Chabot College
Course Outline for Early Childhood Development 50
EARLY CHILDHOOD EDUCATION AND CARE
Fall 2007
Catalog Description:
50 - Early Childhood Education and Care 3 units
Historical and contemporary systems of Early Childhood group care, career opportunities, licensing requirements, professional qualifications, differing orientations to early childhood education, developmental stages of young children as related to quality programs that have developmentally appropriate and inclusive curriculum. 3 hours.
Prerequisite Skills :
None.
Expected Outcomes for Students:
Upon completion of this course the student should be able to:
1.
2.
describe the historical development of various group care systems for all children; young define and describe the philosophy, goals, objectives and methods associated with contemporary group care and educational systems as related to developmentally
3.
appropriate practices for all young children with typical and atypical development; explain the licensing and educational requirements of working in early childhood education and the potential for employment in the field;
4.
5.
contrast and compare various types of group care systems currently in use; describe anti-bias perspective, cultural diversity, and inclusion of children with exceptional needs in early care and education; document written and objective observations; demonstrate understanding of environmental rating instruments.
Course Content:
6.
7.
1. Historical context of group care and educational systems a. b.
Social and psychological perspectives on development
Factors increasing the demand for early childhood care and education
2. c. d. e. f.
Local, state and federal programs for all young children
Programs for children with exceptional needs;
Present status of group care and educational systems
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 all c. young children
Ethical considerations

Chabot College
Course Outline for Early Childhood Development 50, Page 2
Fall 2007 d. Diversity, multi-cultural and inclusion elements of contemporary care and education settings
Elements of quality early education include social skills, physical e. development, early literacy, math, science, and other cognitive skills
Licensing requirements, educational, and professional opportunities 3. a. b. c.
Childcare centers and family childcare homes
Meeting American with Disabilities Act (ADA) standards
Childcare professionals;
1) Employment in private centers, profit and non-profit
4.
2) Employment in state and federally funded programs
3) Continuing professional growth and career ladder (Child
Development Permit) d. Personal rights of children, families and employees
Program philosophies and orientations a. b. c. d.
Overview of various program approaches
Elements of differing programs
Criteria for evaluating quality programs
Ethical considerations for children, families, and educators
Anti bias perspective, cultural diversity, and inclusion a. Differing cultural perspectives on child rearing practices b. c.
Sensitivity and appreciation of personal and cultural differences
Awareness of children with exceptional needs.
6.
7.
Observation a.
Identifying elements of objective observation b.
c.
Opportunities to practice in the field
Practice in completing a thorough, objective, written report
Environmental Rating Instruments a.
Tools available to evaluate/assess quality early care and education settings b.
c.
Elements of quality environments, interactions and relationships
Assess support for staff, families, and children
Methods of Instruction:
1.
2.
3.
4.
5.
5.
Lecture-discussion
Student presentations and resource speakers
Media presentations
Direct observation of children
Role play and group work

Chabot College
Course Outline for Early Childhood Development 50. Page 2
Fall 2007
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments a.
b.
c.
Use assessment tools to observe and evaluate early childhood programs
Write reflections on readings
Observe and write evaluations of early childhood development
2. programs
Methods of Evaluating Student Progress a. b.
c.
Mid-term and Final Examination
Class attendance and participation
Written assignments and observations
Textbook(s) (typical):
Foundations, Janet Gonzalez-Mena, Mayfield Publishers, 2005, or latest edition.
Special Student Materials:
None. tf:Word/ECD 50
Revised: 10-24-06