Chabot College
Fall 2007
Replaced Fall 2010
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:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
describe the historical development of various group care systems for all young
children;
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;
explain the licensing and educational 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;
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.
demonstrate knowledge of the basic concepts of prenatal, neonatal, infant, toddler,
preschool, and early primary child development within a social-cultural context;
describe current trends in research about early childhood;
describe the typical child development milestones of children birth through eight
years of age;
identify the strengths and exceptional needs of the child in the context of his/her
family;
assess through observation and identify children’s unique qualities, behaviors,
skills, traits, and developmental level;
identify available community services provided for young children with special
needs and techniques for studying children;
demonstrate understanding of the need of programs to provide culturally sensitive
care and implement curriculum that is multicultural and anti-bias;
identify the code of ethical responsibilities to children;
Chabot College
Course Outline for Early Childhood Development 63, Page 2
Fall 2007
Expected Outcomes for Students:
Upon completion of this course, the student should be able to:
1.
2.
3.
4.
5.
6.
plan an early childhood program utilizing the principles of human growth and
development as they apply to all young children's needs;
demonstrate and discuss the learning process in early childhood;
observe and assess the environmental factors related to providing developmentally
appropriate curriculum;
plan and evaluate curriculum and environment to meet the needs of groups, typical
and atypical children;
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;
plan curriculum that reflects an understanding of cultural diversity.
Course Content:
1.
2.
3.
4.
The role of theory in practice
a.
Study of theories as they pertain to child development and curriculum
b.
Translate theory into curriculum planning and developmentally
appropriate practices.
Developmentally appropriate practice
a.
Age appropriate
b.
Inclusive and individual
c.
Within a cultural context
d.
Promotes sense of self identity
e.
Builds competence across all domains
f.
Anti bias perspective
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
Appropriate inclusive 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, Page 3
Fall 2007
g.
Music and movement
Course Content (Cont’d):
5
6.
h.
Math and science
i..
Blocks and manipulative
Accountability through documentation
a.
Observe, analyze and assess
b.
Plan and reflect
c.
Maintain respectful and confidential communication with families and
colleagues
Professionalism
a.
Code of Ethics
b.
Establish respectful relationships with children, families, and staff
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
evaluation of the implemented curriculum will be shared orally and
through the children’s work samples or photographs.
Chabot College
Course Outline for Early Childhood Development 63, Page 4
Fall 2007
Assignments and Methods of Evaluating Student Progress (Cont’d):
f.
2.
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).
Methods of Evaluating Progress
a.
Class attendance and participation
b.
Class presentations
c.
Reflections
d.
Observations
e.
Midterm and final examination
f.
Projects/Assignments
Textbook(s) (typical):
The Creative Curriculum For Preschoolers, Dodge, Colker, and Heroman, Teaching
Strategies, 2003, or latest edition
Total Learning, Joanne Hendrick, Merrill Prentice Hall, 2003, or latest edition
Developmentally Appropriate Practice in Early Childhood Programs Serving Children
Birth Through Age Eight, Sue Brendecamp, NAEYC, 2000, or latest edition.
Special Student Materials:
None.
tf:Word/ECD 63
Revised: 10/24/06