Active Outline

General Information

Course ID (CB01A and CB01B)
C DD057.
Course Title (CB02)
Self-Assessment for Teachers of Young Children Using Reflective Practice: Field Experience
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2024
Course Description
In this course, students will utilize the self-assessment approach and reflective practice technique for individualized teacher preparation, emphasizing specific types of teaching environments and interactions that support the development of children's physical, cognitive, and social-emotional skills. Students will use field placement to practice and develop professional behaviors, make connections between theories and practices, and build a comprehensive understanding of young children and families. (This course meets NAEYC Standards 1, 2, 3, 4, and 5; NBPTS Standards 1 and 4; CEC Standards 2, 4, 5, 7, 9, and 10 and ECE Competencies Standards 1, 3, 4, and 7.)
Faculty Requirements
Discipline 1
[Child Development/Early Childhood Education]
FSA
[FHDA FSA - CHILD DEVELOPMENT]
Course Family
Not Applicable

Course Justification

This is a CSU transferable course. The course is required to obtain the Child Development Certificate of Achievement and the California Child Development Permit. The course increases access for employed students to fulfill practicum/field experience requirements.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
CHLD F086A

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

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours2.04.0
Laboratory Hours10.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
24.0
Laboratory
120.0
Total
144.0
Course Out-of-Class Hours
Lecture
48.0
Laboratory
0.0
NA
0.0
Total
48.0

Prerequisite(s)

C D D010G or PSYC D010G

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

Collaborative learning and small group exercises

In class exploration of internet

Quiz and examination review performed in class

Discussion of assigned reading

Video recording

Professional Teaching Portfolio

Discussion and problem solving performed in class

Laboratory discussion sessions and quizzes that evaluate the proceedings weekly laboratory exercises

Assignments

  1. Assigned reading from text, syllabus, articles and supplemental books.
  2. Competency Based Self-Assessment for Teachers (CompSAT) create a profile to begin documentation of professional development
  3. Written mid-quarter and final self-evaluation using the Basic Teaching Skills as a guide.
  4. Completion of all lab hours and placement paperwork including: placement form, attendance log, supervisors mid-quarter and checklist evaluations, activity checklist for curriculum activities.
  5. Videotaping of yourself and classmates to review teaching practice, creating a plan for implementing new strategies, and evaluating and reflecting on your classroom interactions.

Methods of Evaluation

  1. Series of quizzes and a final exam which are essay and objective and demonstrate reasoning skills and understanding and implementation of concepts from class content
  2. Submit a professional development plan aligned with competencies areas on Relationships, Interactions, and Guidance and Learning Environments and Curriculum
  3. Written self-evaluation at mid-quarter and final using Basic Teaching Skills as the basis for analysis of performance
  4. Participation in a weekly 10-hour lab during which the student will demonstrate understanding of current topics and issues in developmentally appropriate environments and teaching practices in a classroom setting and application of research techniques and understanding of child development
  5. Submit video tape critique, an evaluation of the experience, and an improvement plan aligned with the early childhood competencies.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None
Essential College Facilities:
  • A child development facility

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Dr. Li Wei SunClass Syllabus CD-57: Self-Assessment for Teachers of Young Children°®¶ą´«Ă˝ BookstoreFirst Edition/2020NA
National Association for the Education of Young ChildrenKey Assessment: Self-Assessment for Teachers of Young ChildrenNAEYCFirst Edition/2022NA

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Identify developmentally appropriate teaching practices in a classroom setting.
  • Recognize and accept diversity in all areas (linguistic, cultural, sexual orientation, class, race, age, gender) as an important component of effective teaching.
  • Develop awareness and self reflection as necessary components of on-going professional development.
  • Evaluate appropriate guidance strategies for working with children with typical and atypical development
  • Employ professional attitudes and practices, including reflective practice.
  • Identify effective early learning environments and how they support children’s growth and development

CSLOs

  • Explain developmentally appropriate environments that support children's development.

  • Distinguish developmentally appropriate teaching practices in a classroom setting.

  • Practice awareness, self-reflection and reflective practice as necessary components of on-going professional development.

Outline

  1. Identify developmentally appropriate teaching practices in a classroom setting.
    1. Describe the development and needs of infants, toddlers, and preschoolers in a classroom setting
      1. Examine the developmental patterns and characteristics of infants, toddlers, and preschool children
      2. Use developmental norms as they apply to groups and individual children including chronological age, temperament and cultural variations to determine teaching practices and curriculum.
    2. Recognize both typical and atypical developmental milestones as primary considerations in teaching and curriculum planning for children
    3. Examine teaching strategies and best practices in developmentally appropriate programs
      1. Create relationships with children and families as the foundation of all good teaching practices
        1. Identify common interpersonal conflicts that arise between child and child, adult and child; adult and adult in the classroom
        2. Recognize cultural, language and value differences that can make interpersonal relationships challenging
        3. Reflect on relationship building using the reflective practice approach
      2. Describe specific teaching strategies: child-centered, individualized, problem solving approach and positive guidance
      3. Use language as an essential tool to build trust and acceptance, communicate needs, share ideas and develop critical thinking in children
      4. Respond to children's individual cues and behaviors, and use children's interests as the basis of curriculum planning
      5. Engage in "Intentional teaching," using all of one's developmental knowledge to scaffold, support and challenge children to higher levels of development
  2. Recognize and accept diversity in all areas (linguistic, cultural, sexual orientation, class, race, age, gender) as an important component of effective teaching.
    1. Support each child as a member of a family that shapes the values, beliefs, traditions and practices that give that child's world meaning
    2. Incorporate family values, traditions and practices into the classroom to create a rich, varied and contextually meaningful curriculum for children
  3. Develop awareness and self reflection as necessary components of on-going professional development.
    1. Express a personal philosophy that incorporates values and beliefs about how children learn and the role of the teacher
    2. Interpret past experiences and their relationship to present attitudes about teaching
    3. Develop regular habits of writing observations and journals as methods for strengthening self reflection
  4. Evaluate appropriate guidance strategies for working with children with typical and atypical development
    1. Analyze the value of positive guidance strategies vs discipline and punishment
      1. Apply strategies that help the child develop self control, internalize appropriate behavior and cooperate with others
      2. Comprehend the importance of appropriate expectations based on children's developmental abilities, explained clearly to children so that they can understand
      3. Practice using the California Pyramid strategies for social emotional early learning
        1. nurturing and responsive relationships
        2. high quality supportive environments
        3. targeted social emotional support
    2. Use conflict resolution skills and problem solving strategies to teach children how to handle and resolve conflicts on their own
    3. Analyze all contributing factors when dealing with challenging behavior including: environment, skills of the child, attitude of the teacher and realistic expectations
  5. Employ professional attitudes and practices, including reflective practice.
    1. Maintain positive and collaborative relationships with co-workers
    2. Actively seek feedback on performance and be open to suggestions and constructive criticism from others
    3. Value the NAEYC Ethical Code of Conduct and maintain confidentiality at all times never discussing children in their presence or talking about children or families outside of the program
    4. Apply reflective practice methods
  6. Identify effective early learning environments and how they support children’s growth and development
    1. Describe well-organized and materials-rich environments and ways in which they support children’s growth and skill development
    2. Describe warm, responsive, and supportive instructional interactions and ways in which they support children’s growth and skill development
    3. Know that designing high quality environments and engaging in high quality interactions includes being sensitive to and incorporating children’s cultural and linguistic diversity
    4. Explain effective and ineffective environments and interactions in videos of their own and other teachers’ early childhood classrooms
    5. Enact and exhibit effective classroom interactions

Lab Topics

  1. Engaging interactions and environments
  2. Understanding program philosophy
  3. Developmentally appropriate teaching practices
  4. Relationships - the heart of teaching
  5. Assessing Basic Teaching Skills
  6. Cultural sensitivity and responsiveness
  7. Planning Curriculum
  8. Social emotional support
  9. Documentation of California Early Childhood Competencies
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