Chabot College
Fall 2004
Course Outline for Early Childhood Development 63
EARLY CHILDHOOD CURRICULUM
Catalog Description:
ECD 63 — Early Childhood Curriculum
4 Units
Professional application of the principles of human growth and development in: the study of
play based curriculum, the physical environment and learning experiences including
program content, the use of materials, the facilitation and guidance of children's experiences
based on developmentally appropriate principles, the methods used to meet children’s
physical, social, emotional, cognitive, and creative needs within cultural context.
Prerequisite: Early Childhood Development 50 and Early Childhood Development 51 (both
completed with a grade of ‘C’ or higher). 3 hours lecture, 3 hours laboratory.
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.
discuss the basic concepts of neonatal, infant, toddler, preschool, and early primary
child development within a socio-cultural context;
describe current trends in research about early childhood;
identify and describe the needs of typically developing children at different ages and
stages of development;
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;
discuss 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;
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;
discuss the environmental rating instruments.
Chabot College
Course Outline for ECD 63, Page 2
Fall 2004
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 young children's needs;
discuss the learning process in early childhood;
observe and assess the environmental factors related to providing developmentally
appropriate curriculum;
evaluate curriculum to meet the needs of groups and individual children;
plan and facilitate the following curriculum for young children using
developmentally appropriate practices: language arts/literacy, dramatic play,
creative arts, sensori-motor exploration, outdoor, anti-bias, nutrition and health,
music/movement, carpentry, science, blocks, and manipulatives;
plan curriculum that reflects an understanding of cultural diversity.
Course Content:
1.
2.
3.
4.
5.
6.
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.
Importance of developmentally appropriate practice
a. Age appropriate
b. Individually appropriate, inclusive
c. Cultural context
Meeting individual and group needs
a. Room arrangement
b. Scheduling
c. Facilitating children’s participation
d. Promoting developmental growth
e. Practical considerations
Implementing appropriate curriculum
a. Language arts/literacy
b. Creative arts
c. Sensori- motor
d. Outdoor play
e. Science
f. Nutrition and health
g. Blocks and manipulatives
h. Anti-bias
Accountability through documentation
a. Observe and assess
b. Plan and reflect
Professionalism
a. Code of Ethics
b. Interrelationships with children, parents, and staff
Chabot College
Course Outline for ECD 63, Page 3
Fall 2004
Methods of Presentation:
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.
2.
Typical assignments
a. Observe and assess the developmentally 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. 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, 2000, or latest edition
Total Learning, Joanne Hendrick, Merrill Prentice Hall, 2000. or latest edition 2000
Developmentally Appropriate Practice in Early Childhood Programs Serving Children
Birth Through Age Eight, Sue Bredecamp, NAEYC, 2000, or latest edition.
Chabot College
Course Outline for ECD 63, Page 4
Fall 2004
Special Student Materials:
None.
tf:/Word/ECD 63.doc
Revised: 11-11-03