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DESCRIPTOR TEMPLATE
|Discipline: Child Development |Sub-discipline: Early Childhood Education |
|General Course Title: Principles and Practices of Teaching Young Children |Min. Units: 3 |
|General Course Description: |
|An examination of the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key |
|role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual |
|development for all young 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. |
|Number: ECE 120 |Suffix: N/A |
|Any rationale or comment: N/A |
|Required Prerequisites or Co-Requisites: None |
|Advisories/Recommended Preparation: None |
|Course Content: |
|Current and historic models, influences, and approaches in the field of early childhood |
|Delivery systems (nonprofit, profit, publicly funded, alternative payment/voucher) |
|Program types (family child care, centers, after school programs, license-exempt; infant/toddler, preschool, school-age) |
|Licensing and regulation (e.g., Title 22, Title 5, Fire Code), and personnel requirements |
|NAEYC Code of ethics |
|Attention to developmental needs of children of different ages (infant/toddler, preschool, school-age) |
|Addressing the needs of the “whole child” (physical, cognitive, social-emotional) |
|The importance of developmentally, culturally, linguistically appropriate practice. |
|Applying developmentally-appropriate practices to normative and atypical development |
|Play as a vehicle for development and learning |
|Characteristics of an effective teacher in an early childhood setting |
|Importance of positive teacher-child relationships and interactions |
|Collaboration and partnerships with families, colleagues, and health care professionals |
|Positive guidance strategies |
|Essentials of program planning |
|The interrelationship of planning, observation, and assessment |
|The influence of environment on behavior and learning (environment as third teacher) |
|Quality indicators (e.g., accreditation) |
|Career options/paths |
|Professional organizations and ongoing professional development |
|Course Objectives: |
|At the conclusion of this course, the student should be able to: |
|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. |
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|Develop one’s teaching philosophy and professional goals. |
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|Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practice that support all children |
|including those with diverse characteristics and their families. |
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|Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children. |
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|Examine a variety of guidance and interaction strategies to increase children’s social competence and promote a caring classroom community. |
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|Analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning |
|and development. |
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|Methods of Evaluation: |
|1. Exams (objective and essay) that demonstrate the students' |
|ability to define socialization theories and processes. |
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|2. Research papers, essays and group projects that demonstrate |
|student's ability to use the media to identify a specific issue, |
|evaluate available resources that currently help resolve that problem, |
|and develop possible advocacy strategies to help eliminate the problem |
|in the future. |
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|3. Instructor assessment of participation in classroom discussions, |
|presentation of media examples, and critique of volunteer/community |
|service work. |
|Sample Textbooks, Manuals, or Other Support Materials |
|Beginnings & Beyond: Foundations in Early Childhood Education, current edition; Gordon & Browne, , Delmar Cengage Learning |
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|Who Am I in the Lives of Children?, current edition; Feeney, Christiansen & Moravcik, , Pearson Higher Ed |
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|Fundamentals of Early Childhood Education, current edition, Morrison, Prentice Hall |
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|California State Preschool Learning Foundations, Available at: |
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|California State Infant/Toddler Learning & Development Program Guidelines, Available at: |
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|FDRG Lead Signature: Date: April 27, 2011 |
|[For Office Use Only] | Internal Tracking Number |
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