Early Childhood Education

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

• investigate topics not available in the curriculum of the department.
• identify and discover timely topics in the field.

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

• identify an area of interest and design a plan of activities to gain knowledge or skills in that area.
• independently follow a proposed plan of study from the design stage to completion.
• evaluate and reflect on personal skills, abilities, and knowledge.

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

• identify historical and current perspectives on childhood, different philosophies of teaching young children, and the historical and cultural contexts influencing early childhood education in the United States.
• identify career paths, certification options, professional associations, and dispositions for working within the early childhood field. Students will be able to identify educational and experiential requirements of their chosen career path.
• choose principles and practices to guide teaching when working with young children, develop an initial philosophy of early childhood education to include the implementation and assessment of developmentally appropriate learning environments, routines that involve children in applying emerging skills, and strategies that support young children's social competence. This includes positive guidance practices appropriate for children of different developmental stages, including children with special developmental needs and various languages and cultural backgrounds.
• investigate methods of using a play-based, developmentally appropriate curriculum planned from observations of the children's play as a vehicle for teaching skills, concepts, critical thinking, and assessment in the early childhood classroom with respect to the cultural, linguistic, and developmental differences presented by children.
• define the importance of establishing environments, practices, and curriculum that support all children including those with diverse characteristics such as culture, language, socio-economic status, and special needs, and understand the importance of supporting first and dual language learners in developing English language and literacy skills, including the importance of the child's home language.
• identify and assess the developmental needs and differences of children from infancy through school age; become aware of how curriculum needs to change as children develop.

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

• define and describe the key issues in the access, use, and control of computer technology that focuses on early childhood and school age education.
• utilize basic computer systems and operations that specifically relate to applications addressing early childhood and school age programs.
• assess and evaluate developmentally appropriate computer software while also researching current trends for use in an early childhood and/or school age classroom.
• demonstrate the use of representative computer education related applications and programs to complete assignments related to early childhood and school age classroom management, including assessment.
• differentiate the use of critical thinking skills in the use of technology in early childhood and school age programs.
• demonstrate the use of teacher utility programs, such as incorporating applications, including but not limited to, word processing, spreadsheets, presentation software, and databases that enhance the expansion and management in program planning, organization, and curriculum implementation.
• describe the age-appropriate computer skills for young and school age children.
• synthesize, assemble, and produce a developmentally appropriate curriculum /lesson plan for young children using technology.
• present validated research and current trends based on the subject-matter related to the student's area of interest.

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

• identify the components of a successful and developmentally appropriate licensed family child care facility.
• develop a plan for a licensed family child care facility including philosophy, curriculum, policies, routines, guidance practices, as well as for communication and marketing.
• interpret and reference the legal regulations of family child care homes (Title 22), fire code, and other health and safety requirements.

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

• demonstrate a knowledge of the domains of physical, cognitive, language, and socio-emotional development.
• identify developmental stages in all domains from prenatal through adolescence, including crucial periods such as birth, preschool, elementary school, and puberty.
• describe current and prominent theories of child development, including how research informs developmental theory.
• apply developmental theories to teaching, child rearing practices, and other professional work with children with consideration of the influence of culture, ethnicity, race, family structure and social issues.
• differentiate typical behavior of children and the individual differences and special needs (physical, cognitive, emotional, and social development) with sensitivity to the cultural and family context of individual children.
• apply knowledge of development and major developmental theories to observations, describe and apply objective and ethical techniques and skills when observing, interviewing, and evaluating behavior in children.
• evaluate the impact of current issues in education on the development of children including children with typical and atypical development, cultural, racial, gender, and family diversity.

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

• analyze theories of socialization that address the interrelationship of child, family, and community.
• assess how educational, political, and socioeconomic factors directly impact the lives of children and families.
• synthesize and analyze research regarding social issues, changes, and transitions that affect children, families, schools, and communities.
• appraise strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children's development and learning.
• compare and contrast diverse family characteristics and perspectives of children and families as well as analyze their own values, goals, and sense of self as related to family history and life experiences, assessing how this impacts relationships with children and families.
• critique public policy as it relates to the well-being of children and families.
• identify community resources to support children and their families, including education, basic needs, mental health, family relationships, and other needs required for healthy development of a child.
• describe the legal requirements and ethical responsibilities of professionals working with all children and families.

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

• apply developmentally appropriate principles and practices to support young children's optimal development and learning within healthy, safe, respectful, culturally supportive, and challenging learning environments.
• use observation strategies to assess and plan curriculum that meets the variation of children's strengths and needs in an early childhood education classroom, explore various early childhood curriculum models, approaches, and practices, compare with developmentally appropriate practices, use observation to document, interpret, and reflect upon curriculum and practices as part of ongoing personal teaching and program evaluation and improvement.
• design, develop, and evaluate play-based learning environments for young children, apply principles of universal design with an awareness of different ways of learning which ensure all children, regardless of their abilities, interests, or needs find programs accessible, all children are able to participate in the inclusive routines and activities modified for their emerging ideas and skills, and which are adapted to address individual children’s learning and development.
• plan, implement, and evaluate experiences that support young children from infancy through the early primary years in building a foundation for language and literacy, math and science, social sciences, cooking, and the arts.
• recognize respectful and reciprocal relationships with families, with particular attention to supporting families whose home language is other than English or whose children may have special needs.
• demonstrate the teacher's role in communication and guidance strategies that support the development of young children's social competence.

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

• integrate the guiding ethics, principles and practices of early childhood teaching into their practices, making use of current research and theory in child development to assess and reflect on their own and fellow teachers' experiences.
• design, observe, and evaluate a complete classroom environment wherein children construct knowledge within the context of play, with consideration for children of differing abilities, cultural backgrounds, and developmental needs.
• explain principles of Universal Design for the environment, routines, and activities which reflects foundational ideas in early education which include: learning differences are a continuum for all children, curriculum should be designed to be flexible and open-ended, there should be multiple ways to participate in individualized learning, and to demonstrate and document learning.
• plan, implement, observe, and evaluate the overall and ongoing curriculum and learning encounters that develop opportunities for children to apply emerging skills in the areas of: language and literacy, math and science, the arts, physical development, and social sciences.
• demonstrate the use of observation, documentation, and interpretation for curriculum planning, assessment of children's learning, and advocacy in regard to sharing with children, family, and the community about children's learning.
• support the development of a climate of care and respect among children, teachers, and families, supporting all in developing social competence, applying strategies for negotiating disputes, fostering caring relations, and sharing responsibility for a learning community that includes the diversity of all the children and families.
• demonstrate how to provide a supportive learning environment for children's first and dual language acquisition, development, and learning.

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

• integrate knowledge of child development into the understanding of the development of social competence and choice of guidance strategies.
• identify elements of children's and adult's development, culture, dispositions, or experience that influence social and emotional interactions and behavior.
• engage in teaching practices that support children's and staff's development of social competence, emotional regulation, social knowledge, and social understanding.
• recognize and model the ethical principles and educational values that are the foundation for early childhood education and the basis for choosing guidance techniques to support children's social and emotional development.
• identify and practice elements of personal development that support early childhood educational professionals' ability to implement and model respectful relationships with co-workers, families, and children.
• examine children's social, cultural, familial, developmental, and experiential backgrounds, including adverse childhood experiences, when developing plans to support the children's social and emotional development.

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

• design a classroom environment to meet the needs of a specific group of children.
• complete the procedures to prepare a classroom to welcome new children and families, including how to have an open house, prepare cubbies, meet parents/guardians, explain sign in procedures, and organize other classroom paperwork.
• develop curriculum over a period of months to meet and build upon the children's social, emotional, cognitive, and physical development.
• meet with parents/guardians of young children to discuss strategies to deal with behavior and development issues using a culturally sensitive and strength-based approach.
• complete ongoing and required assessments for children in the program.
• understand the complexity of working with staff members from diverse cultural, socio-economic, linguistic, and educational backgrounds to offer a developmentally appropriate program.

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

• compare the purpose, value, and use of formal and informal assessments, including ethical and legal concerns.
• evaluate the strengths and limitations of common assessment tools for equity, with awareness of biases and preconceptions with the goal of inclusive of children’s diverse cultures, home languages, and developmental capabilities.
• use standardized observation and assessment tools to recommend changes to play environments, teacher interactions, guidance strategies, curriculum activities, and care routines based on systematically recorded observational data.
• demonstrate children's developmental progress using observational techniques of formative and summative assessment and supporting documentation of children's ideas and behavior.
• analyze the effectiveness of photo documentation in conveying how young children learn within quality early childhood settings.
• identify how observation and documentation can be integrated into communications with families regarding their children's learning and development.

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

• apply developmentally appropriate principles and practices to support young children's optimal development and learning within healthy, safe, respectful, culturally supportive, and enriched learning environments.
• use observation strategies to assess and plan curriculum that meets the variation of children's strengths and needs in an early childhood education classroom, explore various early childhood curriculum models, approaches, and practices, compare models with developmentally appropriate practices, and use observation to document, interpret, and reflect upon curriculum and practices as part of ongoing personal teaching and program evaluation and improvement.
• design, develop, and evaluate play-based learning environments for young children, apply principles of universal design with an awareness of different ways of learning which ensure all children, regardless of their abilities, interests, or needs, will find programs accessible, and all children are able to participate in the inclusive routines and activities modified for their emerging ideas and skills in activities which are adapted to address individual children’s learning and development.
• plan, implement, and evaluate experiences that support young children from infancy through the early primary years in building a foundation for language and literacy, math and science, social sciences, cooking, and the arts.
• recognize respectful and reciprocal relationships with families, with particular attention to supporting families whose home language is other than English or whose children may have special needs.
• demonstrate the teacher's role in communication and guidance strategies that support the development of young children's social competence.
• identify certification processes for teaching in California, recognize different requirements for teaching by age of child, type of early education program.

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

• integrate the guiding ethics, principles and practices of early childhood teaching into their practices at their worksite, making use of current research and theory in child development to assess and reflect on their own and fellow teachers' experiences.
• design, observe, and evaluate a complete classroom environment wherein children construct knowledge within the context of play, with consideration for children of differing abilities, cultural backgrounds, and developmental needs.
• explain principles of Universal Design for the environment, routines, and activities which reflects foundational ideas in early education which include: learning differences are a continuum for all children, curriculum should be designed to be flexible and open-ended, there should be multiple ways to participate in individualized learning, and to demonstrate and document learning.
• plan, implement, observe, and evaluate the overall and ongoing curriculum and learning encounters in their worksite that develop opportunities for children to apply emerging skills in the areas of: language and literacy, math and science, the arts, physical development, and social sciences.
• demonstrate the use of observation, documentation, and interpretation for curriculum planning, assessment of children's learning, and advocacy in regard to sharing with children, family, and the community about children's learning.
• support the development at their worksite of a climate of care and respect among children, teachers, and families, supporting all in developing social competence, applying strategies for negotiating disputes, fostering caring relations, and sharing responsibility for a learning community that includes the diversity of all the children and families.
• demonstrate at their worksite how to provide a supportive learning environment for children's first and dual language acquisition, development, and learning.

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

• differentiate between typical and atypical development in the areas of motor, cognitive, language, emotional, and social development during the first three years.
• describe and explain the importance and scope of early brain development in the first three years of human life.
• describe the influences of genetics and the environment in development.
• examine developmental research to identify critical issues in the development and care of infants during the prenatal period, birth, and the first three years of life.
• compare and contrast cultural practices surrounding prenatal development, childbirth, and infant care and why and how such practices influence development of the individual child.
• synthesize the role of public policy as related to infant child care, mental health services, and maternal outcomes.

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

• evaluate and implement infant group care programs using infant development research in program planning, including the principles of primary care, continuity of care, and small groups.
• synthesize common infant guidance and interaction techniques and select strategies that support infant social and emotional development.
• design routines for feeding, diapering, toileting, and sleeping that reflect respect for individual development and nurture competence and self-esteem in infants.
• recognize cultural differences in family values involved in the care and rearing of infants and develop or modify guidelines to respect cultural values as much as possible in caregiving practices.
• identify elements of appropriate curriculum for infants and critique curriculum standards, create curriculum that responds to individual infant developmental needs and interests.
• assess the operation of group care programs for infants using licensing regulations set forth by the state of California, Infant Environmental Rating Scale, and California Department of Education Infant Toddler Foundations.
• review and practice common assessment tools used for developmental assessments of infants, describe strategies working with atypical infants and their families.

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

• participate in group care programs for infants that use current research based practices and operate with the principles of primary care, continuity of care, and small groups.
• compare and contrast common infant guidance and interaction techniques and select strategies that recognize individual temperaments and incorporate multiple strategies to support infant social, emotional, physical, and cognitive development.
• implement routines for feeding, diapering, toileting, and sleeping that reflect respect for individual development and appreciate cultural differences in family values surrounding the care and rearing of infants, as well as develop or modify guidelines to respect cultural values as much as possible while nurturing competence and self-esteem in infants.
• evaluate infant care spaces based on quality criteria (Infant Environmental Rating Scale) and licensing regulations and for activities, feeding, changing, sleeping, and outdoor play that respond to infants developmental needs.
• identify elements of appropriate curriculum (California Department of Education Infant Toddler Foundations) for infants, critique curriculum standards, and create curriculum that responds to infant developmental needs and interests.
• review and practice development assessments using anecdotal observations.

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

• define the constructivist approach to teaching in early childhood education.
• connect concepts of the constructivist approach to design and implement curriculum in math and science that supports children's conceptual understanding.
• demonstrate instructional techniques that encourage and support children's active engagement in the development of their comprehension and knowledge in math and science.
• identify key skills and concepts children build throughout early childhood and provide meaningful opportunities for children to apply and master these skills and concepts to develop an identity in math and science.
• integrate, investigate, and imbed into early care and education classrooms, engaging and developmentally appropriate, constructivist curriculum based on statewide standards.
• develop engaging lessons and activities that support the development of children's conceptual understanding of math and science through problem solving, experiments, investigations, and asking questions.
• assess mathematic and science curriculum concepts based on knowledge of relevant research and knowledge of child development.
• distinguish between providing children with opportunities to investigate important concepts and constructing knowledge in mathematics and science from drill and practice worksheets or product driven lessons.
• apply knowledge of the constructivist approach to design curriculum that is culturally respectful and inclusive as well as considerate of children's prior experiences gaining knowledge about the world.

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

• define the elements of language and emergent literacy development from the earliest communication to use of print and mark making, including children with exposure to more than one language and children with special needs.
• analyze developmental patterns and developmental continuum in early literacy and research-based instructional practices that support children in building a foundation for reading and writing.
• analyze the developmental continuum of reading and writing and use it in developing developmentally appropriate practices, expectations, and goals for young children's achievement in reading and writing.
• create, plan, implement, and evaluate print rich literacy environments for children that offer numerous opportunities for children to experiment with and practice language and literacy skills, use print and symbols to express thoughts and ideas, including oral language and vocabulary development in conversations, narratives, and for the purposes of communication in the context of daily routines and in their self-initiated play activities.
• identify how young children's mark making develops from drawing to the use of letters and make use of this development progression to initiate activities that support and respect children's use of scribbles, symbols, and phonetic or invented spelling as they use language to express meaning.
• analyze and select quality children's literature, including the tradition of story telling, and create ways to use quality books, poems, and stories in the classroom in ways that interest and develop positive regard for books and stories in young children
• describe ways of involving families in their young children's emerging literacy experiences.
• integrate strategies in the classroom for adapting emergent literacy practices for individual and cultural differences, including English language learners, and involving and supporting families in understanding and contributing to their children's emerging language and literacy interests and skills.

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

• identify the role and function of the teacher in the public school setting as in the California Standards for Teaching Profession and the state adopted Teaching Performance Expectations.
• define academic requirements and experiences needed to obtain a teaching credential.
• interpret and apply theories related to all domains of child and adolescent development and be able to integrate developmental theory into instructional practices and teaching.
• demonstrate awareness of current social forces and issues in education impacting the public schools and the effect of these on children with diverse developmental needs in order to effectively demonstrate cultural competency in relationships with other teachers, students, and families in an educational setting.
• identify and explain the diversity of the student population and how this diversity relates to issues in education as well as, recognize and describe individual differences among students and identify strategies and accommodations used to address these differences.
• use research and personal observations to identify student's instructional needs to provide differentiated instruction and support for student's success in state adopted academic content and performance standards.
• make appropriate decisions for instruction, assessment, homework, and classroom management policies, which take into consideration current research, equitable instruction, behavior management and guidance strategies.

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

• describe the developmental stages of children's art and music.
• recognize the importance of creative art and music in supporting development in the cognitive, physical, social, emotional, and creative domains of development.
• design and adapt developmentally appropriate and culturally respectful art and music experiences for children in different stages of development or with differing abilities.
• differentiate the value of creative art experiences versus teacher-directed activities in children's development of autonomy and self-esteem.
• identify the significant elements of the visual arts and music and how these support children's learning in early childhood and beyond.
• establish a repertoire of songs, fingerplays, movement activities, chants, and rhymes to use as strategies for routines, managing behavior, and use in group times and community building.
• identify and use culturally diverse music and movement experiences to introduce and involve children in the music traditions of many cultures, including the culture of Early Childhood Education.

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

• analyze how children with exceptional developmental needs differ from children with typical development from birth through adolescence.
• explain the legal processes involved in special education, including historical influences and the role of advocacy.
• examine assessment and educational strategies for children with exceptional needs, including the need for special adaptions in the learning environment.
• interpret the ways in which children with exceptional needs impact their families and its members.
• describe support services and community resources available for children with exceptional needs and their families.
• generate activities that meet the unique needs of children with exceptional needs.

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

• synthesize characteristics and behaviors of students with disabilities in terms of program and developmental needs with the role of the classroom educators.
• identify strategies to promote student growth in social, academic, motor, and self-help domains.
• discuss the importance of working collaboratively with professionals from multiple disciplines in meeting educational needs of students with disabilities.
• communicate with other professionals, paraprofessionals, and families.
• work with students with disabilities from diverse cultural and linguistic backgrounds as well as their families.

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

• synthesize biological, genetic, and environmental factors that impact typical development during the prenatal and infancy periods of development.
• describe early intervention services that are provided to infants and toddlers.
• apply the skills needed to work with diverse families and the infant with atypical development.
• utilize screening assessment and evaluation tools and to follow appropriate intervention techniques as prescribed by professional staff.

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

• integrate developmentally-appropriate and individually appropriate teaching techniques in a full inclusion early care and education setting.
• synthesize developmentally and individually appropriate practices with theory and practice as they apply to children with special needs.
• interpret and apply assessment techniques and instruments for children with special needs.
• assess one's own teaching experiences to guide and inform practice.
• develop respectful and reciprocal relationships with families.
• develop an understanding of how professionals work in teams to help families negotiate services for children with special needs.

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

• define the broad concepts of health, safety, and nutrition for children.
• describe practices and strategies used to promote health, safety, and nutrition of children and adults in early childhood settings.
• evaluate and design environments for both positive and negative impacts on children’s health and safety.
• identify regulations, standards, policies, and procedures related to health, safety, and nutrition in early childhood settings.
• plan economical and nutritional menus (meals and snacks) for children that meet current state and federal guidelines.
• identify characteristics of abuse and neglect and demonstrate knowledge of mandated child abuse reporting procedures.
• recall symptoms and management of common communicable diseases and other health conditions that affect young children.
• assess strategies to maximize the mental, physical, and emotional health in programs for all children in accordance with culturally, linguistic, and developmentally sound practice.
• describe an early childhood educator or caregiver's role and responsibility in modeling good health, safety, and nutrition habits as well as supporting families by having knowledge of or ability to research for community resources available to support children and families.

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

• describe the responsibilities of early care and education providers in supporting safe and healthy program practices for young children.
• demonstrate skills in developing and maintaining standards and program practices that protect children from illness and injury in group care settings.
• recognize symptoms of common infectious diseases in young children and identify practices to prevent and control their spread.
• identify local and online resources and regulations relating to health and safety practices.
• assess practices in early care and education programs for appropriate and proactive health and safety practices.

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

• articulate and apply a personal philosophy of working with children, families, and staff in an early care and education environment.
• reference, interpret, and apply the legal regulations of child care centers (Title 22).
• describe the roles and responsibilities of the early childhood site supervisor and director.
• demonstrate knowledge of the basic principles of program planning: budgets, reports, personnel management, equipping program, enrollment, staffing, and evaluation.
• formulate operational procedures based on best practices for developmentally appropriate programs.
• develop policies related to program services such as nutrition, health, and safety standards following regulatory requirements.
• interpret and apply a professional code of ethics.

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

• explain the role and responsibilities of the administrator and the the interaction of the administrator with families, volunteers, and the community, including the principles and practices of the code of ethics for early childhood educators as defined by the National Association for the Education of Young Children.
• examine the breadth and scope of publicly funded child development programs in California.
• reference, interpret, and apply the legal regulations of publicly funded child development programs in California (Title 5).
• evaluate the required application of Title 22 legal regulations.
• articulate and design procedures that are characteristic of high quality child care.
• analyze management issues in relation to budgets, grant writing and earnings, working with boards, and supervising agencies.
• examine legal and ethical responsibilities related to the rights of families, rights of children/students, rights of employees.
• describe various evaluation tools in measuring overall program quality.

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

• explain the role and function of a mentor, as a role model, in guiding and evaluating the teaching team.
• analyze the developmental stages and learning strategies of teachers and supervisors.
• recognize developmentally appropriate environments for young children while fostering the growth of the teaching team.
• facilitate respectful interactions between all learners: the children, staff, and parents.
• review and analyze the role of the mentor in leadership and advocacy in the field of Early Childhood Education.
• describe relationship-based mentoring and communication strategies.

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

• describe historical and current perspectives on diversity, inclusion, and equity, their effect on education, political contexts locally, nationally, and internationally.
• evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness for infants and toddlers through the early primary years.
• reflect on and assess on one's own cultural background and upbringing and identify how this experience impacts personal perceptions and interactions with others.
• construct culturally inclusive curriculum that promotes the valuing of diversity and equity in order to implement pedagogical changes and modifications, care-giving techniques, teaching strategies, and problem-resolution practices that respond to the diversity of cultures represented in a program, including differences in race, gender roles, socio-economic status, abilities and disabilities, and family structure.
• identify social injustice and bias and approaches to help children negotiate and resolve conflict related to social injustice and bias.
• analyze trends and current issues of equity and access as they relate to young children’s learning and development.

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

• independently develop a proposed plan of study from the design stage to completion.
• evaluate and reflect on personal skills, abilities, and knowledge.