics of effective interactions between early childhood professionals, children, families, and colleagues.

Discuss the value of play for developing skills, knowledge, dispositions, and strengthening relationships among young children.

123

Student Learning Outcomes
"Describe the characteristics of effective interactions between early childhood professionals, children, families, and colleagues."
Assess an early childhood setting, looking at teaching strategies, guidance techniques and other indicators of quality.
Discuss the value of play for developing skills, knowledge, dispositions, and strengthening relationships among young children.
Required Texts
APA
Textbook (Minimum of 1 Required)
Yes
and/or
Feeney
Who Am I in Lives of Children?
11th
Pearson
2018
Manual
Periodical
Software
Other Learning Materials
Library
Resource Needs
No
No
No
No
No
Attached Files

Attach any required or supporting documents here. Supported file types include Word, PDF, Excel, and other similar file types.

Attached File
Codes/Dates
Dates
School Approval
10/24/2019
Curriculum Committee Approval
04/15/2014
Board of Trustees
02/24/2020
State Approval
05/14/1990
Hollenbaugh, Robert
2019-10-24
2020-03-03
Instructional Services
Spring 2014
Classification and Codes
SS - Social and Behavioral Sciences
HUMDEV - Human Development
HUMDEV - Human Development
HD
3750.00
130500 - Child Development/Early Care and Education
CCC000410100
D - Credit - Degree Applicable
B - Transferable to CSU only.
N - Not Basic Skills
C - Clearly Occupational
N - Is not part of a cooperative work experience education program.
Y - Credit Course
N - Course is not a special class.
Y - Not applicable
Y - Not Applicable, Credit course
Y - Not Applicable (funding not used to develop course)
Program Applicable
Not Applicable
N - Course is not a support course
Soc Code
C - Census
No
HDV4 - HD 110
No
Methods of Instruction
Method of Instruction
L-D - Lecture/Discussion Combination
ASSIST
No
03/09/2020
ASSIST Preview
HD
110
  1. The Role of the Early Childhood Educator
    1. Career options
    2. Stages of Professional Development
    3. National Association for the Education of Young Children (NAEYC) Code of Ethics
    4. Professional Organizations
    5. Professional/Staff Development
    6. Unique Role of Teachers and Caregivers Early Childhood Programs
    7. Delivery Systems
    8. Program Types
    9. Licensing and Regulation Structures
    10. Quality Indicators/NAEYC Accreditation
    11. Personnel Qualifications/Requirements
  2. Developmentally, Culturally, Linguistically Appropriate Practice (DCLAP)
    1. Needs of Whole Child (All Areas of Development)
      1. Biosocial (Physical)
      2. Cognitive (Intellectual)
      3. Psychosocial (Social-Emotional)
    2. Developmental Stages of Childhood
      1. Infants/Toddlers
      2. Preschool
      3. School-Age
    3. Effective Communication with Dual Language Learners and Families
    4. Application of DCLAP principles to normative and atypical development
    5. Role of Theorists
  3. Current and Historical Models
    1. Historical Influences
    2. Child Care in the US
    3. Role of Government
    4. Current Models
  4. Observation, Assessment, Planning
    1. Objective Data versus Interpretation
    2. Standardized Assessment versus Authentic Assessment
    3. Confidentiality
    4. Planning Based on Collected Data
      1. Program
      2. Individual Child
  5. Role of Play
    1. Purpose
    2. Stages
    3. Theory
    4. Cultural Considerations
    5. Essential for Development and Learning
  6. Learning Environment
    1. Influence on Behavior and Learning
    2. Aesthetics
    3. Equipment and Materials
    4. Adequate Storage
    5. Scheduling and Transitions
    6. Learning Centers
  7. Positive Guidance
    1. Encouraging Positive Self-Esteem
    2. Applying Positive Guidance Strategies
    3. Problem Solving Strategies
    4. Modeling and Supporting Conflict Resolution
    5. Anticipating and Preventing Problems
    6. Implementing Appropriate Limits and Rules
    7. Constructivist Theory as Basis for Guidance
This course introduces the underlying theoretical principles of developmentally appropriate practices as applied to early childhood education programs and environments. The course emphasizes the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting the physical, social, creative, and intellectual development of all children. The course includes a review of the historical roots of early childhood programs and the evolution of professional practices promoting advocacy, ethics, and professional identity, as well as current trends in the field. Students are introduced to different types of early childhood programs, professional opportunities and qualifications, and laws and regulations governing programs. C-ID: ECE 120
No
49.8000
0.0000
2014-04-15
2020-03-03
  • Identify the historical roots of early childhood education and analyze the impact on current program approaches.
  • List different program types, delivery systems, and licensing and regulation structures in early childhood settings.
  • Demonstrate awareness of developmental ages and stages.
  • Analyze the relationship of developmentally, culturally and linguistically appropriate practice on the quality of early childhood programs.
  • Describe why access to play is essential for all children and ways of using a play-based curriculum as a vehicle for developing skills, dispositions, and knowledge.
  • Identify adaptations in the program, curriculum, and environment needed to support children with diverse abilities and characteristics.
  • Describe the characteristics of effective relationships and interactions between early childhood professionals, children, families, and colleagues and recognize the necessity of collaboration.
  • Identify practices promoting positive classroom management, communication, and problem solving skills based on positive guidance strategies.
  • Develop strategies to maintain communication with dual language learners and their families.
  • Explain child development as a profession, including the role of advocacy, ethics, collaboration, and professional organizations.
  • Compare and contrast theoretical perspectives.
  • Articulate a professional philosophy that is based on program approaches and principles.
  • Identify the stages of professional development and analyze the student's own level of development.
Lecture/Discussion Combination
  • Reading

    Chapters from text, handouts from instructor, and Internet resources that support and enhance lecture topics.

  • Writing

    Journal about aspects of programs: Why play is essential for all children/implementing a play-based curriculum for developing skills, dispositions & knowledge/Identify program adaptations to support children with diverse abilities/characteristics/Describe characteristics of effective relationships & interactions between early childhood professionals, children, families,recognize the necessity of collaboration/Strategies for communication with dual language learners/analyze the student's own level of professional development.

  • Oral Assignments

    Program Critique/Observation of high quality early education program & written summary using objective data & subjective interpretation while identifying practices that promote classroom management, communication, and problem solving skills based on positive guidance strategies. Essay Exam Response: Explain child development as a profession, including the role of advocacy, ethics, collaboration, and professional organizations. Compare/contrast theoretical perspectives. Articulate philosophy based on principles & practices.

  • Other Assignments

    Group Project/Class Presentation in which students demonstrate their awareness of developmental stages by creating a mock early childhood educational environment for display and hands-on, experiential learning that addresses the relationship of developmentally, culturally and linguistically appropriate aspects of early childhood programs.