Chabot College
Fall 2001
Removed Fall 2010
Course Outline for Early Childhood Development 80
ADVANCED TOPICS IN CHILDHOOD DEVELOPMENT
Catalog Description:
80 - Advanced Topics in Childhood Development
(May be repeated 3 times)
1-3 units
Development and presentation of advanced topics in Early Childhood Development.
Emphasis on creative arts, math and science, music and movement. Prerequisite: Early
Childhood Development 63 (completed with a grade of C or higher). 1-3 hours.
[Typical contact hours: 17.5 – 52.5]
Prerequisite Skills:
Before entering the course, the student should be able to:
1.
plan an early childhood program utilizing the principles of human growth and
development as they apply to young children's needs;
2.
plan an early childhood program utilizing the principles of human growth and
development as they apply to young children's needs;
3.
plan curriculum to meet the needs of groups and individual children;
4.
plan and facilitate the following activities for young children in a developmentally
appropriate fashion: story corner, dramatic play, creative arts, sand/water, outdoor,
anti-bias, food/nutrition, music/movement, carpentry, science, blocks, table toys.
Expected Outcome for Students:
Upon completion of the course, the student should be able to:
1.
prepare materials for use by young children;
2.
develop personal skills in curriculum presentation;
3.
write activity plans in curriculum areas covered;
4.
use curriculum activities to foster age-appropriate development;
a.
aesthetic and affective (creative arts, music and movement);
b.
physical (creative arts, music and movement);
c.
cognitive (all areas);
5.
communicate the developmental value of curriculum activities in these areas;
6.
enrich classroom activity centers;
7.
integrate curriculum topics throughout the total early childhood program;
8.
individualize curriculum to meet specific needs of individual children.
Course Content:
1.
2.
3.
4.
5.
Age-appropriate expectations for young children
Enriching classroom activity centers
Preparing and presenting curriculum activities
Presenting early childhood curriculum to adults ( e.g, parents, directors, board
members)
Curriculum for the whole child, throughout the early childhood program
Chabot College
Course Outline for Early Childhood Development 80, Page 2
Fall 2001
6.
7.
Integrating curriculum topics
Meeting individual needs
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture and discussion
Media presentations
Demonstrations and group projects
Group projects
Guest presenters
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments
a.
Reading and writing:
1)
We have been discussing three different types of curriculum
development: theme based, web based and emergent curriculum.
Prepare a research paper using at least five sources on one of those
three curriculum processes. Your typed paper will be a minimum
of 5 pages and will be evaluated on the basis of content and
presentation.
2)
Read from the text Chapter 3 and compare and contrast the
developmental approach with the academic methods described in
that chapter. Which approach are you most comfortable with and
why?
b.
Project:
1)
You have been assigned to a group. Your group will create a
developmentally appropriate curriculum for a childcare center that
provides all day care for children three and four years old. Your
curriculum will be for one week and from 6:30am to 6:00pm. This
will be a written plan turned in to the instructor, but presented with
visuals to the class.
Methods of Evaluating Student Progress
a.
Examination questions:
1)
You will create a program that demonstrates the meaning of
"integrated curriculum". Your program will be for prekindergarten age children and will be a half-day program. You will
write up the curriculum for two mornings. You must include art,
nutrition, science, music, books and outside motor skill
opportunities.
b.
Projects:
1)
You will demonstrate to the class how you might enrich the
dramatic play area of a children's center.
2)
You will prepare a demonstration for a parent group to show them
what is meant by teachers when they say their program is
"developmentally appropriate." You will make the presentation to
our class. You will be evaluated on the clarity of your explanation,
the appropriateness of your visuals and the quality and
Chabot College
Course Outline for Early Childhood Development 80, Page 3
Fall 2001
3)
effectiveness of your presentation.
Frequency:
a)
Midterm examination
b)
Research
c)
Two to three projects
d)
Participation
e)
Final examination
Textbooks(s) (typical):
1.
2.
3.
Total Learning Developmental Curriculum for the Young Child, Joanne,
Hendrick, Merrill/Prentice-Hall, 1998
Emergent Curriculum, Elizabeth Jones and John Nimmo, National Association
for the Education of Young Children, 1994
Engaging Children's Minds: The Project Approach. Lilian Katz, and Sylvia C.
Chard, Ablex Publishing Corporation, New Jersey, 1997
Special Student Materials:
None.
tf: A: CURRICUL\FALL 00\ ECD 80.DOC
REVISED 11-15-00