Chabot College
Fall 2011
Course Outline for Early Childhood Development 63
EARLY CHILDHOOD CURRICULUM
Catalog Description:
63 — Early Childhood Curriculum
4 Units
Professional application of the principles of human growth and development in: the study of play
based inclusive curriculum, the physical environment and learning experiences including program
content, the use of materials, the facilitation and guidance of all children's experiences based on
developmentally appropriate principles, the methods used to meet all children’s physical, social,
emotional, cognitive, and creative needs within cultural context. Prerequisite: Early Childhood
Development 50 and 56 (both completed
with a grade of “C” or higher). 3 hours lecture,
3 hours laboratory.
[Typical contact hours: lecture 52.5, laboratory 52.5]
Prerequisite Skills:
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Before entering this course the student should be able to:
From ECD 50 Early Childhood Principles and Practices
describe the historical development of various group care systems for all young children;
define and describe the theories, philosophies, goals, objectives and methods associated with
contemporary group care and educational systems - as related to developmentally appropriate
practices for all young children with typical and atypical development in a play based environment;
describe children’s developmental stages as it relates to developmentally appropriate practices;
explain the licensing and educational requirements of working in early childhood education and the
potential for employment in the field;
describe guidance and positive communication strategies which promote children’s social
competence in a caring community;
describe how culture influences early childhood programs and practices;
identify strategies to promote communication with English learning families
identify program adaptations which may be needed to support children with diverse abilities;
document written and objective observations;
demonstrate understanding of environmental rating instruments;
explain the professional standards of early care and education and importance of establishing
relationships with coworkers, families, children and the professional community:
Develop a personal and professional philosophy using a theoretical perspective and Developmentally
Appropriate Practices (DAP).
From ECD 56 Child Growth and Development
1. demonstrate objective techniques and skills when observing and evaluating behavior in children
of all ages, taking into consideration bias;
2. identify techniques for studying children;
3. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant, toddler,
preschool, and early primary child development and adolescence within a social-cultural context;
4. articulate connections between child development knowledge and appropriate practices;
5. describe current trends in research about early childhood;
6. investigate and describe risk factors that impact child’s development and their families;
7. describe typical development milestones of children birth through eight years;
8. differentiate characteristics of typical and atypical development at various stages;
9. examine ways in which developmental domains are continuous, sequential and interrelated;
10. identify the strengths and exceptional needs of the child in the context of his/her family;
11. assess through observation and identify children’s unique qualities, behaviors, skills, traits, and
developmental level;
12. examine and evaluate the role of play and its relationship to development at various stages;
13. identify ethical responsibilities to children.
Chabot College
Course Outline for Early Childhood Development 63
Fall 2011
Page 2
Expected Outcomes for Students:
Upon completion of this course, the student should be able to:
1. plan an early childhood program utilizing the theories and principles of human growth and
development as they apply to all young children's needs;
2. demonstrate and discuss the learning process in early childhood as it relates to play;
3. observe, plan, assess and evaluate the environment including the role of the teacher as related to
providing developmentally appropriate curriculum;
4. plan and evaluate curriculum and environment to meet the needs of groups, typical and atypical
children;
5. plan and facilitate the following curriculum for all young children from an anti bias perspective using
developmentally appropriate practices: language arts/literacy, dramatic play, creative arts, sensorimotor exploration, outdoor, nutrition and health, music/movement, math and science, blocks, and
manipulatives;
6. plan curriculum that reflects an understanding of cultural diversity both the home language and the
development of English as a second language;
7. evaluate teacher behaviors for best practices reflecting current research and the impact it has on
children’s learning and development.
Course Content (Lecture):
1. The role of theory in practice
a. Study of theories, including constructivist, as they pertain to child development and curriculum
b. Translate theory and principles of human growth and development into curriculum planning and
developmentally appropriate practices.
2. Developmentally appropriate practice
a. Age appropriate
b. Inclusive and individual
c. Within a cultural context
d. Includes families
e. Supports home language and the development of English as a second language
f. Promotes sense of self identity
g. Builds competence across all domains
h. Anti bias perspective
3. Professionalism
a. Code of Ethics
b. Establish respectful relationships with children, families, and staff
c. Maintain respectful and confidential communication with families and
colleagues
d. Using reflection in correlation with current research to influence practice
Lab Content (Laboratory):
1. Individual and group needs
a. Room arrangement
b. Modification of environment and materials
c. Scheduling and transitions
d. Facilitating children’s participation
e. Promoting developmental growth
f. Practical considerations
2. Appropriate inclusive, play based curriculum in a safe, secure and nurturing
environment.
a. Language arts/literacy
b. Dramatic play
c. Creative arts
d. Sensori- motor
e. Outdoor play
f. Nutrition and health
Chabot College
Course Outline for Early Childhood Development 63
Fall 2011
g. Music and movement
h. Math and science
i. Blocks and manipulative
3. Cycle of observation
a. Observe, plan, analyze and assess
b. Plan and reflect
c. Accountability through documentation
Page 3
Methods of Instruction:
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Lecture and discussion
Individual and collaborative projects
Audio visual presentations
Guest speakers
Simulated Demonstration Laboratory or laboratory experience
Assignments and Methods of Evaluating Student Progress:
1. Typical assignments
a. Observe and assess the developmental appropriateness of materials/activities for children within
a classroom.
b. Observe the play of children. Based on your written observation develop a plan which will
sustain and enrich the play and curriculum.
c. Select and read two articles that focus on the implementation of philosophical ideology and
programming related to curriculum. Summarize the information and state how it substantiates or
contradicts developmentally appropriate practice.
d. Write a reflection for each class session and reading assignment. The reflection will summarize
three principles or points of information contained within the class and reading. Include how to
apply these principles within an early childhood classroom.
e. Plan, implement and evaluate curriculum for young children. A written report will be turned
in to the instructor. The planning, process, and evaluation of the implemented curriculum will
be shared orally and through the children’s work samples or photographs.
f.
Present varied enrichment materials to class throughout the semester, including one which
demonstrates how it can be adapted for a child with special needs. In class, verbalize your
reasoning for selecting the materials based on developmental appropriateness and potential
for attaining objectives within the five domains (physical, social, emotional, cognitive and
creative).
2. Methods of Evaluating Progress
a. Class attendance and participation
b. Class presentations
c. Reflections
d. Observations
e. Midterm
f. Projects/Assignments
g. Final examination
Textbook(s) (typical):
Total Learning: Developmental Curriculum for the Young Child. Joanne Hendrick, Merrill
Prentice Hall, 2010, 8th edition.
Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth
Through Age Eight, Sue Brendecamp and Carol Copple, 3 rd edition.NAEYC, 2009,
Special Student Materials:
None.
ECD 63, revised 9/10 cs