Chabot College
Fall 2001
Course Outline for Early Childhood Development 90
SUPERVISED EXPERIENCE
Catalog Description:
90 - Supervised Experience
4 units
Direct experience working with young children. Observation and evaluation of
individual children, group activities, roles of adults in the preschool and the entire school
program. Planning instructional activities, developing educational plans, planning parent
conferences, and discussion of on-site experiences. Prerequisite: Early Childhood
Development 55 completed with a grade of C or higher (may be taken concurrently) and
63 (completed with a grade of C or higher). 2 hours lecture, 6 hours laboratory.
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.
recognize the components of a healthy self image;
identify the alternatives to achieve physical fitness;
identify the physical competencies related to working with clients;
discuss elements of basic nutrition;
discuss criteria for appropriate personal appearance;
communicate effectively with clients, co-workers and others;
identify, clarify and evaluate goals, motivations and career aspirations;
identify and channel feelings into constructive expressions;
work cooperatively with others to solve problems and achieve group ends;
manage effectively with transitions, stress and anxiety as they relate to
professional responsibilities;
plan an early childhood program 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: literary corner, dramatic play, creative arts, sand/water,
outdoor, anti-bias; food nutrition, music/movement, carpentry, science, blocks,
table toys.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1.
2.
3.
4.
increase the ability to observe, evaluate, and report specific phenomenon within a
school setting;
describe the learning that occurred from the direct experience of working with
young children in groups with direct supervision and feedback;
explain the ways in which young children learn;
describe the process of planning, implementing, and evaluating developmentally
appropriate activities for young children in a group setting;
Chabot College
Course Outline for ECD 90, Page 2
Fall 2001
5.
6.
7.
articulate the professional responsibilities and obligations within the early
childhood field;
describe some techniques observed and learned for building strong partnerships
with parents and of conducting successful parent conferences;
demonstrate increased knowledge and practice of adult communication and team
building skills.
Course Content:
1.
2.
Discuss, practice, and evaluate fundamental teaching principles
a.
Developmentally appropriate practice and activities
b.
Supporting play
c.
Teacher/child communication
d.
Guidance/problem solving techniques
e.
Curriculum development
Explore aspects of professionalism and communication
a.
Stages of teacher development
b.
Professional obligations
c.
On-going growth and development
d.
Partnerships with parents
e.
Adult communication and team building
Methods of Presentation:
1.
2.
3.
4.
Lectures, discussion and activities
Small group discussion to explore topics, share lab experiences, and plan final
project
Role play activities
Audio-visual materials
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Writing, observing, and evaluating:
1)
Classroom observations/comparisons and contrasts. Assignment
includes performing observations of different classroom settings,
brief descriptions of each classroom, completing comparisons and
contrasts as well as conclusions which can be supported from the
observations. Included will be general descriptions of what the
student learned about young children and teachers of young
children from this series of observations.
2)
Teacher observations:
Students perform two separate teacher observations to specifically
focus on teacher and classroom functioning. These observations
should focus on specific instances of teacher behavior or teacher/
child interaction. Students additionally evaluate the observation by
citing evidence of philosophy behind teacher's actions, how
children's needs are considered, and evidence of planning.
Chabot College
Course Outline for ECD 90, Page 3
Fall 2001
b.
2.
Critical thinking projects:
1)
Activity Plans:
a)
Students are responsible to plan, implement, and evaluate a
minimum of six activities with children to include at least
one activity in the following curriculum areas: cooking and
science, arts and crafts, language arts, outdoor activities.
2)
Final Project:
a)
At the end of the semester, student's plan, implement, and
evaluate a full day (6 hours) of classroom activities with
children either working within a student team or
individually with the regular teaching staff.
Methods of Evaluating Student Progress
a.
Attendance and participation:
1)
Students are evaluated on attendance and punctuality both for
lecture sessions and for fulfilling laboratory hours as required.
Students are also evaluated on their level of participation within
lecture discussions and activities and involvement within the
classrooms with children and teachers. Students receive on-going
feedback from teaching and supervisory staff.
b.
Written assignments:
1)
Typical written assignments as listed above are evaluated and
graded on how well student has met the criteria for each.
Assignments are also evaluated for thoroughness, neatness,
grammar and spelling.
c.
Midterm exam:
1)
Typical question: objective (fill in the blank)
a)
"List and describe 2 ways that teachers can support
children's play experiences."
2)
Typical question: essay
b)
Review a completed activity plan and evaluate its contents
by identifying the teacher's stated and unstated goals. What
goals do you think the activity would actually accomplish?
Are they the same as the teacher's goals? How is the
activity age appropriate? Does the activity allow
individualization, and what would be suggestions for
follow up activities?
d.
Final Project:
1)
Final project plans are discussed, reviewed, and approved in
advance of implementation with supervision staff and instructor.
Final projects are observed by instructor and supervision staff who
also participate with students to evaluate the project through group
discussion and direct feedback.
e.
Frequency of Evaluation:
1)
Weekly assignments
2)
On going lab observation and feedback
3)
Weekly class activities
4)
One midterm exam
Chabot College
Course Outline for ECD 90, Page 4
Fall 2001
5)
6)
One final project assignment
Attendance and participation
Textbooks(s) (typical):
Student Teaching, Early Childhood Practicum Guide, 3rd Edition, Machado and
Botnarescue, New York, Delmar Publishers, 1997
Developmentally Appropriate Practice in Early Childhood Programs, Latest Edition, Sue
Bredekamp, and Copple, Washington, D.C., National Association for Preschool
Education, 1997
Special Student Materials:
None
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c:\documents\word\outlines\ecd\ecd90.sem.doc
REVISED 11/15/00