Early Childhood Education

Early Childhood Education (ECE)

ECE 295 Independent Studies in Early Childhood Education

  • Units:1 - 3
  • Hours:54 - 162 hours LAB
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

ECE 300 Introduction to Principles and Practices in Early Childhood Education

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Transferable:CSU
  • C-ID:C-ID ECE 120
  • Catalog Date:June 1, 2019

This course provides an introduction to early childhood education, including an overview of the history of the field, evolution of professional practices and ethics, educational principles that support child development from birth through the school-age years, and teaching practices based on observation, documentation, and interpretation of children’s behavior.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • relate current perspectives on childhood, the care of children, and early childhood education to historical and cultural contexts.
  • identify career paths, certification options, professional associations, and dispositions for working within the early childhood field.
  • discriminate among philosophies of early childhood education in regards to assumptions about how young children learn and how early childhood teachers should teach.
  • describe principles and practices that guide teaching when working with young children, to include the development of play-based learning environments, routines that involve children in applying emerging skills, and strategies that support young children’s social competence.
  • identify the role of observation, documentation, and interpretation of children’s play as a tool for planning curriculum for young children and assessing their learning.

ECE 312 Child Development

  • Same As:PSYC 372
  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ENGWR 101 or 103; or ESLL 310, ESLR 320, and ESLW 320.
  • Transferable:CSU; UC (ECE 312, FCS 324, PSYC 370 and PSYC 372: maximum credit, two courses )
  • General Education:AA/AS Area V(b); AA/AS Area III(b); CSU Area D; CSU Area E1; IGETC Area 4
  • C-ID:C-ID CDEV 100
  • Catalog Date:June 1, 2019

This course will examine the physical, cognitive, social and emotional development of the child from the prenatal period through adolescence. Scientific findings from a range of disciplines will inform an integrated examination of theory and practice during the childhood years. This course is designed to fulfill General Education, Early Childhood Education and Psychology degree requirements. This course is not open to those who have previously taken PSYC 372.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • analyze the developmental stages and growth processes across the domains of development, from the prenatal period through adolescence.
  • evaluate individual growth processes and the influence of genes and the environment on the growth and development of children.
  • compare and contrast different theoretical perspectives used in the study of child development.
  • integrate developmental theories to real life situations with children.
  • compare and contrast individual differences among children.
  • differentiate typical and atypical behavior of children.
  • analyze the influence of the cultural and familial contexts on the developing child.
  • identify and demonstrate an understanding of the scientific method in the study of child development.

ECE 314 The Child, the Family and the Community

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ENGWR 101
  • Transferable:CSU; UC
  • General Education:AA/AS Area III(b); CSU Area D; CSU Area E1
  • C-ID:C-ID CDEV 110
  • Catalog Date:June 1, 2019

This fundamental course examines socialization and developmental processes of the child within the family and the environmental influences on growth and development; including gender, peers, schooling, the media, socioeconomic status, race, ethnicity, language, and developmental differences. Community resources available to support family systems and dynamics will be examined.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • differentiate theories and methods of socializing the child within the family, school and community.
  • examine the influences of changing family structures and roles of family members on the development of the child.
  • identify the relationship of family goals and values on child rearing practices.
  • investigate and synthesize the influences of diverse socio-cultural factors on children's development: including race, ethnicity, culture, gender, language, developmental differences and socioeconomic status utilizing current research.
  • recognize the basic intent of the laws and regulations pertaining to promoting the health, welfare and well-being of children and families.
  • apply methods to advocate for children and families in the community.
  • critically review public policy related to the well being of children and families.
  • research and describe the roles and functions of community resource organizations available to children and families, which address contemporary issues.
  • analyze one’s own values, goals and sense of self as related to family history and life experiences, and assess how this impacts relationships with children and families.

ECE 320 Curriculum and Interactions in Early Childhood Education

  • Units:4
  • Hours:36 hours LEC; 108 hours LAB
  • Prerequisite:ECE 300 with a grade of "C" or better; AND either ECE 312 or PSYC 372 with a grade of "C" or better.
  • Enrollment Limitation:Students must show proof of negative tuberculosis as well as being immunized against influenza, pertussis, and measles prior to participating in the lab. Fingerprinting clearance is required for some lab placements.
  • Transferable:CSU
  • C-ID:C-ID ECE 130
  • Catalog Date:June 1, 2019

This course provides supervised experience working with children in an early childhood setting. Topics include principles of curriculum development, classroom design, and child guidance, with opportunity to apply these key teaching principles in practical situations. This course is approved as the required programs and curriculum core course specified in Title 22 of the Health and Safety Code of the Department of Social Services, Community Care Licensing Division and Title 5 Department of Education regulations. Before beginning lab assignments, students must show proof of TB clearance and required immunizations. Fingerprinting clearance is required for some lab placements.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • apply developmentally appropriate principles and practices to support young children's optimal development and learning within healthy, safe, respectful, supportive, and challenging learning environments.
  • assess one’s own teaching with respect to the teacher’s role in providing best and promising practices in early childhood education.
  • design, develop, and evaluate play-based learning environments for young children, routines that involve young children in applying emerging ideas and skills, and developmentally appropriate and inclusive learning activities for young children.
  • plan, implement, and evaluate experiences that support young children in building a foundation for language and literacy, math and science, social sciences, and the arts.
  • plan for children's learning using observation, documentation, and interpretation of their actions, ideas, and feelings.
  • develop respectful and reciprocal relationships with families, with particular attention to supporting families whose home language is other than English and whose children have diverse abilities.
  • demonstrate communication and guidance strategies that support the development of young children's social competence.
  • analyze possibilities for children’s learning within play-based curriculum that support children’s cognitive, language, creative, physical, and social/emotional development.

ECE 321 Advanced Practicum in Early Childhood Education

  • Units:4
  • Hours:36 hours LEC; 108 hours LAB
  • Prerequisite:ECE 320 with a grade of "C" or better
  • Enrollment Limitation:Students must show proof of negative tuberculosis as well as being immunized against influenza, pertussis, and measles prior to participating in the lab. Fingerprinting clearance is required for some lab placements.
  • Transferable:CSU
  • C-ID:C-ID ECE 210
  • Catalog Date:June 1, 2019

This advanced course provides supervised experience as a teacher in an early childhood education program. It is aimed at leadership in the areas of developing environments for learning, child observation and assessment, documentation of children's work, behavior guidance, group management, collaborative teaching, building relationships with families, and effective preparation and implementation of curriculum. Before beginning lab assignments, students must show proof of TB clearance and required immunizations. Fingerprinting clearance is required for some lab placements.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • create a statement of philosophy and a list of guiding principles and practices for early childhood teaching, using current research and theory in child development.
  • design, arrange, observe, and evaluate a complete classroom environment wherein children construct knowledge within a context of play.
  • plan, implement, observe, and evaluate the overall and ongoing curriculum and learning encounters, verifying opportunities to apply emerging skills in the areas of language and literacy; math and science; the arts; physical development; and social sciences.
  • demonstrate the use of observation, documentation, and interpretation for curriculum planning, assessment of children’s learning, and advocacy in regards to making visible children’s learning.
  • organize communication systems within a classroom that involve families in the process of curriculum and program design.
  • support the development of a climate of care and respect among children, teachers, and families by applying strategies for negotiating disputes, fostering caring relations, and sharing responsibility.
  • assess one's own teaching experiences to guide and inform practice.

ECE 326 Making Learning Visible Through Observation and Documentation

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ENGRD 110 or ENGWR 101
  • Transferable:CSU
  • C-ID:C-ID ECE 200
  • Catalog Date:June 1, 2019

This course applies critical and reflective thinking to observation and assessment of young children’s development. It prepares teachers of young children to use observation, documentation, and interpretation strategies to improve program quality in early childhood settings. Multiple forms of child assessment and early childhood program assessment are explored.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • compare the purpose, value, and use of formal and informal assessments, including ethical and legal concerns.
  • evaluate the strengths and limitations of common assessment tools with respect to children’s diverse cultures, home languages, and developmental capabilities.
  • recommend changes to play environments, guidance strategies, curriculum activities, and care routines based on systematically recorded observational data that documents children's actions, ideas, and feelings.
  • demonstrate children's developmental progress using observational documentation of children's ideas and behavior.
  • analyze the effectiveness of photo documentation in conveying how young children learn within quality early childhood settings.
  • integrate observed documentation of children's ideas, feelings, and actions to engage children's families and others as active partners in developing early childhood curriculum and progress.

ECE 330 Infant and Toddler Development

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Transferable:CSU
  • General Education:AA/AS Area V(b)
  • Catalog Date:June 1, 2019

This course examines infant development, from pre-conception to three years of age, providing a review of research findings related to infancy and implications for infant care.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • explain how both culture and biology influence behavior, feelings, and cognition from conception to 36 months.
  • summarize the key features of a systems model of infant development and discuss how this model may be used to support healthy relationships among infants and their caregivers.
  • describe early growth and development from conception through 36 months of age, with attention to each developmental domain.
  • relate current research to principles and practices for respectful infant care and education.
  • understand the impact of toxic exposure or harmful events on infant development and evaluate interventions intended to counteract the effects of such harm.
  • observe newborn and infant behaviors, emotions and communications in order to accurately describe them.

ECE 331 Care and Education of Infants and Toddlers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ECE 330, ENGRD 110, and ENGWR 101
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course applies current research in infant development to the teaching and care of infants in group settings. Emphasis is on early childhood education principles and practices when applied to the care and education of infants from birth to three years of age. It includes strategies for designing, implementing, and evaluating group care programs for infants.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • explain how the care infants receive impacts the way in which they develop and make sense of the world.
  • analyze infant center staffing and enrollment policies for implementation of primary care, continuity of care, and small group size.
  • explain how diverse values, beliefs, and attitudes result in conflicting views about how to care for infants, with attention to strategies for culturally-respectful conflict resolution.
  • apply behavioral observation and documentation to assess infant development, plan and assess curriculum, and implement appropriate intervention for infants with special needs.
  • generate curriculum that supports infants’ emotional, social, language, cognitive, and physical development, using a reflective approach to teaching.
  • organize and furnish group care play spaces so that infants – both typical and atypical – have access to toys and furnishings matched to their emerging development.
  • design procedures and work spaces and select furnishings and equipment for the care routines -- feeding, diapering, and napping -- with the intent of supporting reciprocal interactions between caregiver and infant.
  • evaluate health, sanitation, and safety procedures in infant care settings.

ECE 342 Constructive Math and Science in Early Childhood Education

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ENGRD 310 and ENGWR 101
  • Transferable:CSU
  • Catalog Date:June 1, 2019

The course is an introduction to the constructivist approach to teaching pre-math and science in early childhood education. The content and teaching techniques support the perspective that children construct knowledge through a dynamic, interactive process that facilitates their development of working theories related to math and science. Topics include an overview of the role of the teacher in developing appropriate experiences for children and a review of current standards and guidelines.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • examine how young children learn science and math concepts based on the knowledge of relevant science, technology, engineering, math (STEM) and child development research.
  • identify key science and math skills and concepts children are building in early childhood and provide meaningful opportunities for children to apply and master these skills and concepts.
  • design and evaluate science-rich and math-rich learning environments and explorations.
  • integrate knowledge of the constructivist/inquiry approach to design curriculum that is culturally respectful and inclusive of diverse learning modalities as well as considerate of children's prior experiences gaining knowledge about the world.
  • demonstrate effective, appropriate, and intentional teaching techniques for supporting, scaffolding, documenting, and assessing young children’s scientific and mathematical learning.

ECE 343 Language and Literacy Development in Early Childhood

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ENGWR 101; ENGWR 101 or ENGRD 310.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course will prepare early childhood educators to recognize, understand and enhance the emergent language and literacy experiences and skills of young children. The knowledge of developmentally appropriate language and literacy practices will improve early childhood educators' abilities to support young children in the early years (birth to five years) to build a strong foundation for learning to read and write in the primary grades. Topics include an overview of the teacher's role in developing appropriate language and literacy experiences for young children, including strategies to support learning English as a second language.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • describe developmental patterns in early literacy learning and research-based teaching practices that help children build a foundation for reading and writing.
  • design and define developmentally appropriate goals and expectations for young children’s achievement in reading and writing.
  • incorporate developmentally appropriate teaching practices that support children’s language and literacy knowledge from birth through age five.
  • define and evaluate program policies (pedagogical perspective, intentional curriculum design, and appropriate assessment strategies) that support early childhood language and literacy learning.
  • analyze practices and assess issues that support young English language learners while simultaneously maintaining competence in the home language of the child.
  • evaluate and demonstrate strategies of collaboration with children’s families to implement projects that support children’s literacy experiences both at school and at home.

ECE 350 Introduction to Elementary Teaching with Field Experience

  • Units:3
  • Hours:36 hours LEC; 54 hours LAB
  • Prerequisite:None.
  • Enrollment Limitation:Students are required to show proof of TB clearance and if the school district requires it, complete a fingerprint clearance through the cooperating school district before they can attend the school site for field work.
  • Advisory:ECE 312 or PSYC 372
  • Transferable:CSU
  • General Education:AA/AS Area III(b)
  • C-ID:C-ID EDUC 200
  • Catalog Date:June 1, 2019

This course is a career exploration course with an early field experience for those students considering the field of K-8 teaching. It includes 54 hours of lab in a public elementary school under the supervision of a certified classroom teacher in addition to weekly class meetings on campus. It will also fulfill one of the early field experiences for the CSUS blended liberal studies major. Course content includes: historical and philosophical foundations of the American education system; California's academic content, curriculum standards, and teacher performance standards; the profession and culture of teaching; observation skills; communication skills; diversity and social issues, among others. Students' field experiences will integrate and apply the course content. Students will complete a service learning project at participating schools. Before beginning field placement, students must show proof of TB clearance, and if required, be fingerprinted through the cooperating school district.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • identify the role, responsibilities, and credential requirements of elementary teachers.
  • apply skills and knowledge acquired in the course under the supervision of an experienced educator.
  • identify attitudes, actions, and behaviors indicative of a professional educator.
  • express knowledge of observation and learning theory through planning, teaching, and interaction with elementary students.
  • examine and assess issues concerning diversity in elementary student backgrounds, interests, experiences, and abilities.
  • complete a service learning project.
  • articulate the purpose of schooling and the history and foundations of the American educational system.
  • analyze challenges outside of the classroom that impact student learning.
  • identify personal meaning related to teaching.
  • reflect upon personal reasons for becoming an educator.

ECE 356 Programs for the School-Age Child

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course covers the fundamentals of planning, implementing and evaluating programs for before- and after- school care of school-age children (K-8). Emphasis is on developmental levels, age-appropriate activities and day-to-day program operations.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • identify the developmental levels of children in grades K-8.
  • plan, implement and evaluate age-appropriate activities for school-age programs.
  • develop schedules and routines for school-age children.
  • identify the differences in programs for children of preschool-age and those of school-age.
  • plan and analyze budgets, staffing patterns, staff qualifications, and facilities for use in before- and after-school programs.
  • evaluate a variety of environments for school-age programs to assess program quality.

ECE 361 Introducing Young Children to Visual Arts

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Transferable:CSU
  • General Education:AA/AS Area I
  • Catalog Date:June 1, 2019

This course prepares teachers in early childhood education with strategies for introducing young children to the media and tools of drawing, painting, sculpting, and other visual arts commonly used by young children to represent and understand the world around them. The focus will be on observing children's natural ways of exploring media and developing strategies to facilitate and document children's emerging skills and relationship with each medium. Included are strategies for designing early childhood environments that promote children's exploration of visual arts.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • evaluate and observe the developmental progression of children's exploration and use of the tools and media of drawing, painting, sculpting, and construction.
  • demonstrate attributes, selection, and use of expressive media and tools commonly used with young children.
  • create interest areas within an early childhood classroom that provide developmentally appropriate media, tools, and settings for young children's independent exploration and use of a variety of expressive media.
  • design encounters with expressive arts media and tools that present challenges and problems appropriate to children's developmental interests and abilities for each phase of development from infancy through eight years of age.
  • evaluate early childhood classroom environments for their capacity to promote young children's comfort and competence in using expressive media to represent impressions, feelings, and experiences.
  • summarize anecdotal observations of children's encounters with the tools and media of expressive art and make visible children's learning through developmental portfolios and displays.
  • design documentation that supports reflective examination among teachers, families, and children of the aesthetic and cognitive dimensions of children's work.

ECE 363 Music and Movement with Young Children

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course introduces students to theoretical principles and practical applications for integrating appropriate music and movement experiences in early childhood settings. The course explores incorporating culturally diverse music and movement activities to support children’s understanding and acceptance of differences.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • describe how music and movement supports a young child's growth in all developmental domains.
  • plan, implement, and evaluate music and movement experiences and environments for young children.
  • use music and movement as a strategy for managing behaviors, routines, and transitions.
  • create a repertoire of songs, finger plays, rhymes, chants, and movement activities to support children's development.
  • identify strategies for using culturally diverse music and movement experiences to promote understanding and support appreciation of differences.

ECE 404 Children with Special Needs

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ECE 312 or PSYC 372 with a grade of "C" or better
  • Transferable:CSU; UC
  • Catalog Date:June 1, 2019

This course provides a broad overview of the characteristics, assessment techniques, methods of intervention, natural environments, community and family resources, and current issues of young children from birth to age eight with special needs. The focus is to increase the awareness and understanding of children's individual needs in an early childhood setting and to provide practical information to those currently involved with children with special needs. Observations in public and private children's centers, schools and agencies may be required.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • examine the legislation and due process rights of children with special needs and their families.
  • compare and contrast the unique needs of atypical and typically developing children in areas of physical, cognitive, social-emotional, and communication skills.
  • evaluate the various techniques and instruments used to assess the physical, cognitive, social-emotional, and communication abilities of young children with special needs.
  • analyze the multi-disciplinary team process utilized in the development of an IFSP Individualized Family Service Plan), (birth - 3 years) and an IEP (Individualized Education Plan, (ages 3-21 years) and demonstrate the value of community partnerships for children with special needs and their families.
  • research public and private program options and community resources available for children with special needs and families.
  • evaluate the current technology available for children with special needs and their families.
  • plan and implement activities, supportive natural environments, behavior management techniques, and instructional strategies to meet the goals and objectives of the IFSP and IEP in an inclusive early childhood setting.
  • identify and develop respect for and sensitivity to the diversity in human characteristics and the impact of a child with special needs on different families.

ECE 415 Children's Health, Safety and Nutrition

  • Same As:NUTRI 320
  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ECE 312 or NUTRI 300
  • Transferable:CSU
  • General Education:AA/AS Area III(b)
  • C-ID:C-ID ECE 220
  • Catalog Date:June 1, 2019

This course provides an 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. There is a focus on integrating the concepts into everyday planning and program development for all children. This course is not open to students who have received credit for NUTRI 320.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • assess strategies to maximize the mental and physical health of children and adults in programs for all young children in accordance with culturally, linguistic and developmentally sound practice.
  • identify health, safety and environmental risks in children’s programs.
  • analyze the nutritional needs of children at various ages and evaluate the relationship between healthy development and healthy nutrition.
  • evaluate laws, regulations, standards, policies and procedures related to health and safety and nutrition in support of young children, teachers and families.
  • distinguish aspects of quality in programs for young children as related to health and safety, acknowledging the value of collaboration with families and the community.
  • investigate current health, safety, and nutrition issues and demonstrate how the issues relate to policy development.
  • research, identify and locate community resources which promote the health, safety, and nutrition of children and families.
  • evaluate the nutritional status and feeding practices during fetal development, infancy and childhood and plan and analyze menus for children which meet current state and federal guidelines.
  • examine variations of nutritional and health and safety practices and perspectives in culturally diverse communities.
  • develop activities that teach children positive health, safety and nutrition habits.
  • evaluate mechanisms for protecting children’s well-being and keeping children safe including, but not limited to: emergency preparedness and disaster plans, child abuse prevention and reporting policies, illness and injury prevention and reporting policies, the identification of safe feeding practices to prevent food-borne illness, the identification and reporting polices of common childhood illnesses/infectious or communicable diseases and potential hazards in children's environments.

ECE 420 Administration I: Programs in Early Childhood Education

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ECE 300 (Introduction to Principles and Practices in Early Childhood Education) with a grade of "C" or better; and either ECE 312 or PSYC 372 with grades of "C" or better; Or, BA in Child Development or related field from a regionally accredited college or university.
  • Advisory:ECE 320
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course provides an introduction to the administration of early childhood programs. It covers program types, budgets, management, regulations, laws, and the development and implementation of policies and procedures. It also examines various administrative tools, philosophies, and techniques needed to open, organize, and operate an early care and education program.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • apply administration skills in various types of early care and education programs.
  • compare and contrast various program structures, philosophies, and curriculum models.
  • identify strategies to ensure equity and respect for children, families, staff, and colleagues.
  • demonstrate knowledge of strategic and fiscal planning.
  • summarize systems and methods to support sound fiscal operations in a variety of early care and education settings.
  • demonstrate knowledge of compliance with regulatory systems.
  • evaluate components of quality programs, facilities, and operations.
  • assess various methods and tools of evaluation.
  • examine effective policies and procedures for staffing and scheduling.

ECE 422 Administration II: Personnel and Leadership in Early Childhood Education

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ECE 320 and 420 with grades of "C" or better
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course covers effective strategies for personnel management and leadership in early care and education settings. It includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • demonstrate effective practices for managing and leading staff and administering early care and education programs.
  • implement ongoing professional development plans based on evaluation of staff and administrator needs.
  • establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.
  • evaluate the factors needed to create a diverse and inclusive environment.
  • identify components of hiring practices, observation, and evaluation practices of staff.
  • describe the legal requirements and responsibilities of administering an early care and education program.
  • formulate strategies for compensation and professional growth opportunities in programs.
  • summarize essential practices for collaboration with staff, families, and community.
  • articulate the importance of professional integrity and confidentiality.

ECE 424 Adult Supervision: Mentoring in a Collaborative Learning Setting

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:ECE 314 and 320 with grades of "C" or better
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course covers principles and methods of supervising student teachers, volunteers, staff, and other adults in early care and education settings. Emphasis is on the roles and development of early childhood professionals as mentors and teachers working collaboratively to guide a teaching team or individual within a classroom setting. This course satisfies the adult supervision requirement for the CA Child Development Master Teacher Permit and Site Supervisor permit issued by the CA Commission on Teacher Credentialing.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • individualize mentoring and supervision strategies based on the roles and developmental stages of adult learners, including student teachers.
  • demonstrate competency in communication and reflective practices when working with diverse adult populations.
  • evaluate and use a variety of personnel, program, and environmental assessment tools to inform leadership decisions.
  • identify characteristics of effective leaders and mentors.
  • critique and practice strategies to support adult learners.
  • demonstrate reflective practice, cultural competency, and ethical conduct.

ECE 430 Culture and Diversity in Early Childhood Education

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Transferable:CSU
  • General Education:AA/AS Area V(b); AA/AS Area VI
  • C-ID:C-ID ECE 230
  • Catalog Date:June 1, 2019

This course examines the development of social identities in diverse societies including theoretical and practical implications of oppression and privilege 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. The course includes self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • critique theories and examine the multiple impacts on young children's social identity.
  • analyze various aspects of children's experience as members of families impacted by social bias and consider the significant role of education in reinforcing or contradicting such experience.
  • critically assess the components of linguistically and culturally relevant, inclusive, age appropriate, anti-bias approaches in promoting optimum learning and development.
  • evaluate the impact of personal experiences and social identity on teaching effectiveness.
  • research and develop rationale and goals for the provision of multicultural and anti-bias early childhood programs.
  • identify, analyze and critique stereotypic and biased classroom materials and plan classroom environments that reflect and affirm the diversity represented by families in early childhood settings and in the larger community.
  • formulate an understanding of children's awareness of differences, and of how prejudice is formed in the early years and construct techniques to help children to develop an anti-bias approach.
  • examine ways in which cultural, linguistic and family socialization practices affect children's behavior and learning.
  • differentiate problem-resolution practices that respond to the diversity of cultures represented in early childhood programs, including differences in race, gender roles, socioeconomic status, differing abilities, and family structure.

ECE 452 Making for Educators

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:ECE 312
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course will explore the theoretical and applied constructs of the maker movement in the field of education using current tenets of the social constructivist approach to learning; including inquiry, game and problem-based learning, and design thinking.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • identify and formulate theoretical constructs within the context of practical problem solving activities.
  • observe and analyze the impact of the physical, cognitive and psychosocial domains of development on the process and product of making.
  • differentiate cultural contexts and analyze best practices for the inclusion of all children and families in constructionist learning environments.
  • employ design thinking to research, develop and prototype inquiry-based instructional activities; using a variety of technologies, tools, techniques and materials, and aligned with educational standards.

ECE 455 Environment Rating Scales in Early Childhood Programs

  • Units:1
  • Hours:18 hours LEC
  • Prerequisite:None.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course examines Environment Rating Scales (Infant/Toddler, Early Childhood, School Age Programs and Family Child Care) as a tool for quality improvement in a variety of child development programs. Emphasis is given to theory and best practices in order to evaluate classrooms, materials, and interactions between adults and children.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • define the basic quality components, subscales, and items contained within the Environment Rating Scales.
  • demonstrate the ability to administer an Environmental Rating Scale by evaluating early childhood classrooms and playgrounds.
  • measure early childhood classrooms and playgrounds using Environmental Rating Scale quality scales for a total score, average score and sub-scale scores.
  • evaluate strategies while using an Environmental Rating Scale to improve efficiency in collecting information and ensure accurate scores.
  • apply observer guidelines to minimize the effect on a classroom while conducting an Environmental Rating Scale.
  • examine quality of interactions, space and furnishings, personal care routines, curriculum materials and activities, health and safety indicators, program structure, and parent/staff needs in an early childhood environment.
  • develop an action plan to improve quality components of the students' own early childhood classrooms and playgrounds.
  • effectively communicate the delivery of summary reports and results of Environment Rating Scale evaluations to classroom teachers and administrations.

ECE 494 Topics in Early Childhood Education

  • Units:0.5 - 4
  • Hours:4 - 27 hours LEC; 9 - 108 hours LAB
  • Prerequisite:None.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

Designed to give students an opportunity to study topics in Early Childhood Education which are not included in current course offerings. Topics may include, but are not limited to: Management of Family Day Care Homes; Guidance of the Special Child in Everyday Living; Behavior and Discipline; Children in Crisis; The Single Parent Family; and Cross-Cultural Experiences with Children and Families. May be repeated for credit providing there is no duplication of topics.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • appreciation for childhood as a unique and valuable stage of the human life cycle.
  • information to base work with children on knowledge of child development.
  • appreciation and support for the close ties between the child and the family.
  • recognition that children are best understood in the context of family, culture and society.
  • respect for the dignity, worth and uniqueness of each individual (child, family member and colleague).
  • information to help children and adults achieve their full potential in the context of relationships that are based on trust, respect and positive regard.

ECE 495 Independent Studies in Early Childhood Education

  • Units:1 - 3
  • Hours:54 - 162 hours LAB
  • Prerequisite:None.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

ECE 498 Work Experience in Early Childhood Education

  • Units:1 - 4
  • Hours:60 - 300 hours LAB
  • Prerequisite:None.
  • Enrollment Limitation:Student must be in a paid or non-paid internship, volunteer opportunity, or job related to career interests.
  • Advisory:ENGWR 101 or ESLW 320
  • Transferable:CSU
  • General Education:AA/AS Area III(b)
  • Catalog Date:June 1, 2019

This course provides students with opportunities to develop marketable skills in preparation for employment or advancement within the field of Early Childhood Education. Course content will include understanding the application of education to the workforce; completing required forms which document the student's progress and hours spent at the work site; and developing workplace skills and competencies. During the semester, the student is required to attend orientation. Students must complete 75 hours of related paid work experience, or 60 hours of related unpaid work experience, for one unit. An additional 75 hours of related paid work experience or 60 hours of related unpaid work experience is required for each additional unit. The course may be taken for a maximum of 16 units. Students should have access to a computer, the Internet, and some computer media such as a USB drive to store data files. Online students must have an email account. Only one Work Experience course may be taken per semester.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • apply industry knowledge and theoretical concepts in a field of study or career as written in the minimum 3 learning objectives created by the student and his/her employer or work site supervisor at the start of the course.
  • manage personal career plans and decision making using industry & workforce information and online resources.
  • behave professionally and ethically, exhibit adaptability, initiative, self-awareness and self-management as needed.
  • exhibit effective communication, collaboration, and leadership skills at work with consideration to workplace dynamics and social and diversity awareness.
  • demonstrate critical and creative thinking skills as they apply to the workplace.