Transfer Credit: CSU; UC

C-ID: ECE 120

Historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children birth through age eight. Explores the typical roles and expectations of early childhood educators. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development. Total of 54 hours lecture.

Transfer Credit: CSU; UC

A study of infants and toddlers from pre-conception to age three including physical, cognitive, language, social, and emotional growth and development. Applies theoretical frameworks to interpret behavior and interactions between heredity and environment. Emphasizes the role of family and relationships in development. Total of 54 hours lecture.

Transfer Credit: CSU

Introduction to the administration of early childhood programs. Includes program types, program operations and fiscal management, regulatory systems, development and implementation of policies and procedures, community and family resources and relationships. No credit if taken after CHDV 112A. Total of 54 hours lecture.

Transfer Credit: CSU

Current issues in administration of early care programs. Effective personnel management strategies including employee advancement through professional growth and development. Understanding applicability of legal and ethical responsibilities. No credit if taken after CHDV 112B. Total of 54 hours lecture.

Transfer Credit: CSU

C-ID: ECE 210

Demonstration of developmentally appropriate early childhood program planning and teaching competencies under the supervision of ECE/CD faculty and other qualified early education professionals. Reflective practice will be emphasized as student teachers design, implement, and evaluate approaches, strategies, and techniques that promote development and learning. Includes exploration of career pathways, professional development, and teacher responsibilities. Total of 36 hours lecture.

Transfer Credit: CSU

C-ID: ECE 210

Practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Total of 120 hours field practice.

Transfer Credit: CSU

The second of two field practice/practicum experiences. Opportunity to learn developmentally-appropriate early childhood teaching strategies. Participation in advocacy project and development of Professional Portfolio. Meets partial fulfillment of the state requirement for the California Child Development Permit. Total of 36 hours lecture.

Transfer Credit: CSU

Opportunity to demonstrate developmentally-appropriate early childhood teaching competencies under guided supervision. Students will utilize practical classroom experiences to connect theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families, including gaining experience with Parent Conferencing. Child centered, play-oriented approaches to teaching, learning, and assessment will be utilized. Meets partial fulfillment of the state requirement for the California Child Development Permit. Total of 120 hours field practice.

Transfer Credit: CSU; UC

C-ID: ECE 200

The appropriate use of assessment and observation tools and strategies to document young children's development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals. Total of 54 hours lecture.

Transfer Credit: CSU; UC

C-ID: CDEV 110

Examines the developing child in a societal context which focuses on the interrelationships 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. Total of 54 hours lecture.

Transfer Credit: CSU

C-ID: ECE 220

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. CPR techniques, pediatric first aid; prevention and detection of child abuse. No credit if taken after CHDV 116. Total of 54 hours lecture.

Transfer Credit: CSU; UC

C-ID: ECE 230

Development of social identities in diverse societies including theoretical and practical implications of oppression and privilege affecting young children, families, programs, classrooms, teaching, education and schooling. Exploration of various classroom strategies emphasizing culturally and linguistically appropriate anti-bias approaches supporting children in becoming competent members of a diverse society. Self-examination and reflection of one's own issues and understanding of educational principles in integrating social identity, stereotypes and bias, social and educational access, media, schooling, better informed teaching practices and/or program development. No credit if taken after CHDV 117. Total of 54 hours lecture.

Transfer Credit: CSU

C-ID: ECE 130

Developmentally appropriate curriculum and environments for children birth through age eight. Students will use knowledge of children's development, theories of learning and development, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas to support children's development and learning integrated throughout indoor and outdoor settings, including 1) academic content areas, 2) play, art, and creativity, 3) development of social-emotional, communication, and cognitive skills, and 4) emphasizing the essential role of play. Includes language and literacy, social and emotional learning, sensory learning, art and creativity, math and science. No credit if taken after CHDV 120. Total of 54 lecture hours.

Transfer Credit: CSU

Application of current theory and research to the care and education of infants and toddlers in group settings. Examines essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months. Total of 54 hours lecture.

Transfer Credit: CSU

Explores theory and current health and safety practices in care and educational settings of children from birth to 12 years of age. Total of 36 hours lecture.

Transfer Credit: CSU

Study of curriculum theory, regulations, and practice in care and educational settings for children from birth to 12 years of age. Total of 36 hours lecture.

Transfer Credit: CSU

Examines intrinsic and extrinsic factors which impact learning of the young child in care and educational settings from birth to 12 years of age. Total 36 hours lecture.

Transfer Credit: CSU

Examines theory and practices of parental education and the impact on childhood learning in care and educational settings from birth to 12 years of age. Total of 36 hours lecture.

Transfer Credit: CSU

Topics of current and general interest in diversity, anti-bias and multicultural issues in care and educational settings for children from birth to 12 years of age. Total of 36 hours lecture.

Transfer Credit: CSU

Examination of discipline theories and practices in care and educational settings for children from birth through 8 years of age. Total of 36 hours lecture.

Transfer Credit: CSU

Topics of current and general interest in the practical applications of creating learning environments in care and educational settings for children from birth to 12 years of age. Total of 36 hours lecture.

Transfer Credit: CSU

Overview of early childhood education program administration. Topics include theoretical perspectives, licensing regulations, and budgetary considerations. No credit if taken after CHDV 024H. Formerly CHDV 024H. Total of 36 hours lecture.

Transfer Credit: CSU

Focus on the principles and methods of planning, presenting and evaluating STEM experiences for young children ages two to five. Activities that foster children's natural curiosity about mathematical and engineering concepts. These activities will be designed to encourage exploration, experimentation, problem solving and discovery. Methods for adapting math and engineering experiences for young children with special needs will also be discussed. Total of 54 hours lecture.

Transfer Credit: CSU

Integration of developmentally appropriate STEM content with a focus on science and technology into the early childhood classroom curriculum. The process of using inquiry tools and problem-solving strategies and focused learning centers with content embedded in all other classroom areas is explored. Examine numerous evidence-based instructional strategies for teaching young children, including those who are culturally, linguistically and ability diverse. Total of 54 hours lecture.

Transfer Credit: CSU; UC

Introduces the variations in development of children with special needs ages birth through eight and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with special needs, and the identification and referral process. No credit if taken after SET 100. Total of 54 hours lecture. Formerly SET 100.

Transfer Credit: CSU

Covers curriculum and intervention strategies for working with children with disabilities and other special needs in partnership with their families. Focus on the use of observation and assessment in meeting the individualized needs of children in inclusive and natural environments. The role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence. No credit if taken after CHDV 128. Total of 54 hours lecture.

Overview of the developmental, environmental and cultural factors that impact the behavior of young children, including family stress, child temperament, violence, attachment disorders, and special needs, as well as proactive intervention and prevention techniques. Topics include addressing why children misbehave, how to carefully observe a child, how to create a positive environment to encourage appropriate behavior, and how to effectively address many types of behaviors including those that are aggressive and antisocial, disruptive, destructive, emotional and dependent. No credit if taken after SET 105. Total of 54 hours lecture.

Overview of the basics required for an early intervention assistant to effectively provide services to a child (Birth to three years of age) with a disability and the family in the home environment. Philosophies regarding early intervention services in the home. Topics include the diversity of environments, family systems and interpersonal communication styles. Additional topics provide support relating to personal organization and preparation for the visits, collaboration with other professionals, infant mental health and developing appropriate home-based interventions for the child and family. No credit if taken after SET 113. Total of 54 hours lecture.

Study of infants and toddlers with disabilities, atypical development or other special needs, both in the early intervention setting and in the child care setting. Explores strategies and interventions used in the field of early intervention. Current theories in early intervention, early relationships, family systems, grief processing and stressors will be studied. Total of 54 hours lecture.

Introduction and survey of the range and stages of language and literacy development theories, practices and activities that support young children's emerging language and literacy skills, birth through age 8. Total of 54 hours lecture.

Methods and principles 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 leaders. Course is a requirement in order to apply to become a Mentor Teacher with the State of California. Total of 54 hours lecture.

Preparation for teaching basic academic and life processes skills to students with disabilities. Theory and practice includes the basic principles of educational and developmental psychology; the art of observing, teaching and guiding young children; planning and administration of developmentally appropriate inclusive educational activities; school safety and health issues; and the social and emotional foundations of early care and education. No credit if taken after SET 122. Total of 36 hours lecture.

Practical classroom experiences to make connections between theory and practice with infants and young children with disabilities and other special needs, including understanding of early intervention needs and practices. Demonstration of developmentally appropriate early childhood teaching competencies under the supervision of qualified early education professionals. Emphasis on child-centered, play-oriented approaches to teaching, learning and assessment; and knowledge of curriculum content areas as student teachers implement and evaluate experiences that promote positive development and learning for young children with disabilities or other special needs. Total of 60 hours field practice.