KERN COMMUNITY COLLEGE DISTRICT – CERRO COSO COLLEGE

CHDV C100 COURSE OUTLINE OF RECORD

  1. DISCIPLINE AND COURSE NUMBER:
    CHDV C100
  2. COURSE TITLE:
    Principles & Practices of Teac
  3. SHORT BANWEB TITLE:
    Prin/Practice of Teachin
  4. COURSE AUTHOR:
    Fuller, Elisabeth I.
  5. COURSE SEATS:
    -
  6. COURSE TERMS:
    50 = Summer; 70 = Fall; 30 = Spring
  7. CROSS-LISTED COURSES:
  8. PROPOSAL TYPE:
    CC Course Revision
  9. START TERM:
    30 = Spring, 2012
  10. C-ID:
  11. CATALOG COURSE DESCRIPTION:
    This course provides an examination of the underlying theoretical principles of developmentally appropriate practices applied to programs and environments emphasizing the key role of relationships, constructive adult-child interactions and teaching strategies in supporting physical, social creative and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity. Students are required to observe children in a group setting.

  12. GRADING METHOD

    Default:
    S = Standard Letter Grade
    Optional:
    P = Pass/No Pass
  13. TOTAL UNITS:
    3

  14. INSTRUCTIONAL METHODS / UNITS & HOURS:

    Method
    Min Units
    Min Hours
    Lecture
    3
    54
    Lab
    0
    0
    Activity
    0
    0
    Open Entry/Open Exit
    0
    0
    Volunteer Work Experience
    0
    0
    Paid Work Experience
    0
    0
    Non Standard
    0
    0
    Non-Standard Hours Justification:

  15. REPEATABILITY

    Type:
    Non-Repeatable Credit
  16. MATERIALS FEE:
    No
  17. CREDIT BY EXAM:
    No
  18. CORE MISSION APPLICABILITY:
    Associate Degree Applicable (AA/AS);Certificate of Achievement (COA);CSU Transfer;Career Technical Education (CTE)
  19. STAND-ALONE:
    No

  20. PROGRAM APPLICABILITY

    Required:
    Child Development (AA Degree Program)
    Child Development Associate Teacher- (Certificate of Achievement)
    Child Development Master Teacher- (Certificate of Achievement)
    Child Development Site Supervisor- (Certificate of Achievement)
    Child Development Teacher- (Certificate of Achievement)
    Elective:

  21. GENERAL EDUCATION APPLICABILITY

    Local:
    IGETC:
    CSU:
    UC Transfer Course:
    CSU Transfer Course:

  22. STUDENT LEARNING OUTCOMES Upon completion of the course, the student will be able to

    1. Interpret best and promising teaching and care practices as defined within the field of early care and education’s history, range of delivery systems, program types and philosophies and ethical standards.
    2. Identify the underlying theoretical perspective in forming a professional philosophy.
    3. Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practices that support all children including those with diverse characteristics and their families.
    4. Examine the value of play as a vehicle for developing skills, knowledge, dispositions and strengthening relationships among young children.
    5. Examine a variety of guidance and interaction strategies to increase children’s social competence and promote a caring classroom community.
    6. Analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development.

  23. REQUISITES

    Advisory:
    Reading - 1 Level Prior to Transfer
    and Writing - 1 Level Prior to Transfer

  24. DETAILED TOPICAL OUTLINE:

    Lecture:

    Objectives

    1. Identify the historical roots of early childhood education.
    2. List different program types, delivery systems, and licensing and regulation structures in early childhood settings.
    3. Demonstrate awareness of developmental ages and stages
    4. Define developmentally, culturally and linguistically appropriate practice.
    5. Describe why access to play is important for all children and ways of using a play-based curriculum as a vehicle for developing skills, dispositions, and knowledge.
    6. Describe adaptations (programmatic, curricular and environmental strategies) needed to support children with diverse abilities and characteristics.
    7. Identify and compare effective policies, practices, and environments in early childhood settings.
    8. Describe the characteristics of effective relationships and interactions between early childhood professionals, children, families, and colleagues and examine the importance of collaboration.
    9. Describe the relationship of observation, planning, implementation, and assessment in effective programming.
    10. Compare and contrast principles of positive guidance strategies.
    11. Identify practices promoting positive classroom management, guidance, communication and problem solving skills.
    12. Develop strategies to maintain communication and access with English language learning families and children.
    13. Demonstrate skills to maintain positive team relations.
    14. Explain child development as a profession, including ethics and professional organizations.
    15. Compare and contrast theoretical perspectives.
    16. Develop a professional philosophy.

    Topical Outline

    1. Current and historic models, influences and approaches in the field of early childhood
    2. Delivery systems (nonprofit, profit, publicly funded, alternative payment/voucher)
    3. Program types (family child care, centers, after school programs, license-exempt; infant/toddler, preschool, school-age)
    4. Licensing and regulation (e.g., Title 22, Title 5, Fire Code), and personnel requirements
    5. Attention to unique needs of children ages of 0 to 3, preschool aged and in after school care
    6. Addressing the needs of the whole child
    7. The meaning of DCLAP - developmentally, culturally, linguistically appropriate practice
    8. Play as a vehicle for development and learning
    9. Unique roles of a teacher in an early childhood setting
    10. Importance of relationships and interactions
    11. Collaboration and partnerships with families, colleagues, and health care professionals-5 principles of family centered care
    12. Positive guidance strategies
    13. Constructivist theory as the basis for guidance (e.g. definition and use of time out vs. time in)
    14. Steps to supporting conflict resolution
    15. Strategies for encouraging cooperative behavior and problem solving
    16. Applying developmentally-appropriate practices to normative and atypical development
    17. The influence of environment on behavior and learning
    18. NAEYC Code - ethical and professional behavior
    19. Critical nature of relationships; attachment, responsiveness, respect
    20. The interrelationship of planning, observation, and assessment
    21. The role of shared reflective practice
    22. Essentials of program planning
    23. Quality indicators (e.g., accreditation)
    24. Career options/paths
    25. Professional organizations and ongoing professional development

  25. METHODS OF INSTRUCTION--Course instructional methods may include but are not limited to

    1. Case Study;
    2. Discussion;
    3. Field trip;
    4. Group Work;
    5. Guest Lecturers;
    6. In-class writing;
    7. Informational Interviews;
    8. Instruction through examination or quizzing;
    9. Job Shadowing;
    10. Lecture;
    11. Outside reading;
    12. Peer analysis, critique & feedback;
    13. Peer-to-peer instruction;
    14. Presentations (by students);
    15. Problem Solving;
    16. Written work;

  26. OUT OF CLASS ASSIGNMENTS: Out of class assignments may include but are not limited to

    • Reading assignments, handouts and text readings that expand and enhance lecture topics. • Classic and contemporary research studies that relate to specific topics in child development. For example: a research paper on emerging scientific knowledge about neurological development and brain growth as a guide for parenting and education practices. • Writing assignments that relate observations in child development to current theory. For example: after observing at least two different types of programs, write a paper analyzing the environment, curriculum, interactions, and relationships through the lens of developmentally and culturally appropriate practices. • Research assignments that discuss the history of and current topics in the field. For example: research historical theorists who provide a foundation for your own professional philosophy. • Text reflections. For example: after reading the supplemental story, discuss the indicators of quality and strategies to support all children and families. • Observation of children in a group setting. For example: after observing children in a license or license-exempt program discuss the role of play in a developmentally appropriate curriculum. Describe the relationships between play and learning. • Exams related to course subject matter • Textbook readings

  27. METHODS OF EVALUATION: Assessment of student performance may include but is not limited to

    • Analysis of observations of children and interviews of adults in a variety of program types. For example, after interviewing adults who work in a variety of programs, discuss the positive and negative aspects of the different types of programs: family child care, centers, after school programs, license-exempt; infant-toddler, preschool, school-age.
    • Analysis of popular writings in the field of child development. For example, read and respond to an article discussing the constructivist theory as the basis for guidance.
    • Exams related to course subject matter

  28. TEXTS, READINGS, AND MATERIALS: Instructional materials may include but are not limited to

    Textbooks
    Feeney, S.; Moravcik, E.; Nolte, S. & Christensen, D.. (2009) Who am I in the lives of children? An introduction to early childhood education, 8th, Prentice Hall
    Manuals
    Periodicals
    Software
    Other
  29. METHOD OF DELIVERY:
    Online with some required face-to-face meetings (“Hybrid”);iTV – Interactive video = Face to face course with significant required activities in a distance modality ;Online (purely online no face-to-face contact) ;Face to face;
  30. MINIMUM QUALIFICATIONS:
    Child Development/ (Masters Required);EarlyChildhood Education (Masters Required);Education (Masters Required);Family and Consumer Studies/Home Economics (Masters Required);

  31. APPROVALS:

    Origination Date
    11/05/2011
    Last Outline Revision
    11/18/2012
    Curriculum Committee Approval
    11/18/2012
    Board of Trustees
    01/12/2012
    State Approval
    UC Approval
    UC Approval Status
    CSU Approval
    30 = Spring 2010
    CSU Approval Status
    Approved
    IGETC Approval
    IGETC Approval Status
    CSU GE Approval
    CSU GE Approval Status