Active Outline

General Information

Course ID (CB01A and CB01B)
C DD050.
Course Title (CB02)
Principles and Practices of Teaching Young Children
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
The underlying theoretical principles of developmentally appropriate practices applied to programs, environments, and teaching strategies, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all young children. Includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics, and professional identity. (Applicable standards for this course: National Association Education Of Young Children (NAEYC) Standard 1. Promoting Child Development and Learning; 1a, 1b, and 1c; Standard 4 Using Developmentally Effective Approaches 4a, 4b, 4c and 4d; Standard 6 Becoming a Professional 6a, 6b, 6c, 6d and 6e; National Association Education of Young Children (NBPTS) Standard IV promoting Child Development and Learning; Standard IX Reflective Practice; Council for Exceptional (CEC)/ Division for Early Childhood Special Education (DEC) Standard 3 Individual learning differences; Standard 5 Learning environments and social interactions; Standard 9 Professional and ethical practice).
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course builds a foundation for students to know theoretical principles of developmentally appropriate practices applied to programs and teaching strategies to support the physical, social and cognitive development of young children. This course is required for the Child Development degree and certificates offered at ý College and California Teacher's Permit at the Associate Teacher, Teacher, and Master Teacher levels. It is CSU transferable. It also meets the requirements of the Early Childhood Education Transfer Model Curriculum CCC Major or Area of Emphasis: Early Childhood Education and California State University (CSU) Major or Majors: Child Development, Child and Adolescent Development, Human Development, Education.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only
C-IDArea(s)StatusDetails
ECEEarly Childhood EducationApprovedC-ID ECE 120

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Field observation

Quiz and examination review performed in class

Cooperative learning and small group exercises

Collaborative projects

Discussion of assigned reading

Discussion and problem solving performed in class

In-class exploration of Internet sites

Guest speakers

Assignments

  1. Required reading assignments from text
  2. Self - assessment of goals and career path that should include appointment with a counselor or department instructor
  3. Interview with an experienced teacher who has worked with typical and/or atypical children
  4. Portfolio development including autobiography, resume, activity samples, literacy review, and professional training record
  5. Field study of a licensed child care center with a written report
  6. A group project demonstrating ability to use the media to identify high quality indicators for early childhood programs

Methods of Evaluation

  1. Midterm and final examinations including multiple-choice and/or essay components that requires students to summarize, integrate and critically analyze and apply concepts examine throughout the course.
  2. Self assessment of career choice including setting short-term, mid-term, and long-term goals and a detailed plan of actions about how achieve these goals.
  3. Early childhood professional interview demonstrating understanding important issues of working in early childhood field.
  4. Portfolio development demonstrating the ability of reflective practices, good writing skills, and presenting self as an early childhood professional.
  5. Written report on a licensed child care, showing ability to describe the program objectively and in details and to reflect on quality indicators of an early childhood program.
  6. A group presentation of an ideal early childhood program created by the group using PowerPoint or other media.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
*Gonzalez-Mena, Janet . "Foundation of Early Childhood Education: Teaching Children in a Diverse Society", 6th Edition. Boston: McGraw Hill, 2014.
*Gordon, Ann Miles & Browne, Kathryn. "Beginnings and Beyond". 7th Edition. Albany, New York: Delmar, 2007.

Examples of Supporting Texts and References

AuthorTitlePublisher
Bredekamp, Sue (editor). "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 Expanded Edition". Washington, D.C.: National Association for the Education of Young Children, 2005.
Driscoll, Amy & Nagel Nancy. "Early Childhood Education Birth-8". 3rd Edition. Allyn and Bacon, 2004.
Feeney, Stephanie, et al. "Who Am I in the Lives of Young Children? Sixth Edition". Columbus, Ohio: Charles E. Merrill Publishing Co., 2001.
Follari, Lissanna. "Foundations and Best Practices in Early Childhood Education: History, Theories and Approaches to Learning". New Jersey: Pearson Merrill Prentice Hall, 2007.
Morrison, George S. "Early Childhood education Today". 10th Edition. New Jersey: Pearson Merrill Prentice Hall, 2007.
Westervelt,G., Sibley, A., & Schaack, D. "Quality in Early Childhood Programs" Upper Saddle River, NJ: Pearson, 2008.
Zigler, E., Gilliam, W.S., & Jones, S.M. "A Vision for Universal Preschool Education". Cambridge,MA:Cambridge University Press: 2006.

Learning Outcomes and Objectives

Course Objectives

  • Assess early childhood settings.
  • Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among children.
  • Examine the relationship between the child's development and the creation of learning opportunities in the classroom.
  • Identify developmentally appropriate practice and its application to a cross range of early childhood settings.
  • Identify, examine and assess various types of early education programs.
  • Identify the underlying theoretical perspectives in forming a professional philosophy.
  • Identify and assess issues in implementing high quality programs.
  • Examine the conceptual frameworks for teaching adopted by NAEYC, NBTS, and Early Childhood Education (ECE) Special Education Standards.
  • Examine guidance and interaction strategies to increase children's social competence and promote a caring classroom community.
  • Analyze the relationships between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development.
  • Describe the components of relationship-based practice to promote collaboration.

CSLOs

  • Evaluate the quality of a licensed early childhood program and make appropriate recommendations based on research findings of quality indicators based on DAP standards and developmental theories.

  • Demonstrate an understanding on the field of child development in providing for the developmental/foundational needs of children through quality programs and appropriate practice.

Outline

  1. Assess early childhood settings.
    1. The influence of environment on behavior and learning (environment as third teacher).
    2. Components of the daily routine.
    3. Classroom environment and room arrangement.
    4. Safety and health standards of the environment.
    5. Developmentally appropriate teaching materials.
    6. Inclusion for children with disabilities and special needs and safe environments for all children.
    7. Culturally relevant environments.
  2. Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among children.
    1. Definition of play.
    2. Play as a vehicle for development and learning.
  3. Examine the relationship between the child's development and the creation of learning opportunities in the classroom.
    1. Critical theories in child development.
    2. Developmentally appropriate practices to normative and atypical development.
    3. The roles and responsibilities of a teacher in an early childhood setting.
    4. The needs of the whole child.
    5. Strategies of supporting children with special needs and disabilities.
  4. Identify developmentally appropriate practice and its application to a cross range of early childhood settings.
    1. Principles of child development and learning.
    2. Addressing the needs of the “whole child” (physical, cognitive, social-emotional.
    3. How development occurs.
    4. Varying rates in development.
    5. Individuality in children's development.
    6. Attention to developmental needs of children of different ages (infant/toddler, preschool, school-age.
    7. The importance of developmentally, culturally, linguistically appropriate practice.
    8. Active learning and culturally transmitted knowledge.
    9. Discuss modalities of learning.
    10. Development and learning within the context of community.
    11. Guidelines for decision making.
    12. How to construct developmentally appropriate curriculum.
  5. Identify, examine and assess various types of early education programs.
    1. Licensing and regulation (e.g., Title 22, Title 5, Fire Code), and personnel requirements.
    2. Delivery systems in early care and education. (nonprofit, profit, publicly funded, alternative payment/voucher).
    3. Program types (family child care, centers, after school programs, license-exempt; infant/toddler, preschool, school-age).
    4. Characteristics of programs serving children with special needs.
  6. Identify the underlying theoretical perspectives in forming a professional philosophy.
    1. Current and historical models, influences and approaches in the field of early childhood.
    2. Historical trends and figures
    3. School readiness and brain development research
  7. Identify and assess issues in implementing high quality programs.
    1. Quality indicators (e.g., accreditation).
    2. Key elements of culturally sensitive curriculum.
    3. The importance of family, culture and community interrelations.
    4. Principles of family centered care.
  8. Examine the conceptual frameworks for teaching adopted by NAEYC, NBTS, and Early Childhood Education (ECE) Special Education Standards.
    1. National Association for the Education of Young Children Program Standards and Content
    2. National Board for Professional Teaching Standards for Early Childhood Education Standards
    3. Council for Exceptional Children Division of Early Childhood (CEC/DEC) Standards for Early Childhood Special Education teachers
    4. Professional organizations and ongoing professional development.
    5. Career options/paths in the field of early childhood education.
    6. NAEYC Code of Ethics.
  9. Examine guidance and interaction strategies to increase children's social competence and promote a caring classroom community.
    1. The importance of positive teacher-child relationships and interactions.
    2. Positive guidance strategies.
    3. Critical nature of relationships, attachment, responsiveness and respectful relationships.
    4. Constructivism theory as the basis for guidance.
    5. Steps to supporting conflict resolution.
    6. Strategies for encouraging cooperative behavior and problem solving.
    7. How to support the social emotional needs of children.
    8. The importance of partnerships between staff and families and collaboration with care professionals.
  10. Analyze the relationships between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development.
    1. The interrelationship of planning, observation, and assessment.
    2. Essential components in program planning.
    3. The role of assessment in learning.
    4. The role and implementation of reflective practice.
  11. Describe the components of relationship-based practice to promote collaboration.
    1. Effective relationships and collaboration between teachers, parents, children, and colleagues that promote collaboration.
    2. Effective relationships and collaboration between teachers and colleagues.
    3. Effective relationships and collaboration between teachers and children and their families.
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