Contra Costa College
Course Outline
Department & Number
Course Title
Prerequisite
Challenge Policy
Co-requisite
Challenge Policy
Advisory
ECHD 124
Curriculum Development
None
N/A
None
N/A
N/A
*HOURS BY ARRANGEMENT:
N/A
Number of Weeks
Lecture Hours By Term
Lab Hours By Term
*Hours By Arrangement
Units
18
54
3
Hours per term.
ACTIVITIES: (Please provide a list of the activities students will perform in order to satisfy the HBA requirement):
COURSE/CATALOG DESCRIPTION
This course presents an overview of knowledge and skills related to providing appropriate curriculum and
environments for young children from birth to age 6. Students will examine a teacher's role in supporting
development and engagement for all young children. This course provides strategies for developmentallyappropriate practice based on observation and assessments across the curriculum, including 1) academic
content areas, 2) play, art, and creativity, and 3) development of social-emotional, communication, and
cognitive skills.
COURSE OBJECTIVES:
At the completion of the course the student will be able to:
Identify the theory and methods for designing different E.C.E. curriculum including recognizing variation in
individual child needs and strategies to accommodate those needs.
Demonstrate the acquisition of observation skills and techniques that are necessary to develop appropriate curriculum
emphasizing the role of play in children’s learning.
Demonstrate an understanding of the assessment, curriculum planning, implementation, documentation cycle and use
it to plan, implement, and evaluate sample ECE activities that support the physical, cognitive, and social/emotional
development , including socialization, self-regulation, self-help skills for all children
Develop and analyze educational materials for cultural relevance and age appropriateness.
Demonstrate competence in organizing and managing age appropriate activities for young children.
Demonstrate an understanding of the many aspects of the teachers’ role in early childhood programs including
identifying the cognitive skills that young children possess which enable the child to develop proficiency across all
domains.
INTENDED STUDENT LEARNING OUTCOMES:
Students will be able to identify theory and methods for designing developmentally appropriate ECE curriculum and teaching
strategies.
Students will recognize variation in the needs of individual children and strategies to accommodate those needs.
Students will develop and analyze educational materials for cultural relevance and age appropriateness and the teacher’s role in
the process.
Students will demonstrate an understanding of the assessment, curriculum planning, implementation, documentation cycle and
use it to plan, implement, and evaluate sample ECE activities.
COURSE CONTENT (Lecture):
A. Developmental theory, philosophies and methodology
1. Developmental theory as it applies to curriculum development.
2. The role of the teacher including collaboration with staff, colleagues and families
3. Best Practices
B. Curriculum development
1. Observation and assessment strategies as they apply to curriculum planning and evaluation.
2. The curriculum planning process including material and equipment selection.
3. The continuing cycle of observation, assessment, curriculum planning, documentation
4. Daily schedules and routines
C. The developmental process of children’s cognitive skills in language, science, math, and social interactions
D. Cultural inclusiveness
1. Impacts on Child Development and Curriculum Planning/Implementation
2. Language and culture.
3. Engagement and interest
4. Learning styles and modalities
5. Special needs
6. Standards from legislation and accrediting groups
F. The organization and management of structuring age appropriate learning environments, play and activities
1. ECE Classrooms
a. Learning centers.
b. Components of learning environments
c. Program models and approaches
d. Effects of environment on children’s temperament and behavior
e. Family involvement
2. Adjusting for and including
a. Families cultures and languages
b. Children with special needs
c. Infants and toddlers
COURSE CONTENT (Lab): N/A
METHODS OF INSTRUCTION:
Lecture
Small group in class activities and demonstrations
Audio visual materials
Group and/or individual presentations
Visitation to early childhood settings
INSTRUCTIONAL MATERIALS:
NOTE: To be UC/CSU transferable, the text must be dated within the last 7 years OR a statement of justification for a text beyond the
last 7 years must be included.
Textbook Title:
Author:
Publisher:
Edition/Date:
Textbook Reading Level:
Justification Statement:
Early Education Curriculum / A Child’s Connection to the World
Jackman
Thompson Delmar Learning
2011
12 Grade
(For textbook beyond 7 years)
Lab Manual Title (if applicable):
Author:
Publisher:
Edition/Date:
OUTSIDE OF CLASS WEEKLY ASSIGNMENTS:
Title 5, section 55002.5 establishes that a range of 48 -54hours of lecture, study, or lab work is required for one unit of credit.
For each hour of lecture, students should be required to spend an additional two hours of study outside of class to earn one
unit of credit.
 State mandates that sample assignments must be included on the Course Outline of Record.
Outside of Class Weekly Assignments
Weekly Reading Assignments (Include detailed assignment below, if applicable)
Hours per week
3.5
Students are assigned weekly reading from the text in addition to subject matter handouts pertinent to the content.
Weekly Writing Assignments (Include detailed assignment below, if applicable)
1
Students are responsible for writing lesson plans, curriculum webs, weekly schedules and daily activities describing
methods for teaching children in developmentally and culturally appropriate ways.
Weekly Math Problems (Include detailed assignment below, if applicable)
0
Lab or Software Application Assignments (Include detailed assignment below, if applicable)
0
Other Performance Assignments (Include detailed assignment below, if applicable)
1.5
Students are responsible for working in small groups to develop appropriate teaching activities and demonstrating
and observing how these activities are used in a child care setting.
STUDENT EVALUATION: (Show percentage breakdown for evaluation instruments)
 Course must require use of critical thinking, college-level concepts & college-level learning skills.
 For degree credit, course requires essay writing unless that requirement would be inappropriate to the course objectives. If writing
is inappropriate, there must be a requirement of problem-solving or skills demonstration.
% Essay (If essay is not included in assessment, explain below.)
45
%
%
Computation or Non-computational Problem Solving Skills
Skills Demonstration
25
%
Objective Examinations
Other (describe)
Curriculum evaluation
30
%
%
%
GRADING POLICY: (Choose LG, P/NP, or SC)
Pass / No Pass
X Letter Grade
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
70% and above = Pass
Below 70% = No Pass
Prepared by: Dr. Intisar Shareef
Date: Spring 2014
Revised form 01/14
Student Choice
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
Or
70% and above = Pass
Below 70% = No Pass