Chabot College
Fall 2003
Course Outline for Early Childhood Development 83
ADULT SUPERVISION
Catalog Description:
83 - Adult Supervision
2 units
Methods and principles of supervising student teachers in early childhood classrooms.
Emphasis on the role of experienced classroom teachers who function as mentors to new
teachers while simultaneously addressing the needs of children, parents and other staff.
Prerequisite: Early Childhood Development 62 and Early Childhood Development 63.
(completed with a grade of C or higher). 2 hours.
Prerequisite Skills:
Before entering the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
plan early childhood programs utilizing the principles of human growth and
development as they apply to young children’s needs;
demonstrate understanding of the learning process in early childhood;
plan curriculum to meet the needs of groups and individual children;
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;
apply Maslow's hierarchy of needs;
identify increased variety of living arrangements that may constitute "the family" of
a child;
discuss Bronfenbrenner's ecology of human development in a variety of child
rearing practices in various family settings;
identify and describe the possible types of interaction between family members, and
the roles of such members;
identify services offered by a modern community (local, state, and federal) to meet
the needs of individual family members with special emphasis on young children;
identify what services preschool and child care centers offer to families;
apply concepts of learning community diversity to self and peers;
communicate effectively with people of other cultures and collect data on these
variations.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
2.
3.
4.
Provide appropriate models, guidance, and evaluation for adults;
Identify and support developmental stages of adults;
Facilitate positive interactions between adults, children, parents and other staff;
Maintain a safe and developmentally appropriate environment for young children
while fostering growth of adults.
Chabot College
Course Outline for ECD 83
Fall 2003
Page 2
Course Content:
1.
2.
3.
4.
5.
Initiating the mentor/student teacher relationship
a.
Assessing background information
b.
Identify developmental stages of adults
c.
Communicating expectations and goals
Integrating student teachers into the classroom
a.
Scheduling
b.
Assigning activities and activity plans
c.
Preparing children, parents and staff
d.
Planning for observation and conferences
Modeling
a.
Planning
1.
Curriculum
2.
Schedule
3.
Physical environment
4.
For individual children
5.
Parent conferences
b.
Interactions with children
1.
Developmentally appropriate activities
2.
Positive guidance
3.
Verbal interactions
4.
Physical interactions
c.
Professional behaviors
1.
Interactions with colleagues
2.
Interactions with parents
3.
Confidentiality
4.
Ethical and legal responsibilities
5.
Involvement in professional organizations
6.
Advocacy
Maintaining a positive relationship with the student teacher
a.
Follow-through
b.
Recognizing and supporting developmental stages of student teachers
c.
Balancing needs of student teachers with other professional responsibilities
d.
Facilitating positive interactions for student teachers
1.
Children
2.
Staff
3.
Parents
Evaluation
a.
Informal
1.
Feedback on performance
2.
Positive reinforcement
Chabot College
Course Outline for ECD 83
Fall 2003
Page 3
Course Content (Cont’d):
b.
Formal
1.
Observations
2.
Conferences
3.
Written evaluations
4.
Grading
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture and discussion
Class reports
Guest speakers
Audio-visual aids
Role play
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments
a.
Critiquing case studies
b.
Keeping a journal of self reflection
c.
Develop a professional portfolio
d.
Using the appropriate environmental scale to assess a children’s program
Methods of Evaluating Student Progress
a.
Written assignments
b.
Portfolio project
c.
Final exam
Textbook(s) (typical):
Early Childhood Environment Rating Scale, Richard Clifford and Thelma Harms,
Columbia University, New York and London, Teacher's College Press, 1999, or
latest edition.
Supervision in Early Childhood Development: A Developmental Perspective,
Carusso and Faucett, Teacher's College Press, 1999, or latest edition.
Special Student Materials:
None.
tfDoc:/ECD 83
Frevised: 10-24-02