Chabot College
Fall 2004
Course Outline for Early Childhood Development 50
EARLY CHILDHOOD EDUCATION AND CARE
Catalog Description:
1.
50 - Early Childhood Education and Care
3 units
Historical and contemporary systems of Early Childhood group care, career opportunities,
licensing requirements, personal qualifications, differing orientations to early childhood
education, developmental stages of young children as related to quality programs with
developmentally appropriate curriculum. 3 hours.
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
describe the historical development of various group care systems for young
children;
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;
explain the licensing requirements of working in early childhood education and the
potential for employment in the field;
contrast and compare various types of group care systems currently in use;
identify and articulate personal motivation for entering the field of early care and
education;
explain the necessity of anti-bias curriculum, cultural diversity, and children with
special needs in early care and education;
document written and objective observations;
Course Content:
1.
2.
Historical context of group care and educational systems
a. Social and psychological perspectives of development
b. Factors increasing the demand for early childhood care and education
c. Local, state and federal programs for young children
d. Present status of group care and educational systems
e. The role of effective advocacy on early care and education issues
Philosophy, goals, objectives, and methods associated with quality group care and
education systems
a. Developmental basis of early childhood education
b. Quality care fulfills physical, social, emotional and cognitive needs of young
children
Chabot College
Course Outline for Early Childhood Development 50, Page 2
Fall 2004
3.
4.
5.
6.
7.
c. Ethical considerations
d. Diversity, multi-cultural and inclusion elements of contemporary care and
education settings
e. Elements of quality early education include social skills, physical development,
early literacy, math, science, and other cognitive skills
Licensing requirements
a. Childcare centers and family childcare homes
b. Childcare professionals
1) Employment in private centers, profit and for profit
2) Employment in state and federally funded programs
3) Continuing professional growth and career ladder (Child Development
Permit)
c. Personal rights of children, families and employees
Program philosophies and orientations
a. Overview of various program approaches
b. Elements of differing programs
c. Criteria for evaluating quality programs
d. Ethical considerations for children, families, and educators
Anti bias curriculum, cultural diversity, and special needs
a. Differing cultural perspectives on child rearing practices
b. Sensitivity and appreciation of personal and cultural differences
c. Awareness of children with special needs and the Americans with Disabilities
Act
Observation
a. Identifying elements of objective observation
b. Opportunities to practice in the field
c. Practice in completing a thorough, objective, written report
Environmental Rating Instruments
a. Tools available to evaluate/assess quality early care and education settings
b. Elements of quality environments, interactions and relationships
c. Assess support for staff, families, and children
Methods of Presentation:
1.
2.
3.
4.
Lecture-discussion
Student presentations and resource speakers
Media presentations
Role play and group work
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments
a. Use assessment tools to observe and evaluate early childhood programs
b. Write reflections on readings
c. Observe and write evaluations of early childhood development programs
Methods of Evaluating Student Progress
a. Mid-term and Final Examination
Chabot College
Course Outline for Early Childhood Development 50, Page 2
Fall 2004
b. Class attendance and participation
c. Written assignments and observations
Textbook(s) (typical):
Foundations, Janet Gonzalez-Mena, Mayfield Publishers, 2001, or latest edition.
Special Student Materials:
None.
tf:/Word/ECD 50.doc
Revised 11-6-03