Contra Costa College
Course Outline
Department & Number
Course Title
Prerequisite
Challenge Policy
Co-requisite
Challenge Policy
ECHD 290
Student Teaching / Practicum
ECHD 109 Observation, Assessment and Child
Guidance; ECHD 120 Introduction to Principles
& Practices of Early Childhood Education;
ECHD 121 Child Growth & Development;
ECHD 123 Creative Activities; ECHD 124
Curriculum Development; ECHD 161 Violence
and its Impact on Children and Families: an Early
Childhood Education Counseling Perspective
ECHD 220 The Child, Family and Community
A “C” or better for equivalent courses to be
determined by Dept. Chair.
ECHD 133 Health, Nutrition & Safety
A “C” or better for equivalent courses and/or corequisite to be determined by Dept. Chair.
Number of Weeks
Lecture Hours By Term
Lab Hours By Term
18
36
162
*Hours By Arrangement
0
Units
5
Advisory
*HOURS BY ARRANGEMENT:
0
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 has two components which are composed of lecture and field placement. It is intended to provide Early
Childhood majors with an opportunity to apply theory and practice in a supervised student teaching environment.
The field experience requires students to have practical experience with young children in a preschool classroom.
The student will teach nine hours a week under the supervision of a master teacher (at assigned site) and will be
observed and evaluated by a college field instructor. The seminar portion consists of class time that is used to
promote further understanding of professional development and the experience encountered in practice teaching.
COURSE OBJECTIVES:
At the completion of the course the student will be able to:
1.
2.
3.
4.
Assume teaching and non-teaching responsibilities and demonstrate developmentally appropriate practices in an early
childhood classroom.
Present and evaluate a variety of developmentally, culturally and linguistically appropriate play-based learning
experiences.
Analyze student teaching experiences to inform and guide future teaching and collaborative practices.
Evaluate the effectiveness of an early childhood curriculum, classroom, teaching strategies and how teachers involve
families in their children’s development and learning to improve teaching practices for all children.
INTENDED STUDENT LEARNING OUTCOMES:
1.
2.
3.
4.
5.
Students will apply E.C.E. current research, theories, child development and practice in a supervised student teaching
environment.
Student will be able to apply a variety of effective approaches, strategies, and techniques supporting positive
relationships with children and adults.
Students will participate in the design, implementation, and evaluation of curriculum activities that are based on
observation and assessment of young children.
Students will evaluate the effectiveness of an early childhood curriculum, classroom, teaching strategies and how
teachers involve families in their children’s development and learning to improve teaching practices for all children.
Students will critically assess one’s own teaching experiences to guide and inform practice.
COURSE CONTENT (Lecture):
A. The learning environment, health and safety, and curriculum planning.
1.
2.
3.
4.
5.
6.
Application of developmentally appropriate, culturally, linguistically appropriate practices.
Organization of physical environment and daily schedule.
Authentic assessment and documentation of children’s growth and development
Typical teaching and non-teaching activities in early childhood settings
Curriculum Development
Use California state Learning Standards and tools.
B. Field of ECE, professionalism, values and ethics.
1.
2.
3.
4.
5.
Professional and ethical conduct
Self-Reflection and self-assessment through team collaboration and portfolio documentation
Professional development skills including advocacy
Career Ladder
State Qualifications
C. Relationship: classroom and families.
1.
2.
3.
Positive interactions with children and adults.
Integration across curriculum and in collaboration w/team.
Involvement of families in early childhood programs.
COURSE CONTENT (Lab):
Develop and implement specific lesson plans addressing the varied curriculum areas.
Set-up age appropriate indoor and outdoor activities.
Engage informally with the children in various interest areas in the child care setting.
Document children’s development throughout the semester using a variety of assessment tools.
Evaluate the environment using the Early Childhood Environment Rating Scale.
Meet regularly with supervising mentor teacher.
METHODS OF INSTRUCTION:
Lecture
Lab
Observation
Discussion
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: Early Childhood Rating Scale & Your Early Childhood Practicum and Student Teaching
Experience: Guideline for Success
Harms and Clifford / Carroll Tyminski
Teachers College Press / Pearson
Author:
Publisher:
Edition/Date: ECERS Rating Scale Revised Edition 2004
Practicum and Teaching 3rd Edition / 2013
Textbook Reading Level: 10-12th Grade
Justification Statement: ECERS book is a nationally used rating scale which cannot be replaced with a
comparable book.
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
Hours per week
Weekly Reading Assignments (Include detailed assignment below, if applicable)
4
Students are responsible for reading a chapter from the text weekly and/or reading additional related handouts.
Weekly Writing Assignments (Include detailed assignment below, if applicable)
4
Students must write weekly lesson plans which range from 2-5 pages. The plans consist of teaching objectives in the
knowledge, skill and affective domains of Early Childhood Development. Additionally students describe how they
will teach to each of the objectives and assess the children’s learning. They also self-reflect on their teaching abilities
on each lesson plan.
Weekly Math Problems (Include detailed assignment below, if applicable)
Lab or Software Application Assignments (Include detailed assignment below, if applicable)
9
Students spend 9 hours per week in a selected child care center under the supervision of a credentialed early
childhood professional trained to work with student teacher. Student teachers are responsible for delivering age and
culturally appropriate lessons and functioning as an early childhood professional in an early childhood setting.
Other Performance Assignments (Include detailed assignment below, if applicable)
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.
30 % Essay (If essay is not included in assessment, explain below.)
60
10
%
%
%
Computation or Non-computational Problem Solving Skills
Skills Demonstration
Objective Examinations
Other (describe)
%
%
%
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