College of the Redwoods
CURRICULUM PROPOSAL
1.
Division: Humanities and Communications
2.
Course ID and Number: ECE 15
3.
Course Title: School-Age Children in Child Care
4.
Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web
address and paste into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf]
Course may fit more than one discipline; identify all that apply): Child Development/Early
Childhood Education
5.
Check one of the following:
New Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Change to existing course (course discipline and number are not changing)
Should another course be inactivated?
Title of course to be inactivated:
6.
No
Yes
Inactivation date:
Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No
Yes
If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course
Restricted elective
7.
Provide explanation and justification for addition/change/deletion:
ECE 15 is being updated to maintain currency in the field and to reflect current
SLOs.
8. List any special materials, equipment, tools, etc. that students must purchase:
None
9. Will this course have an instructional materials fee? No
Fee: $
Submitted by:
Woolley, Larson, Freneau
Yes
Tel. Ext. 4311
Division Chair: Michael Thomas
Date: 4/29/08
Review Date: 3/26/08
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Board of Trustees Approval Date: 6/3/08
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 5/9/08
Page 1 of 9
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Grading Standard
OLD
NEW
A study of the significance and
the role of school-age child
care as an institution in our
society. The course deals with
how to involve typical and
atypical children in the
creation of curriculum for a
school-age childcare program,
and with the organization and
staffing of such a program.
This course includes field
experience in a school-age
childcare program.
A study of the significance and the
role of school-age child care as an
institution in our society. The
course deals with how to meet the
needs of typically and atypically
developing children in the creation
of curriculum, organization and
staffing in school-age child care
programs. Diversity issues,
children with special needs in
group care, and family provider
communication will also be
explored. This course includes
observation assignments in a
school-age child care program.
NOTE: Fieldwork is to be
completed at a child
development center with a
mentor teacher through the
California Early Childhood
Mentor Program if one is
available or in an accredited
program. All sites must be
approved by the course
instructor.
NOTE: This course may be used to
partially fulfill ECE unit
requirements for the Calif. Child
Development Permit, and SchoolAge Permit. These ECE SchoolAge Child Care units may also be
counted toward the 6 unit
specialization requirement for the
Child Development Permit, Master
Teacher level with a Specialization
in School-Age Child Care. Sites for
observation assignments must be
approved by the course instructor.
Select
Select
Lecture Units
2
3
Lab Units
1
0
Prerequisites
ECE 2Y
None
None
ECE 2 and ENGL 150
Total Units
Corequisites
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 2 of 9
May 29, 2016
If any of the listed features have been modified in the new proposal, indicate the “old” (current) information and
proposed changes.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 3 of 9
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: 3/15/08
COURSE ID AND NUMBER: ECE 15
COURSE TITLE: School-Age Children in Childcare
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2008
TOTAL UNITS: 3
TOTAL HOURS: 54
[Lecture Units: 3
[Lecture Hours: 54
Lab Units:
Lab Hours:
]
]
MAXIMUM CLASS SIZE: 35
GRADING STANDARD
Letter Grade Only
CR/NC Only
Is this course repeatable for additional credit units: No
Grade-CR/NC Option
Yes
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
A study of the significance and the role of school-age child care as an institution in our
society. The course deals with how to meet the needs of typical and atypical children in
the creation of school-age programs including curriculum, organization and staffing.
Diversity issues, children with special needs in group care, and family provider
communication will also be explored. This course includes observation assignments in a
school-age child care program.
Special notes or advisories:
NOTE: This course may be used to partially fulfill ECE unit requirements at all levels of the
Calif. Child Development Permit, or School-Age Permit. These ECE School-Age child care
units also may be used for the 6 unit specialization requirement for the Child
Development Permit, Master Teacher level with a Specialization in School-Age Child Care.
PREREQUISITES
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITES
No
Yes
Rationale for Corequisite:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Course(s):
Page 4 of 9
May 29, 2016
RECOMMENDED PREPARATION
No
Yes
Course(s): ECE 2 and ENGL 150
Rationale for Recommended Preparation:
Developmentally appropriate school-age care is based on a working knowledge of typical
and atypical child development.
College-level reading and writing are required for the students to understand course
concepts and complete course assignments.
COURSE LEARNING OUTCOMES
What should the student be able to do as a result of taking this course? State some of the objectives in terms of
specific, measurable student accomplishments.
1. Design and adapt after-school and out-of-school environments for typical and atypical
children who are enrolled in school during the day in the academic year.
2. Design a childcare program appropriate for typical and atypical development in schoolage students.
3. Construct and implement inclusive, developmentally and culturally appropriate
curriculum.
4. Explain and model positive guidance methods, including techniques to support problem
solving among children.
5. Develop a child-centered, smoothly operating program plan.
6. Explain how to effectively staff a school-age child care program within licensing and
funding requirements.
7. Describe and demonstrate how to facilitate family, school, and community involvement.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
1. Relationships with children, families and co-workers are of primary importance in
developing quality school-age programs.
2. Provider must demonstrate respect of families' needs and goals.
Concepts: What concepts do students need to understand to demonstrate course outcomes?
1. School-Age Child Care.
2. Relationship building with children, families, staff and community.
3. Licensing and legal issues.
4. School-Age Child Care Program Environments.
5. School-Age Child Care Program Curriculum.
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?
1. The diversity of children and families including race, culture, class, gender, sexual
orientation, and ability must be respected.
2. Working relationships between families and provider.
3. Family's values vs. provider's values.
Skills: What skills must students master to demonstrate course outcomes?
1. Use a variety of tools to design, assess, and redesign school-age child care
environments.
2. Use a variety to tools to assess and adapt curriculum, environments and routines to
meet the needs of typically and atypically developing children.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 5 of 9
May 29, 2016
3. Identify and model a variety of methods to effectively commmunicate with children's
families.
4. Define and formulate solutions to ethical dilemmas in school-age child care settings.
5. Create staff and parent plans to address the needs of staff and families in the program
in meaningful ways.
REPRESENTATIVE LEARNING ACTIVITIES
What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip)? Relate the activities directly to the Course Learning Outcomes.
1. Listening to lectures and participating in related discussions.
2. Listening to guest speakers on current issues in school-age child care programs.
3. Observing multimedia presentations.
4. Completing child and environmental assessments.
5. Observing school-age children in a child care center.
ASSESSMENT TASKS
How will students show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any)
are required for all sections.
Representative assessment tasks:
1. Portfolios.
2. Research papers.
3. Tests.
4. Group projects.
5. Journals.
6. Graphic presentations.
7. Oral presentations.
8. Written assignments.
Required assessments for all sections – to include but not limited to:
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author Click
and Parker
Author Bumgarner Title
Title
Caring for School-Age Children (Fifth Ed.)
Working With School-Age Children
Author
Title
Date
Author
Title
Date
Date
Date
2009
1999
Other Appropriate Readings:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 6 of 9
May 29, 2016
PROPOSED TRANSFERABILITY:
CSU
UC
If CSU transferability is proposed (courses numbered
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed.
If specific course equivalent credit is proposed, give
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent
institution.
None
General elective credit
Specific course equivalent
1.
,
(Campus)
2.
,
(Campus)
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign
Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
E. Lifelong Understanding and SelfDevelopment
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral
Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 7 of 9
May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Same as above
Page 8 of 9
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER ECE-15
TECHNICAL INFORMATION
1. Department: HUM Humanities
16. CoRequisite Course: None
2. Subject: ECE
17. Recommended Prep: ECE-2 and ENGL-150
Course No: 15
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size: 35
4. Min/Maximum Units: 3.0 to
19. Repeat/Retake: NR No repeats
variable units
5. Course Level: C Clearly Occupational
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title: School-Age Child in Child Care
23. VATEA Funded Course:
yes
no
9. Long Title: School-Age Children in Child Care
24. Accounting Method: W Weekly Census
10. National ID
11. Local ID
(CIP):
(TOPS):
19.0706
19.0706
12. Course Types:
 Level One Basic Skills: NBS Not Basic Skills
25. Disability Status: N Not a Special Class
26. Billing Method: T-Term
27. Billing Period: R-Reporting Term
28. Billing Credits: 3.0

Level Two Work Experience:


NWE Not Coop Work Experience
29. Purpose: I Occupational Ed
Level Three:
30. Articulation No.
Placeholder for GE OR
(CAN):
DOES NOT APPLY
31. Articulation Seq.
Level Four: If GE : Choose One:
32. Transfer Status: B Transfers to CSU only
13. Instructional Method:
(CAN):
33. Equates to another course?
(course number).
LEC Lecture and/or Discussion
14. Lec TLUs: 4.5 Contact Hours: 54
Lab TLUs:
Contact Hours:
Lecture/Lab TLUs:
Contact Hours:
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite: None
Particular Comments for Printed Catalog.
.
Curriculum Approval Date: 5/9/08
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 9 of 9
May 29, 2016
(course