Chabot College
Fall 2008
Replaced Fall 2010
Course Outline for Early Childhood Development 90
SUPERVISED EXPERIENCE
Catalog Description:
90 – SUPERVISED EXPERIENCE
May be repeated one time
4 Units
Direct practicum experience working with young children. Observation and evaluation of individual
children, group activities, and roles of adults in the program. Planning appropriate learning
experiences, developing educational plans, planning family conferences, and discussion of on site
experiences. Prerequisite: Early Childhood Development 63 completed with a grade of “C” or higher.
2 hours lecture, 6 hours laboratory.
[Typical contact hours: lecture 35, laboratory 105]
Prerequisite Skills:
Before entering the course the student should be able to:
1. plan an early childhood program utilizing the principles of human growth and development as
they apply to all young children's needs;
2. demonstrate and discuss the learning process in early childhood;
3. observe and assess the environmental factors related to providing developmentally appropriate
curriculum;
4. plan and evaluate curriculum and environment to meet the needs of groups, typical and atypical
children;
5. plan and facilitate the following curriculum for young children from an anti-bias perspective using
developmentally appropriate practices: language arts/literacy, dramatic play, creative arts,
sensori-motor exploration, outdoor, nutrition and health, music/movement, math and science,
blocks, and manipulatives;
6. plan curriculum that reflects an understanding of cultural diversity.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1. demonstrate ability to observe, document and evaluate specific occurrences within an early
childhood setting;
2. demonstrate best practices in working with all young children in groups while being supervised;
3. demonstrate knowledge and understanding of how young children learn by way of planning and
implementing developmentally appropriate practices that emerge from observation;
4. demonstrate the ability to meet the needs of individual children within an early childhood setting;
5. observe, plan, implement and evaluate appropriate communication skills that support language
acquisition and the social-emotional development of all young children;
6. demonstrate understanding of professional responsibilities and obligations within the early care
and education field;
7. demonstrate the ability to build strong partnerships with families and practice effective
communication techniques;
8. demonstrate the ability to use adult professional communication and team building skills.
Chabot College
Course Outline for Early Childhood Development 90, Page 2
Fall 2008
Course Content:
1. Development and implementation of developmentally appropriate experiences for young children
a. Planning emergent curriculum based on observation and individual needs
b. Using observation and assessment in the planning of developmentally appropriate
experiences
c. Planning and implementing the state guidelines in a play based environment
d. Selecting materials and experiences based on the developmental needs of individual children
and the group
e. Supporting individual children’s development by adapting curriculum and materials as needed
2. Teacher child interactions
a. Building relationships with children within a culturally sensitive context
b. Developing and expanding language skills in children
c. Fostering critical thinking and problem solving skills with children
d. Adult’s role in modeling for young children
3. Guidance and classroom management
a. Impact of environment on child’s behavior
b. Respectful teacher/child communication
c. Positive guidance strategies and techniques
d. Conflict resolution and problem solving to meet the individual needs of children
e. Unique needs of children with special needs and challenging behaviors
f. Dual focus: balancing individual and group needs
4. Development of the Early Childhood teacher
a. Developmental stages of the teacher
b. Self reflection, attitude and awareness
c. Role of the teacher in early care and education settings
d. Receiving and using feedback and constructive criticism
e. Reflective practices to improve teaching skills
f. On-going professional growth and development
5. Partnerships with families
a. Developing effective communication skills within a cultural context
b. Recognizing the family as the primary caregiver
c. Supporting families with a child who has special needs
d. Family conferences
6. Professionalism and communication
a. Adult communication techniques
b. Effective team building skills
c. Professional obligations
d. National Association for the Education of Young Children (NAEYC) Code of Ethical conduct
Methods of Presentation:
1.
2.
3.
4.
5.
Lectures, discussion and activities
Demonstration and implementation of curriculum
Small groups
Role play
Audiovisual materials
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Students will observe in a variety of classrooms and write a brief description of each
classroom, complete comparison and contrast each environment based on age and
development of children.
b. Students will plan, implement, and evaluate a minimum of six age-appropriate activities with
children in different curriculum areas.
Chabot College
Course Outline for Early Childhood Development 90, Page 3
Fall 2008
c.
Students will complete an observation which focuses on teacher behavior and classroom
management. Focus will be on the teacher interactions with children and teacher to
teacher/adult interactions. Evaluate teacher’s philosophy as it relates to the needs of the
children and evidence of planning for the individual as well as the group.
d. Students will write weekly reflective journals which reflect on their practicum experience.
2. Methods of Evaluating Student Progress
a. Participation and attendance
b. Written assignments
c. Midterm exam
d. Ongoing lab observation and evaluation
e. Journal writing
f. Final exam or project
Textbook(s):
1. Student Teaching, Early Childhood Practicum Guide, Jeanne Machado and Helen Meyer
Botnarescue, 5th edition, Delmar Publishers, New York, 2006.
2. Write It Down!, Dawn Kolakoski, 1st edition, Delmar Publishers, New York, 2003.
Special Student Materials:
1. Developmentally Appropriate Practice in Childhood Programs Early, Sue Bredekamp, and
Copple, Editors, revised edition, National Association for Preschool Education, Washington, D.C.,
1997.
This book is an important text in the field of early childhood education. It is a nationally
recognized textbook of standards in the field.
2. Island of Childhood, Elinore Griffin, Educator’s International Press, Inc., New York, 1998.
This book is a classic book that offers a unique perspective that matches today’s
practices.
best