ChabotCollege

Course Outline for Early Childhood Development 63, Page 1

Fall 2007

ChabotCollegeFall 2007

Replaced Fall 2010

Course Outline for Early Childhood Development 63

EARLY CHILDHOOD CURRICULUM

Catalog Description:

63 — Early Childhood Curriculum 4 Units

Professional application of the principles of human growth and development in: the study of play based inclusive curriculum, the physical environment and learning experiences including program content, the use of materials, the facilitation and guidance of all children's experiences based on developmentally appropriate principles, the methods used to meet all children’s physical, social, emotional, cognitive, and creative needs within cultural context. Prerequisite: Early Childhood Development 50 and 51 (both completed with a grade of “C” or higher). 3 hours lecture, 3 hours laboratory.

[Typical contact hours: lecture 52.5, laboratory 52.5]

Prerequisite Skills:

Before entering this course the student should be able to:

  1. describe the historical development of various group care systems for allyoung children;
  2. define and describe the philosophy, goals, objectives and methods associated with contemporary group care and educational systems - as related to developmentally appropriate practices for all young children with typical and atypical development;
  3. explain the licensing and educational requirements of working in early childhood education and the potential for employment in the field;
  4. contrast and compare various types of group care systems currently in use;
  5. describe anti-bias perspective, cultural diversity, and inclusion of children with exceptional needs in early care and education;
  6. document written and objective observations;
  7. demonstrate understanding of environmental rating instruments.
  8. demonstrate knowledge of the basic concepts of prenatal, neonatal, infant, toddler, preschool, and early primary child development within a social-cultural context;
  9. describe current trends in research about early childhood;
  10. describe the typical child development milestones of children birth through eight years of age;
  11. identify the strengths and exceptional needs of the child in the context of his/her family;
  12. assess through observation and identify children’s unique qualities, behaviors, skills, traits, and developmental level;
  13. identify available community services provided for young children with special needsand techniques for studying children;
  14. demonstrate understanding of the need of programs to provide culturally sensitive care and implement curriculum that is multicultural and anti-bias;
  15. identify the code of ethical responsibilities to children;

Expected Outcomes for Students:

Upon completion of this course, the student should be able to:

  1. plan an early childhood program utilizing the principles of human growth and

development as they apply to all young children's needs;

  1. demonstrate and discuss the learning process in early childhood;
  2. observe and assess the environmental factors related to providing developmentally appropriate curriculum;
  3. plan and evaluate curriculum and environment to meet the needs of groups, typical and atypical children;
  4. plan and facilitate the following curriculum for all young children from an anti bias perspective using developmentally appropriate practices: language arts/literacy, dramatic play, creative arts, sensori-motorexploration, outdoor, nutrition and health, music/movement, math and science, blocks, and manipulatives;
  5. plan curriculum that reflects an understanding of cultural diversity.

Course Content:

1.The role of theory in practice

a. Study of theories as they pertain to child development and curriculum

b. Translate theory into curriculum planning and developmentally

appropriate practices.

2.Developmentally appropriate practice

a. Age appropriate

b. Inclusive and individual

c. Within a cultural context

d. Promotes sense of self identity

e. Builds competence across all domains

f. Anti bias perspective

3.Individual and group needs

a. Room arrangement

b. Modification of environment and materials

c. Scheduling and transitions

d. Facilitating children’s participation

e. Promoting developmental growth

f. Practical considerations

4.Appropriate inclusive curriculum in a safe, secure and nurturing environment.

a. Language arts/literacy

b. Dramatic play

c. Creative arts

d. Sensori- motor

  1. Outdoor play

f. Nutrition and health

g. Music and movement

Course Content (Cont’d):

h. Math and science

i.. Blocks and manipulative

5Accountability through documentation

a. Observe, analyze and assess

b. Plan and reflect

c. Maintain respectful and confidential communication with families and colleagues

  1. Professionalism

a. Code of Ethics

b. Establish respectful relationships with children, families, and staff

Methods of Instruction:

1. Lecture and discussion

2. Individual and collaborative projects

3. Audio visual presentations

4. Guest speakers

5. Simulated Demonstration Laboratory or laboratory experience

Assignments and Methods of Evaluating Student Progress:

1. Typical assignments

a.Observe and assess the developmental appropriateness of materials/activities for children within a classroom.

b. Observe the play of children. Based on your written observation develop a plan which will sustain and enrich the play and curriculum.

c. Select and read two articles that focus on the implementation of philosophical ideology and programming related to curriculum. Summarize the information and state how it substantiatesorcontradicts developmentally appropriate practice.

d. Write a reflection for each class session and reading assignment. The reflection will summarize three principles or points of information contained within the class and reading. Include how to apply these principles within an early childhood classroom.

e. Plan, implement and evaluate curriculum for young children. A written report will be turned in to the instructor. The planning, process, and evaluation of the implemented curriculum will be shared orally and through the children’s work samples or photographs.

Assignments and Methods of Evaluating Student Progress (Cont’d):

f. Present varied enrichment materials to class throughout the semester, including one which demonstrates how it can be adapted for a child with special needs. In class, verbalize your reasoning for selecting the materials based on developmental appropriateness and potential for attaining objectives within the five domains (physical, social, emotional, cognitive and creative).

2.Methods of Evaluating Progress

a. Class attendance and participation

b. Class presentations

c. Reflections

d. Observations

e. Midterm and final examination

f. Projects/Assignments

Textbook(s) (typical):

The Creative Curriculum For Preschoolers, Dodge, Colker, and Heroman, Teaching Strategies, 2003, or latest edition

Total Learning, Joanne Hendrick, Merrill Prentice Hall, 2003, or latest edition

Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Sue Brendecamp, NAEYC, 2000, or latest edition.

Special Student Materials:

None.

tf:Word/ECD 63

Revised: 10/24/06