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:

There are no prerequisites for this course.

9. Co-requisite Courses:

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 fulfills a requirement 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 developmentally appropriate practice, best practices and the research base of early childhood reduction (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);
• Examine and identify the historical foundations of education in Minnesota, including laws, policies, and practices, that have and continue to create inequitable opportunities, experiences, and outcomes for learners, especially for Indigenous students and students historically denied access, underserved, or underrepresented on the basis of race, class, disability, religion, gender, sexual orientation, language, socioeconomic status, or country of origin (SEP 6C.);
• Identify and review early childhood programs, careers, job requirements and the career ladder;
• Explore, discuss, and practice Minnesota and National Association for the Education of Young Children Code of Ethics including the role of social media, privacy, and boundaries in relationships with students (SEP 6.A.);
• Examine laws related to student rights and teacher responsibilities, such as for educational equity, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, data practices, and mandatory reporting requirements in situations of known or suspected abuse or neglect (SEP 6B.);
• Demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice (SEP 6H.);
• Advocate and model safe, legal, and ethical use of information and technology, including appropriate documentation of sources and respect for others in use of social media (SEP 6I.);
• Examine and utilize professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem solving (SEP 6J); and
• Examine multiple leadership models for teachers; know how to take on leadership roles at the school, district, state, or national level; and advocate for students, the school, the community, and the profession. (SEP 7F)

V. Topical Outline

Listed below are major areas of content typically covered in this course.

1. Lecture Sessions

1. Historical Roots of Early Childhood Education
2. Types of Early Childhood Programs
3. Developmentally Appropriate Practice
• Early Childhood Core Programs
• Quality Programs
• Career lattice and job requirements
• Licensing of center and home based programs
4. Defining the Young Child
• Developmental Domains – Ages and Stages
• Children with Diverse Abilities
5. Developmental and Learning Theories
• Past Research Base
6. Teaching: A Professional Commitment
• Becoming a Professional
• National Association for the Education of Young Children
• Code of Ethics
• Teacher Attributes and Qualities
• Team Teaching
7. Observation and Assessment of Children
• Diversity and Bias
• Developmentally Appropriate Practice and Observation
• Types of Observations
8. Guiding Children’s Behavior
• Understanding Children’s Behavior – Theories and Factors
• What is Guidance, Discipline, and Punishment
• Developmentally Appropriate Guidance Strategies
9. Families and Teachers as Partners
• Communicating with Families and Promoting Strong Partnerships
• Best Practices in Communicating
• Diversity and Communicating with Families
10. Creating Environments
• Developmentally Appropriate Learning Environments
11. Curriculum: Creating a Context for Learning and Play
• What is Curriculum?
• Developmentally and Culturally Appropriate Curriculum
12. Children’s Physical/Motor Development and Skills
• Effective Approaches to Promote Development within the Curriculum
• Teacher’s Role
13. Children’s Cognitive Development and Skills
• Effective Approaches to Promote Development within the Curriculum
• Teacher’s Role
14. Children’s  Language/Literacy Development and Skills
• Effective Approaches to Promote Development within the Curriculum
• Teacher’s Role
15. Children’s Psychosocial Development and Skills
• Effective Approaches to Promote Emotional, Social, Creative, and Spiritual Development
• Teacher’s Role
16. Historical and Current Issues and Trends in Early Childhood Education