ECE. 191 Children's Literature (3 units)
An overview of the body of world literature deemed appropriate and enriching for children from infancy to adolescence. The course is designed to impart knowledge about and practice in storytelling techniques, as well as practical experience in presenting age-appropriate literature to children and youth. Theory and practice in discerning literary genres, criteria for selection, and techniques for using classic and contemporary literature with young people. Also listed as LIT. 191.
ECE. 201 Child Development (3 units)
This course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. Also listed as PSYC 201.
ECE. 210 Early Childhood Education Principles (3 units)
Catalog Description: An examination of the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all 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.
ECE. 211 Early Childhood Education Curriculum (3 units)
This course presents an overview of knowledge and skills related to providing appropriate curriculum and environments for young children from birth to age 8. Students will examine a teacher's role in supporting development and fostering the joy of learning for all young children using observation and assessment strategies emphasizing the essential role of play. An overview of content areas will include but not be limited to: Language and literacy, social and emotional learning, sensory learning, art and creativity, math and science.
ECE. 212 Child, Family & Community (3 units)
An examination of the developing child in a societal context focusing on the interrelationship of family, school and community and emphasizes historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.
ECE. 213 The School-Age Child (3 units)
The focus of this course is relevant and responsible program planning for before-and after-school child care. Also presented are the developmental needs of the child 6- to 12-years of age (middle childhood), family involvement and implications, and available community resources for sytematic out-of-school care for elementary-aged children.
ECE. 223 Infant/Toddler Development (3 units)
An introduction to the development of children from birth to three years with an emphasis on social, emotional and physical milestones, early learning and brain development, atypical development, temperament, child behavior, and behavior issues related to varied impairments, and the importance of family partnerships. It covers trends in early care and education, the variances of child abilities between children and due to developmental delays and the influences of families and the environment.
ECE. 225 Infant/Toddler Environments (3 units)
An introduction to the design, maintenance and evaluation of quality infant/toddler and early intervention environments for children birth to three years of age. Emphasis is placed on the CA State Department of Education “Infant Toddler Learning and Development Program Guidelines.”
ECE. 240 ECE Administration I: Business/Legal (3 units)
Overview of the business aspects of caring for children in early childhood settings and its social, political and economic implications. Included are the legal and regulatory requirements for early childhood settings, laws relating to child care and facets of business and fiscal management.
ECE. 241 ECE Administration II: Personnel and Leadership (3 units)
Focus on the human relations components of operating an early childhood setting and the social, political and economic implications for ECE professionals and parents. Other topics include staffing, supervision, licenses and/or credentials for staff, assessment and evaluation, state and federal regulations governing employment, issues in ECE and parent involvement.
ECE. 242 Adult Supervision and Mentoring (2 units)
Study of the methods and principles of supervising student teachers, assistant teachers, parents, and volunteers in ECE education settings. Emphasis is on the role of classroom teachers who function as mentors to new teachers, while simultaneously addressing the needs of children, parents, and other staff. Although this course is open to all students, it is specifically designed for those needing to meet state licensing requirements for ECE Masters Teachers, Site Directors, and Program Directors.
ECE. 244 Curriculum and Strategies for Prekindergarten to Kindergarten (3 units)
A review of the criteria for high quality pre-kindergarten/preschool experiences for young children. Students will examine program and curriculum guidelines that are necessary in order to support children's emerging foundational skills and their transition to kindergarten. Topics covered include the political, economic, developmental and current issues related to kindergarten readiness and later school success.
ECE. 260 Children with Special Needs (3 units)
A survey of the issues related to children with special needs. Special needs refer to physical, sensory, communicative and behavioral disabilities. Additional topics include a historical perspective, current laws and legislation, inclusion practices in early childhood education settings, and appropriate community resources.
ECE. 261 Early Intervention Practices (3 units)
Major elements of Early Intervention programs for children birth to five years, with an emphasis on intervention strategies, classroom modifications, activity-based interventions, and differentiated instruction. Education plans (IEP/IFSP), current research, and descriptions of atypical development are included, along with best practices for children with disabilities in early childhood settings.
ECE. 263 Curriculum and Strategies for Children with Special Needs (3 units)
Highlights best practices in Early Childhood Special Education. Curriculum adaptations, support strategies and embedded intervention to facilitate the development of cognitive, motor, social, emotional and language skills in young children with special needs (preschool, TK, and kindergarten) are discussed. Other topics include but are not limited to positive behavior support, functional behavior analysis, task analysis, collaborative teaching, and integrative lesson planning.
ECE. 272 Teaching in a Diverse Society (3 units)
Examination of the development of social identities in diverse societies including theoretical and practical implications of culture, ethnicity, stereotyping and bias as they apply to young children, families, programs, classrooms and teaching. Various classroom strategies will be explored emphasizing culturally and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society. Course includes self-examination and reflection on issues related to social identity, stereotypes and bias.
ECE. 314 Health, Safety, and Nutrition for Young Children (3 units)
Introduction to the laws, regulations, standards, policies and procedures and early childhood curriculum related to child health safety and nutrition. The key components that ensure physical health, mental health and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. Focus on integrating the concepts into everyday planning and program development for all children. Also listed as HSCI 314.
ECE. 331 The Role of the Teacher (1 units)
Overview of the factors that contribute to success and satisfaction in teaching. Topics include: personal characteristics of teachers; stages of teacher development; teaching responsibilities; career opportunities; professional development; and the benefits of professional affiliations.
ECE. 333 Observation and Assessment (3 units)
Provides an overview of the appropriate use of assessment and observational strategies to document development, growth, play and learning when advocating for children's success with families and professionals. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. Observation in an early childhood setting and outside on-going observations on a target child is a requirement of the course. It is a required course for the ECE Certificate and AS Degree program, and is also useful for Psychology and other Social Science majors who will be observing human behavior.
ECE. 335 Child Guidance (3 units)
An introduction to child behavior and adult guidance for students, teachers, parents, and caregivers. An overview of the complexity of child behavior and options for responding effectively.
ECE. 360 Advocacy in the Early Childhood Field (1 units)
A focus on the importance of advocacy to improve the lives of children; to determine how the public and public policies affect the field of education; and to realize the need of a strong united voice to foster change. The course includes an introduction to labor organizing, and information on the path of legislation.
ECE. 366 Practicum in Early Childhood Education (3 units)
A demonstration of developmentally appropriate early childhood teaching competencies under guided supervision at approved sites. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, build a comprehensive understanding of children and families, acquire child centered, play-oriented approaches to teaching, learning, and assessment, and design, implement and evaluate developmentally appropriate curriculum.
ECE. 367 Practicum in Early Childhood Education: Special Topics (3 units)
A demonstration of developmentally appropriate early childhood teaching competencies under guided supervision. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Required for the ECSE certificate, meets the supervised teaching requirement for the CA State CD teaching permit, and provides student teaching experience in qualified settings that serve children from infancy through middle childhood.
ECE. 665 Selected Topics in Early Childhood Education (0.5- 2 units)
This course is designed to develop specific skills that are utilized in Early Childhood Education environments. The course will focus on one specific topic; for example, multicultural curriculum, techniques to foster sense of community, selecting a preschool, handling behavior problems, working with parents, etc.
ECE. 695 Independent Study in Early Childhood Education (0.5- 3 units)
Designed for students who are interested in furthering their knowledge via self-paced, individualized instruction provided in selected areas or directed study to be arranged with instructor and approved by the division dean using the Independent Study Form. Varying modes of instruction can be used -- laboratory, research, skill development, etc. For each unit earned, students are required to devote three hours per week throughout the semester. Students may take only one Independent Study course within a given discipline.
EDUC 200 Introduction to Classroom Teaching (3 units)
A survey of the teaching profession including: pedagogical methods; theories of learning; planning, delivering and assessing instruction; classroom management, professional and ethical considerations; diversity; and standards for the teaching profession. A total of 48 hours of fieldwork in public elementary schools is required.