Course Descriptions

ECE. 191 Children's Literature (3 units)

An overview of the body of world literature deemed appropriate and enriching for children from infancy to adolescence. Designed to impart knowledge about and practice in storytelling techniques, as well as practical experience in presenting age-appropriate literature to children and youth. Theory and practice in discerning literary genres, criteria for selection, and techniques for using classic and contemporary literature with young people.

ECE. 201 Child Development (3 units)

Examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students observe children, evaluate individual differences and analyze characteristics of development at various stages.

ECE. 210 Early Childhood Education Principles (3 units)

An examination of the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity.

ECE. 211 Early Childhood Education Curriculum (3 units)

An overview of knowledge and skills related to curriculum development for infant/toddler and preschool learning environments. Students examine the teacher's role in supporting young children's learning using observation and assessment strategies that emphasize the essential role of play and other developmentally appropriate pedagogy. An overview of content areas include but are not limited to: language and literacy, social and emotional learning, sensory learning, art and creativity, math and science.

ECE. 212 Child, Family, and Community (3 units)

An examination of the developing child in a societal context focusing on the interrelationship of family, school and community and emphasizes historical and socio-cultural factors. The processes of socialization and identity development are highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

ECE. 213 The School Age Child (3 units)

The focus of this course is relevant and responsible program planning for before and after school child care. Also presented are the developmental needs of the child 6- to 12-years (middle childhood) and family involvement in child care and the social and economic implications, and available community resources for child care.

ECE. 223 Infant and Toddler Development (3 units)

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.

ECE. 225 Care and Education for Infants and Toddlers (3 units)

Applies 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 from birth to 36 months.

ECE. 240 Administration I: Business/Legal (3 units)

Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program.

ECE. 241 Administration II: Personnel and Leadership (3 units)

Effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.

ECE. 242 Adult Supervision and Mentoring (2 units)

Study of the methods and principles of supervising student teachers, assistant teachers, parents, and volunteers in Early Childhood Education settings. Emphasis is on the role of classroom teachers who function as mentors to new teachers while simultaneously addressing the needs of children, parents, and other staff.

ECE. 244 Curriculum and Strategies for PreK-Kindergarten (3 units)

Reviews criteria for the provision of high quality prekindergarten/preschool experiences for young children. Early child development foundation skills and the design of appropriate learning environments are key topics. Issues examined are developmental, political and economic including school readiness and school success.

ECE. 247 Foundations for School Success (3 units)

Reviews criteria for curriculum and program planning to prepare children to transition from preschool into kindergarten/early elementary grades. Topics covered include: strategies for parent engagement; play-infused curriculum design to support development in all domains/subject areas; kindergarten expectations and curriculum alignment; current research, policies and issues.

ECE. 254 Teaching in a Diverse Society (3 units)

Examination of the development of social identities in diverse societies including theoretical and practical implications of culture, ethnicity, stereotyping and bias as they apply to young children, families, programs, classrooms and teaching. Various classroom strategies are explored emphasizing culturally and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society. Course includes self-examination and reflection on issues related to social identity, stereotypes and bias.

ECE. 260 Children with Special Needs (3 units)

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.

ECE. 263 Curriculum and Strategies for Children with Special Needs (3 units)

Focuses on practical applications of best practices in Early Childhood Special Education. Topics covered include curriculum modification strategies to facilitate the development of cognitive, motor, social, emotional and language skills in young children with special needs (preschool, transitional kindergarten, and kindergarten age). Specific course foci include developing positive behavior management plans, collaborative teaching, integrative lesson planning that embeds intervention strategies across routines and activities in both inclusive and self-contained classrooms, and methods for working with parents of young children with special needs.

ECE. 275 Children's Language and Literacy Development (3 units)

Explores the process of children’s language acquisition, emotional development, and literacy development. Highlights the teacher’s role in promoting creativity and self-expression through verbal and symbolic language.

ECE. 313 Health, Safety and Nutrition (3 units)

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 are identified along with the importance of collaboration with families and health professionals. Focus on integrating the concepts into everyday planning and program development for children.

ECE. 333 Observation and Assessment of Young Children (3 units)

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning to join with families and professionals in promoting children’s success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored.

ECE. 362 Communicating with Families (1 units)

The focus of this course is effective communication skills needed by early childhood teachers and professionals when communicating with family members including biological parents, adoptive families and extended family members.

ECE. 366 Practicum in Early Childhood Education (3 units)

A demonstration of developmentally appropriate early childhood teaching competencies under guided supervision. Students utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child-centered, play-oriented approaches to teaching, learning, and assessment; and knowledge of curriculum content areas are emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. Meets the supervised teaching requirement for the CA State Child Development teaching permit and provides student teaching experience in qualified settings that serve children from infancy through middle childhood.

ECE. 369 Reflective Teaching Seminar (3 units)

This course is designed for teachers working in early childhood or transitional kindergarten settings. Students examine their teaching philosophy and multiple roles in the classroom including teacher, parent educator, and mentor. Throughout the course, students engage in the reflective practice cycle as the primary methodology for growth. Students use a variety of instructional strategies, including purposeful play, to assess, document and describe children’s learning and development.

ECE. 695 Independent Study (0.5- 3 units)

Designed for students who are interested in furthering their knowledge via self-paced, individualized instruction provided in selected areas or directed study to be arranged with instructor and approved by the division dean using the Independent Study Form. Varying modes of instruction can be used -- laboratory, research, skill development, etc. For each unit earned, students are required to devote three hours per week throughout the semester. Students may take only one Independent Study course within a given discipline.