Chabot College
Fall 2010
Replaced 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 51 (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:
Before entering this course the student should be able to:
From ECD 50 Early Childhood Principles and Practices
1. describe the historical development of various group care systems for all young children;
2. define and describe the philosophy, 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;
3. describe children’s developmental stages as they relate to developmentally appropriate
practices;
4. explain the licensing and educational requirements of working in early childhood education and
the potential for employment in the field;
5. describe guidance and positive communication strategies which promote children’s social
competence and a caring community;
6. describe how culture influences early childhood programs and practices;
7. identify strategies to promote communication with English learning families
8. identify program adaptations which may be needed to support children with diverse abilities;
9. document written and objective observations;
10. demonstrate understanding of environmental rating instruments;
11. explain the professional standards of early care and education and importance of establishing
relationships with coworkers, families and children.
From ECD 51 Prenatal to Child Development
1. identify techniques for studying children;
2. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant,
toddler, preschool, and early primary child development within a social-cultural context;
3. articulate connections between child development knowledge and appropriate practices;
4. describe current trends in research about early childhood;
5. describe typical development milestones of children birth through eight years;
6. differentiate characteristics of typical and atypical development at various stages;
7. examine ways in which developmental domains are continuous, sequential and interrelated;
8. identify the strengths and exceptional needs of the child in the context of his/her family;
9. assess through observation and identify children’s unique qualities, behaviors, skills, traits,
and developmental level;
10. examine and evaluate the role of play and its relationship to development at various stages;
11. identify ethical responsibilities to children.
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;
Chabot College
Course Outline for Early Childhood Development 63, Page 2
Fall, 2010
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, sensori-motor 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.
Lecture Content:
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
Laboratory Content:
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
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
Chabot College
Course Outline for Early Childhood Development 63, Page 3
Fall, 2010
Methods of Instruction:
1.
2.
3.
4.
5.
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 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 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, and
creative).
2. Methods of Evaluating Student 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, 2006, 7 th 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 9/09: cs