Chabot College
Fall 2007
Course Outline for Early Childhood Development 89
ISSUES IN EARLY CHILDHOOD EDUCATION
Catalog Description:
89 – Issues in Early Childhood Education
(May be repeated 3 times)
1 Unit
Series of workshops offered on a variety of topics, which are current and relevant to early
childhood professionals. (Specific topic to appear in schedule of classes.) 18 hours.
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course students should be able to:
1.
2.
3.
4.
analyze and apply information gained from the workshops in their everyday
interactions with young children and professional colleagues;
explain ways that early childhood educators can care for children in a culturally
responsive environment;
explain ways that early childhood educators can care for children in a
developmentally responsive environment;
develop strategies that are effective in working with children and families in a
diverse society.
Course Content:
The specific topic will vary and reflect current information and research. They may
include topics such as:
1.
2.
3.
4.
5.
6.
7.
Communication techniques, which will result in effective parent-teacher
conferences
Review of latest child development theories and studies
Latest brain research and its implications in children’s development
Keys to culturally sensitive childcare
Developing the “team spirit” among child care staff
Growing up in a diverse society
Developmentally appropriate practices in early child development settings and
specific curriculum areas
Methods of Presentation:
1.
2.
3.
Lecture, discussion, and demonstration
Media presentations
Small group activities
Chabot College
Course Outline for Early Childhood Development 89, Page 2
Fall 2007
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments
a.
Observe children’s interactions in a child care setting and assess the
child’s developmental skills
b.
Conduct research related to course content and write a report
c.
Role play how to effectively conduct parent-teacher or teacher-child
interactions
Methods of Evaluating Student Progress
a.
Class participation
b.
Self reflection
c.
Research report
Textbook(s) (Typical):
Handouts or articles as appropriate.
Special Student Materials:
None.
tf:Word/ECD 89
Revised: 10/24/06
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