Chabot College
Fall 2005
Replaced Fall 2010
Course Outline for Early Childhood Development 83
ADULT SUPERVISION
Catalog Description:
83 - Adult Supervision
2 units
Methods and principles of mentoring and supervising adults in Early Care and Education
settings. Emphasis on the role of experienced classroom teachers who function as mentors
to new teachers, while simultaneously addressing the needs of children, families and other
staff. Prerequisite: Early Childhood Development 62 and Early childhood Development
63. (Both completed with a grade of C or higher.) 2 hours.
[Typical contact hours: 35]
Prerequisite Skills:
Before entering the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
examine how services provided to families and children are determined by
political, financial, religious and other powerful influences;
analyze and compare services offered by contemporary communities, local, state,
and federal, that serve families and children;
identify the impact of culture, linguistic and ethnic diversity , and socio-economic
status on families and children;
identify steps of reporting child abuse;
describe the increased variety of living arrangements that may constitute "the
family" of a child;
identify and describe differing parenting styles and family interactions;
demonstrate an understanding of diversity through appropriate classroom
assignments and activities;
explain components of effective communication between teachers and families;
plan an early childhood program utilizing the principles of human growth and
development as they apply to 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 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.
Chabot College
Course Outline for Early Childhood Development 83
Fall 2005
Page 2
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
identify and compare the developmental stages of teachers, directors and mentees;
2.
explain methods of integrating mentees and other adults into the classroom;
3.
distinguish the different roles of mentors with children, families, colleagues and
mentees;
4.
assess the ethical and professional responsibilities of mentor/mentee relationship;
5.
apply culturally sensitive communication skills;
6.
develop a plan of action, using quality environmental rating tools for classroom
improvement and enrichment;
7.
create a professional portfolio.
Course Content:
1.
2.
3.
4.
Mentor/mentee relationship
a.
Conducting the initial interview
b.
Assessing background experiences
d.
Communicating expectations and goals
e.
Differentiating between supervisions and mentoring
f.
Balancing needs of mentee and mentor’s professional responsibilities
Developmental stages of teachers, directors, and mentees
Integrating mentees and other adults into the classroom
a.
Preparing children, families, and staff
b.
Scheduling times and activities
c.
Assigning responsibilities
d.
Planning for observations and conferences
Roles of mentor
a.
Model Developmentally Appropriate Practices (DAP)
1)
Facilitate planning of curriculum
2)
Schedule
3)
Physical environment
4)
Children’s individual needs
b.
Promote positive interactions with children
1)
Culturally sensitive
2)
Expanding language acquisition
3)
Discipline and guidance
c.
Establish relationships with families within a cultural context
1)
Communication
2)
Parent/child interactions
3)
Culturally sensitive classroom environment
4)
Parent/family conference
Chabot College
Course Outline for Early Childhood Development 83
Fall 2005
Page 3
Course Content (Cont’d):
d.
5.
6.
Demonstrate professional behavior
1)
Interactions with colleagues
2)
Confidentiality
3)
Ethical and legal responsibilities
4)
Professional portfolio
5)
Participation in professional organizations
6)
Advocacy
7)
Leadership
Value of ongoing assessment
a.
Supporting developmental stages of mentee
b.
Informal/formal
c.
Scheduling routine feedback and conferences
d.
Reflective practices
e.
Observations
f.
Written evaluations
Use of quality environmental rating tools (ECERS, etc.)
a.
Environmental assessment and scoring
b.
Identify strengths and weakness in the environment
c.
Develop plan of action for improvement and enrichment
d.
Timeline for implementation and evaluation
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture and discussion
Class reports
Guest speakers
Audio-video presentations
Role play
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a. Use assessment tools to observe and evaluate early care and education programs
b. Write reflections on readings
c. Oral presentation on a topic related to professional development
d. Develop a professional portfolio
2.
Methods of Evaluating Student Progress
a. Mid-term and Final examination
b. Class attendance and participation
c. Written assignments and observations
Chabot College
Course Outline for Early Childhood Development 83
Fall 2005
Page 4
Textbook(s) (typical):
Supervision in Early Childhood Development: A Developmental Perspective, Joseph J.
Caruso and M. Temple Fawcett, Teachers College Press, 2002, or latest edition.
Ethics and the Early Childhood Educator: Using the NAEYC Code, Stephanie Feeney and
Nancy Freeman, National Association for the Education of Young Children, Washington,
D.C., 2002, or latest edition,
Early Childhood Environmental Rating Scale (ECERS) Revised. Thelma Harms and
Richard Clifford, Teachers College Press, 1999, or latest edition.
Special Student Materials:
None.
tf:ECD 83
Revised: 10-12-04