Chabot College
Course Outline for ECD 63, Page 4
Fall 2004
Chabot College Fall 2004
Course Outline for Early Childhood Development 63
EARLY CHILDHOOD CURRICULUM
Catalog Description:
ECD 63 — Early Childhood Curriculum 4 Units
Professional application of the principles of human growth and development in: the study of play based curriculum, the physical environment and learning experiences including program content, the use of materials, the facilitation and guidance of children's experiences based on developmentally appropriate principles, the methods used to meet children’s physical, social, emotional, cognitive, and creative needs within cultural context. Prerequisite: Early Childhood Development 50 and Early Childhood Development 51 (both completed with a grade of ‘C’ or higher). 3 hours lecture, 3 hours laboratory.
Prerequisite Skills:
Before entering this course the student should be able to:
1. discuss the basic concepts of neonatal, infant, toddler, preschool, and early primary child development within a socio-cultural context;
2. describe current trends in research about early childhood;
3. identify and describe the needs of typically developing children at different ages and stages of development;
4. assess through observation and identify children’s unique qualities, behaviors, skills, traits, and developmental level;
5. identify available community services provided for young children with special needs and techniques for studying children;
6. discuss the need of programs to provide culturally sensitive care and implement curriculum that is multicultural and anti-bias;
7. identify the code of ethical responsibilities to children;
8. describe the historical development of various group care systems for young children;
9. define and describe the philosophy, goals, objectives and methods associated with contemporary group care and education systems - as related to developmentally appropriate practices for young children;
10. explain the licensing requirements of working in early childhood education and the potential for employment in the field;
11. contrast and compare various types of group care systems currently in use;
12. identify and articulate personal motivation for entering the field of early care and education;
13. explain the necessity of anti-bias curriculum, cultural diversity, and children with special needs in early care and education;
14. document written, and objective observations;
15. discuss the environmental rating instruments.
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 young children's needs;
2. discuss the learning process in early childhood;
3. observe and assess the environmental factors related to providing developmentally appropriate curriculum;
4. evaluate curriculum to meet the needs of groups and individual children;
5. plan and facilitate the following curriculum for young children using developmentally appropriate practices: language arts/literacy, dramatic play, creative arts, sensori-motor exploration, outdoor, anti-bias, nutrition and health, music/movement, carpentry, science, blocks, and manipulatives;
6. 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. Importance of developmentally appropriate practice
a. Age appropriate
b. Individually appropriate, inclusive
c. Cultural context
3. Meeting individual and group needs
a. Room arrangement
b. Scheduling
c. Facilitating children’s participation
d. Promoting developmental growth
e. Practical considerations
4. Implementing appropriate curriculum
a. Language arts/literacy
b. Creative arts
c. Sensori- motor
d. Outdoor play
e. Science
f. Nutrition and health
g. Blocks and manipulatives
h. Anti-bias
5. Accountability through documentation
a. Observe and assess
b. Plan and reflect
6. Professionalism
a. Code of Ethics
b. Interrelationships with children, parents, and staff
Methods of Presentation:
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 developmentally 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 substantiates or contradicts 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.
f. Present varied enrichment materials to class throughout the semester. 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, 2000, or latest edition
Total Learning, Joanne Hendrick, Merrill Prentice Hall, 2000. or latest edition 2000
Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Sue Bredecamp, NAEYC, 2000, or latest edition.
Special Student Materials:
None.
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Revised: 11-11-03