C-ID LOG0



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. |

| |

| |

|Develop one’s teaching philosophy and professional goals. |

| |

| |

|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. |

| |

| |

|Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children. |

| |

| |

|Examine a variety of guidance and interaction strategies to increase children’s social competence and promote a caring classroom community. |

| |

| |

|Analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning |

|and development. |

| |

| |

|Methods of Evaluation: |

|1. Exams (objective and essay) that demonstrate the students' |

|ability to define socialization theories and processes. |

| |

|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. |

| |

|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 |

| |

|Who Am I in the Lives of Children?, current edition; Feeney, Christiansen & Moravcik, , Pearson Higher Ed |

| |

|Fundamentals of Early Childhood Education, current edition, Morrison, Prentice Hall |

| |

|California State Preschool Learning Foundations, Available at: |

| |

|California State Infant/Toddler Learning & Development Program Guidelines, Available at: |

| |

|FDRG Lead Signature: Date: April 27, 2011 |

|[For Office Use Only] | Internal Tracking Number |

| |

| |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download