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DESCRIPTOR TEMPLATE
Discipline: Child Development
Sub-discipline: Early Childhood Education
General Course Title: Principles and Practices of Teaching Young Children
Min. Units: 3
General Course Description:
An examination of the underlying theoretical principles of developmentally appropriate practices
applied to programs, environments, emphasizing the key role of relationships, constructive adultchild interactions, and teaching strategies in supporting physical, social, creative and intellectual
development for all young children. This course includes a review of the historical roots of early
childhood programs and the evolution of the professional practices promoting advocacy, ethics, and
professional identity.
Number: ECE 120
Suffix: N/A
Any rationale or comment: N/A
Required Prerequisites or Co-Requisites: None
Advisories/Recommended Preparation: None
Course Content:
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Current and historic models, influences, and approaches in the field of early childhood
Delivery systems (nonprofit, profit, publicly funded, alternative payment/voucher)
Program types (family child care, centers, after school programs, license-exempt;
infant/toddler, preschool, school-age)
Licensing and regulation (e.g., Title 22, Title 5, Fire Code), and personnel requirements
NAEYC Code of ethics
Attention to developmental needs of children of different ages (infant/toddler, preschool,
school-age)
Addressing the needs of the “whole child” (physical, cognitive, social-emotional)
The importance of developmentally, culturally, linguistically appropriate practice.
Applying developmentally-appropriate practices to normative and atypical development
Play as a vehicle for development and learning
Characteristics of an effective teacher in an early childhood setting
Importance of positive teacher-child relationships and interactions
Collaboration and partnerships with families, colleagues, and health care professionals
Positive guidance strategies
Essentials of program planning
The interrelationship of planning, observation, and assessment
The influence of environment on behavior and learning (environment as third teacher)
Quality indicators (e.g., accreditation)
Career options/paths
Professional organizations and ongoing professional development
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Course Objectives:
At the conclusion of this course, the student should be able to:
1. Interpret best and promising teaching and care practices as defined within the field of early
care and education’s history, range of delivery systems, program types and philosophies and
ethical standards.
2. Develop one’s teaching philosophy and professional goals.
3. Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of
quality early childhood practice that support all children including those with diverse
characteristics and their families.
4. Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and
strengthening relationships among young children.
5. Examine a variety of guidance and interaction strategies to increase children’s social
competence and promote a caring classroom community.
6. Analyze the relationship between observation, planning, implementation and assessment in
developing effective teaching strategies and positive learning and development.
Methods of Evaluation:
1. Exams (objective and essay) that demonstrate the students'
ability to define socialization theories and processes.
2. Research papers, essays and group projects that demonstrate
student's ability to use the media to identify a specific issue,
evaluate available resources that currently help resolve that problem,
and develop possible advocacy strategies to help eliminate the problem
in the future.
3. Instructor assessment of participation in classroom discussions,
presentation of media examples, and critique of volunteer/community
service work.
Sample Textbooks, Manuals, or Other Support Materials
Beginnings & Beyond: Foundations in Early Childhood Education, current edition; Gordon & Browne,
, Delmar Cengage Learning
Who Am I in the Lives of Children?, current edition; Feeney, Christiansen & Moravcik, , Pearson
Higher Ed
Fundamentals of Early Childhood Education, current edition, Morrison, Prentice Hall
California State Preschool Learning Foundations, Available at:
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
California State Infant/Toddler Learning & Development Program Guidelines, Available at:
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http://www.cde.ca.gov/sp/cd/re/documents/itguidelines.pdf
FDRG Lead Signature:
[For Office Use Only]
Date: April 27, 2011
Internal Tracking Number