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Active as of Fall Semester 2019
I. General Information
1. Course Title:
Introduction to Early Childhood Education
2. Course Prefix & Number:
CDEV 1102
3. Course Credits and Contact Hours:
Credits: 3
Lecture Hours: 3
4. Course Description:
This course provides an overview of the Early Childhood profession through exploring and examining aspects such as: historical roots of the profession, theory, program types for children birth through age eight, career opportunities, personal characteristics of professionals, developmentally appropriate practice, and ethics.
5. Placement Tests Required:
| Accuplacer (specify test): |
No placement tests required |
Score: |
|
6. Prerequisite Courses:
CDEV 1102 - Introduction to Early Childhood Education
There are no prerequisites for this course.
9. Co-requisite Courses:
CDEV 1102 - Introduction to Early Childhood Education
There are no corequisites for this course.
II. Transfer and Articulation
1. Course Equivalency - similar course from other regional institutions:
Introduction to Early Childhood Education, (3) credits, ELECT member colleges
2. Transfer - regional institutions with which this course has a written articulation agreement:
Required course for the Early Childhood Education A.S. Transfer Pathway
III. Course Purpose
1. Program-Applicable Courses – This course is required for the following program(s):
Early Childhood Education Transfer Pathway A.S.
Early Childhood Education A.A.S.
Early Childhood Education Diploma
IV. Learning Outcomes
1. College-Wide Outcomes
| College-Wide Outcomes/Competencies |
Students will be able to: |
| Demonstrate written communication skills |
Demonstrate written communication skills by using online or other electronic communication tools. |
| Demonstrate reading and listening skills |
Discuss and interpret readings and chapter topics in small group seat time discussions. |
| Utilize appropriate technology |
Complete assigned online research work by identifying and using trustworthy sources of information. |
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
- Examine the research base for and the best practices of early childhood education. (TECE 3.A.1.)
- Examine the historical, philosophical, and social foundations of early childhood education and how these foundations influence current thought and practice. (TECE 3.L.1)
- Explain developmentally appropriate practice.
- Define physical, cognitive, language, social, and emotional development.
- Identify and review early childhood careers, job requirements and the career ladder.
- Identify and compare different types of early childhood programs.
- Examine county and state processes for licensing of home and center based programs.
- Explore, discuss, and practice the National Association for the Education of Young Children Code of Ethics.
- Display professionalism in the classroom and on campus.
V. Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
- Historical Roots of Early Childhood Education
- Types of Early Childhood Programs
- Developmentally Appropriate Practice
- Early Childhood Core Programs
- Quality Programs
- Career lattice and job requirements
- Licensing of center and home based programs
- Defining the Young Child
- Developmental Domains – Ages and Stages
- Children with Diverse Abilities
- Developmental and Learning Theories
- Teaching: A Professional Commitment
- Becoming a Professional
- National Association for the Education of Young Children
- Code of Ethics
- Teacher Attributes and Qualities
- Team Teaching
- Observation and Assessment of Children
- Diversity and Bias
- Developmentally Appropriate Practice and Observation
- Types of Observations
- Guiding Children’s Behavior
- Understanding Children’s Behavior – Theories and Factors
- What is Guidance, Discipline, and Punishment
- Developmentally Appropriate Guidance Strategies
- Families and Teachers as Partners
- Communicating with Families and Promoting Strong Partnerships
- Best Practices in Communicating
- Diversity and Communicating with Families
- Creating Environments
- Developmentally Appropriate Learning Environments
- Curriculum: Creating a Context for Learning and Play
- What is Curriculum?
- Developmentally and Culturally Appropriate Curriculum
- Children’s Physical/Motor Development and Skills
- Effective Approaches to Promote Development within the Curriculum
- Teacher’s Role
- Children’s Cognitive Development and Skills
- Effective Approaches to Promote Development within the Curriculum
- Teacher’s Role
- Children’s Language/Literacy Development and Skills
- Effective Approaches to Promote Development within the Curriculum
- Teacher’s Role
- Children’s Psychosocial Development and Skills
- Effective Approaches to Promote Emotional, Social, Creative, and Spiritual Development
- Teacher’s Role
- Historical and Current Issues and Trends in Early Childhood Education
VI. Textbook and Supplemental Reading Materials
Beginnings and Beyond Foundations in Early Childhood Education, Gordon and Browne
I. General Information
1. Course Title:
Introduction to Early Childhood Education
2. Course Prefix & Number:
CDEV 1102
3. Course Credits and Contact Hours:
Credits: 3
Lecture Hours: 3
4. Course Description:
This course provides an overview of the Early Childhood profession through exploring and examining aspects such as: historical roots of the profession, theory, program types for children birth through age eight, career opportunities, personal characteristics of professionals, developmentally appropriate practice, and ethics.
5. Placement Tests Required:
| Accuplacer (specify test): |
No placement tests required |
Score: |
|
6. Prerequisite Courses:
CDEV 1102 - Introduction to Early Childhood Education
There are no prerequisites for this course.
9. Co-requisite Courses:
CDEV 1102 - Introduction to Early Childhood Education
There are no corequisites for this course.
II. Transfer and Articulation
1. Course Equivalency - similar course from other regional institutions:
Introduction to Early Childhood Education, (3) credits, ELECT member colleges
2. Transfer - regional institutions with which this course has a written articulation agreement:
Required course for the Early Childhood Education A.S. Transfer Pathway
III. Course Purpose
1. Program-Applicable Courses – This course is required for the following program(s):
Early Childhood Education Transfer Pathway A.S.
Early Childhood Education A.A.S.
Early Childhood Education Diploma
IV. Learning Outcomes
1. College-Wide Outcomes
| College-Wide Outcomes/Competencies |
Students will be able to: |
| Demonstrate written communication skills |
Demonstrate written communication skills by using online or other electronic communication tools. |
| Demonstrate reading and listening skills |
Discuss and interpret readings and chapter topics in small group seat time discussions. |
| Utilize appropriate technology |
Complete assigned online research work by identifying and using trustworthy sources of information. |
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
- Examine the research base for and the best practices of early childhood education. (TECE 3.A.1.)
- Examine the historical, philosophical, and social foundations of early childhood education and how these foundations influence current thought and practice. (TECE 3.L.1)
- Explain developmentally appropriate practice.
- Define physical, cognitive, language, social, and emotional development.
- Identify and review early childhood careers, job requirements and the career ladder.
- Identify and compare different types of early childhood programs.
- Examine county and state processes for licensing of home and center based programs.
- Explore, discuss, and practice the National Association for the Education of Young Children Code of Ethics.
- Display professionalism in the classroom and on campus.
V. Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
- Historical Roots of Early Childhood Education
- Types of Early Childhood Programs
- Developmentally Appropriate Practice
- Early Childhood Core Programs
- Quality Programs
- Career lattice and job requirements
- Licensing of center and home based programs
- Defining the Young Child
- Developmental Domains – Ages and Stages
- Children with Diverse Abilities
- Developmental and Learning Theories
- Teaching: A Professional Commitment
- Becoming a Professional
- National Association for the Education of Young Children
- Code of Ethics
- Teacher Attributes and Qualities
- Team Teaching
- Observation and Assessment of Children
- Diversity and Bias
- Developmentally Appropriate Practice and Observation
- Types of Observations
- Guiding Children’s Behavior
- Understanding Children’s Behavior – Theories and Factors
- What is Guidance, Discipline, and Punishment
- Developmentally Appropriate Guidance Strategies
- Families and Teachers as Partners
- Communicating with Families and Promoting Strong Partnerships
- Best Practices in Communicating
- Diversity and Communicating with Families
- Creating Environments
- Developmentally Appropriate Learning Environments
- Curriculum: Creating a Context for Learning and Play
- What is Curriculum?
- Developmentally and Culturally Appropriate Curriculum
- Children’s Physical/Motor Development and Skills
- Effective Approaches to Promote Development within the Curriculum
- Teacher’s Role
- Children’s Cognitive Development and Skills
- Effective Approaches to Promote Development within the Curriculum
- Teacher’s Role
- Children’s Language/Literacy Development and Skills
- Effective Approaches to Promote Development within the Curriculum
- Teacher’s Role
- Children’s Psychosocial Development and Skills
- Effective Approaches to Promote Emotional, Social, Creative, and Spiritual Development
- Teacher’s Role
- Historical and Current Issues and Trends in Early Childhood Education
VI. Textbook and Supplemental Reading Materials
Beginnings and Beyond Foundations in Early Childhood Education, Gordon and Browne