ࡱ> HJGc bjbj <=QbQb: : 8<>Dn)]]]((((((($+-)]])()!!!F(!(!!:&,u' 2)L' (>)0n)#'Rd.ud.u'd.u'd]vT!'Dkx]]])) `]]]n)d.]]]]]]]]]: B |:  GROSSMONT COLLEGE Official Course Outline CHILD DEVELOPMENT 123 PRINICIPLES AND PRACTICES OF PROGRAMS AND CURRICULUM FOR YOUNG CHILDREN 1. Course Number Course Title Semester Units Semester Hours CD 123 Principles and Practices 3 3 hours lecture: 48-54 hours of Programs and Curriculum 96-108 outside-of-class hours for Young Children 144-162 total hours 2. Course Prerequisites None. Corequisite None. Recommended Preparation None 3. Catalog Description An examination of 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 emotional, 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. Legal requirements for programs in California including Title 22 and Title 5 are also included. 4. Course Objectives The student will: a. Analyze the impact of the historical roots and current trends on the field of child development. b. Compare and contrast multiple delivery systems and licensing and regulation structures and policies and practices in early childhood programs. c. Evaluate and design components of developmentally appropriate, play based, inclusive environments and curriculum that reflect an awareness of developmental ages and stages. d. Identify strategies for effective collaborative relationships with children and adults including families, colleagues and community. e. Implement effective planning processes to co-construct curriculum with children reflecting observation, and assessment. f. Examine inclusive principles of positive communication and guidance and indentify strategies that promote positive classroom management and problem solving responsive to children and families with diverse backgrounds and abilities. g.. Evaluate career and professional growth opportunities through examination of theoretical frameworks, personal philosophy, and application of professional ethics. 5. Instructional Facilities Standard classroom CHILD DEVELOPMENT 123 PRINICIPLES AND PRACTICES OF PROGRAMS AND CURRICULUM FOR YOUNG CHILDREN Page 2 6. Special Materials Required of Student None. 7. Course Content a. History, philosophy and influences of early childhood programs. b. Educational preparation, career paths, and professional development. c. Ethical and professional behavior and the NAEYC Code of Ethics d. Program types and delivery systems of child development programs. e. Laws, licensing requirements, and national standards for quality program. f. Review of developmental ages and stages, the whole child and the importance of play. g. Inclusive developmentally, culturally and linguistic appropriate practices. h. Role of the teacher. i. The critical nature of respectful relationships, attachment, interaction, collaboration, and partnerships. j. Theories and strategies for encouraging cooperative behavior, problem solving and conflict resolution. k. The influence of environment on behavior and learning. l. Elements of effective planning processes to co-construct curriculum with children reflecting observation, and assessment. m. Evaluation of programs. 8. Method of Instruction a. Lecture/discussion. b. Group work. c. Required field observation. 9. Methods of Evaluating Student Performance a. Journal assignments. b. Written field observations. c. Philosophy of education essay. d. Written interview. e. Written final exam. 10. Outside Class Assignments a. Reading. b. Interview. c. Written assignments. d. Field observation. 11. Texts a. Required Text(s): (1) California Preschool Learning Foundations. Volumes 1-3. Sacraments, CA: California Department of education Press, 2010. (2) California Preschool Curriculum Framework. Volumes 1-3. Sacramento, CA: California Department of Education Press, 2011. b. Supplementary texts and workbooks: None CHILD DEVELOPMENT 123 PRINICIPLES AND PRACTICES OF PROGRAMS AND CURRICULUM FOR YOUNG CHILDREN Page 3 12. Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: Examine teaching and care practices as defined within the field of early care and educations history, range of delivery systems, program types and philosophies and ethical standards. Formulate a professional philosophy based on various theoretical perspectives. 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. Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children. Examine a variety of guidance and interaction strategies to increase childrens social competence and promote a caring classroom community. Demonstrate planning processes to co-construct curriculum with children reflecting observation, and assessment. 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