Child Development-Early Childhood Education (CDECE)

This course provides and introduction to the laws, regulations, standards, policies, procedures and early childhood curriculum related to child health, safety and nutrition. The key components that ensure physical health, mental health and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. The focus is on integrating the concepts into everyday planning and program development for all children. An additional three to five hours of child observation, outside of regular class hours is required for this course.

This course is a study of the methods and principles of supervising student teachers, volunteers, staff, and other adults in early care and education settings. Emphasis is on the roles and development of early childhood professionals as mentors and leaders.

This course examines traditional and contemporary children's literature including poetry, fiction, nonfiction, and folk literature from a variety of cultures. Criteria for literary and artistic evaluation as well as literary concepts such as theme and plot will be examined. Students will demonstrate presentation techniques and explore curriculum and community support for literature experiences with children.

This course is a study of infants and toddlers from pre-conception to age three including physical, cognitive, language, social, and emotional growth and development. Students will apply theoretical frameworks to interpret behavior and interactions between heredity and environment. The course emphasizes the role of the family and relationships in development.

This course examines essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months. Students will apply current theory and research to the care and education of infants and toddlers in group settings.

This introductory course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. The course meets the State of California requirement for teaching in early childhood education programs.

This course examines the major physical, psychosocial, and cognitive/language developmental milestones throughout the life span, both typical and atypical, from conception through death. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children and interview adults, evaluate individual differences and analyze characteristics of development at various stages. This course meets the State of California requirement for teaching preschool.

This course examines the developing child in a societal context focusing on the interrelationship of family, school and community and emphasizes historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. This course fulfills state licensing requirements for child, family and community D2.

This course explores the principles and methods of planning, implementing and evaluating developmentally and culturally appropriate curriculum environments for young children. The emphasis is on curricular approaches, observation, assessment, activity planning, and practice in all developmental domains. An overview of content areas will include but not be limited to: language and literacy, social studies, dramatic play, sensory learning, art, music and movement, math and science. An additional three to five hours of child observation, outside of regular class hours is required for this course. This course fulfills state requirements for programs/curriculum, DS3.

This course examines historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children from birth through age eight. It explores the typical roles and expectations of early childhood educators and identifies professional ethics, career pathways, and professional standards. Best practices are introduced for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development.

This course explores the principles and methods of providing creative expression and art experiences for young children, 3-5 years old. This course fulfills the state licensing requirements for programs/curriculum D3.

This course explores the principles and methods of providing music and movement experiences for young children 3 - 5 years old. Students develop skills to effectively sing, play simple musical instruments and use movement activities with young children.

This course explores the principles and methods of planning, implementing and evaluating science and math experience for young children 3-5 years old. Students will develop strategies to foster the child's natural curiosity about the environment and quantity through activities that encourage exploration, experimentation, problem solving and discovery through play. This course fulfills state requirements for programs/curriculum D3.

This course surveys the range of language and literacy theories, practices and activities that support young children's development. This course meets state licensing requirements for program curriculum D3.

This course studies ways of approaching and understanding child guidance as it applies to children from birth to age 8 in family and community settings as well as developing a personal approach to child guidance based on current scientific research and theory concerning child development. The course utilizes lecture, discussion, small group work, observation, and research to explore the processes linked to the development of prosocial behavior in young children. The course focuses on the use of developmentally appropriate methods of guiding children to promote positive self-esteem.

Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program. May be applied to degree, certificate or area of specialization requirements.

Effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program. May be applied to degree, certificate or area of specialization requirements.

This course examines the relationship of culture, language, family structure, ability, socioeconomic status and other issues on the formation of the young child’s concept of self and the learning process. Emphasis is on practical early childhood classroom applications for diverse populations, including the integration of cultures, generations, genders, and races into the classroom, facilitation of second language acquisition, and practical teaching strategies for implementing an anti-bias curriculum. Course includes self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play, and learning in order to join with families and professionals in promoting children’s success and maintaining quality programs. Recording strategies, rating systems, portfolios, and multiple assessment methods are explored. The course meets state licensing requirements for program curriculum DS3. Proof of current state mandated immunizations and negative TB status are required to participate.

Under guided supervision, students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Reflective practice will be emphasized as student teachers design, implement, and evaluate approaches and strategies, and techniques that promote development and learning. There are 72 hours of lab experience over the course of the semester. Proof of current state mandated immunizations and negative TB status and fingerprint clearance are required to participate. Instructor approval required. According to SB 792, effective September 1. 2016, a person may not be employed or volunteer at a child care center or family child care home unless he or she has been immunized against influenza, pertussis, and measles (Health and Safety Code sections 1596, 7995 (a) (2)).

This course is the study of the relationship between developmental, environmental, and social-emotional variables and the young child's challenging and/or extreme behaviors. Strategies, for use by the early childhood teacher or parent, which support the child's development of social competence, self-control and self-image will be covered. Methods of teaching children friendship skills, feelings vocabulary, problem solving, and anger management are included. Observations at a variety of sites in the community will be required in this course. An additional three to five hours of child observation, outside of regular class hours is required for this course.

Students learn and gain on-the-job experience in the field of Child Development/Early Care and Education. Learning objectives are established collaboratively by the student, supervisor, and instructor. A minimum of sixty (60) hours of non-paid work or seventy-five (75) hours of paid work during the semester are required for each unit of credit. Students may earn from 1 to 4 units credit. *Note: Transfer limitations

This course examines traditional and contemporary children's literature including poetry, fiction, non-fiction and folk literature from a variety of cultures. Criteria for literary and artistic evaluation as well as literary concepts such as theme and plot will be examined. Students will demonstrate presentation techniques and explore curriculum and community support for literature experiences with children.

This course explores the principles and methods of providing creative expression and art experiences for young children, 3-5 years old.

This course explores the principles and methods of planning, implementing and evaluating science and math experience for young children 3-5 years old. Students will develop strategies to foster the child's natural curiosity about the environment and quantity through activities that encourage exploration, experimentation, problem solving and discovery through play.

This course surveys the range of language and literacy theories, practices and activities that support young children's development.