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ECE 101 INTRODUCTION
TO EARLY CHILDHOOD CARE AND EDUCATION (5-0-5)
Prerequisite: Provisional admission
Introduces concepts relating the responsibilities and procedures
involved in a variety of early childhood care situations. This course
addresses key CDA competency goals and functional areas. Topics
include: historical perspectives; career opportunities; work ethics;
functioning in a team environment; program management; learning
environment; cultural diversity; licensure and accreditation; and
professional development file (portfolio) guidelines.
ECE 103 HUMAN
GROWTH AND DEVELOPMENT I (5-0-5)
Prerequisite: Provisional admission
Introduces the student to the physical, social, emotional, and intellectual
development of the young child (0-5 years of age). Provides for
competency development in observing, recording and interpreting
growth and development stages in the young child, advancing physical
and intellectual competence supporting social and emotional development,
and providing positive guidance. Topics include: developmental characteristics;
observation and recording, guidance techniques; developmentally
appropriate practice; and introduction to children with Special
Needs.
ECE 105 HEALTH,
SAFETY, AND NUTRITION (5-0-5)
Prerequisite: Provisional admission
Introduces the theory, practices, and requirements for establishing
and maintaining a safe, healthy learning environment. Topics include:
CPR; first aid; children’s health problems; environmental health
and safety; child abuse and neglect; and nutritional needs of children.
ECE 112 CURRICULUM
DEVELOPMENT I (3-2-3)
Prerequisites/Co-requisite: ECE 101, ECE 103 plus two activity based courses
Develops knowledge and skills that will enable the student to establish
a learning environment appropriate for young children. Topics include:
instructional media; learning environments; curriculum approaches;
development of curriculum plans and materials; community resources;
transitional activities; and approaches to teaching, learning, and
assessing.
ECE 113 ART
FOR CHILDREN (1-4-3)
Prerequisite: Provisional admission
Introduces the concepts related to creativity in art. This course
combines lecture and lab experiences to introduce the many media
areas used by children to express themselves. Topics include: concepts
of creativity; art media, methods and materials for creative activities;
planning and preparation of art lessons; appreciation of children’s
art processes and products; developmental stages in art; and art
appreciation.
ECE 114 MUSIC
AND MOVEMENT (1-4-3)
Prerequisite: Provisional admission
Introduces the concepts related to creativity in music and movement.
This course combines lecture and lab experiences to introduce media,
methods, and materials used to foster musical activity and creative
movement. Topics include: spontaneous and planned music and movement;
media, methods and materials; coordination of movement and music;
developmental stages of music; and music appreciation.
ECE 115 LANGUAGE
ARTS & LITERATURE (5-0-5)
Prerequisites: ECE 103, ENG 191 (degree), or ENG 101
(diploma)
Develops knowledge and skills that will enable the student to plan
and implement developmentally appropriate listening, speaking, writing,
and reading activities for young children. Topics include: reading
readiness; oral communication activities; writing readiness; listening
comprehension; literature selection; story presentation; and stages
of language acquisition.
ECE 116 MATH
AND SCIENCE (5-0-5)
Prerequisites: ECE 103,MAT 191 or MAT 190 (degree),
or MAT 101 (diploma).
Presents the process of introducing
science and math concepts to young children. Includes planning and
implementation of appropriate activities and development of methods
and techniques of delivery. Topics include: cognitive stages and
developmental process in math and science; math and science activity
planning; and development of math and science materials.
ECE 121 EARLY
CHILDHOOD CARE AND EDUCATION PRACTICUM I (1-6-3)
Prerequisite: ECE 112
Provides the student with the opportunity to gain a supervised experience
in an actual or simulated work setting allowing demonstration of
techniques obtained from course work. Practicum training topics
include: good work habits; supervised planning; interaction with
children, parents, and co-workers; application of guidance techniques;
classroom management; and documentation of child’s development.
ECE 122 EARLY
CHILDHOOD CARE AND EDUCATION PRACTICUM II (1-6-3)
Prerequisite: ECE 112
Provides the student with the opportunity to gain additional supervised
experience in an actual or simulated work setting allowing demonstration
of techniques obtained from course work. The course will emphasize
planning and implementation of activities and physical, social,
emotional and cognitive development of the child. Practicum training
topics include: good work habits; application of guidance techniques;
human relations; program planning; and classroom management.
ECE 132 INFANT/TODDLER
DEVELOPMENT (5-0-5)
Prerequisite: Provisional admission
Introduces the three developmentally meaningful age periods during
infancy. Provides knowledge, grounded in brain and attachment research,
about how children learn and the skills and attitudes necessary
to support optimum social/emotional, cognitive and physical development
for children from birth to three. Principles of brain development
and language and communication will be explored in depth. Special
emphasis is placed on experiential learning to show caregivers practical
ways of meeting the fundamental needs of all infants in group care
settings and of helping them learn the lessons that every infant
comes into the world eager to learn. The needs of infants and toddlers
with established disabilities as well as those at risk for developmental
problems will be examined from the perspective of early intervention
and inclusion.
ECE 134 INFANT/TODDLER
GROUP CARE (5-0-5)
Prerequisite: Provisional admission
Provides the knowledge, skills, and attitudes necessary to meet
the fundamental needs of children from birth to three in group care
settings. Establishes a foundation for a responsive, relationship-based
curriculum for children birth to three who are in group care settings.
Introduces the philosophy behind primary care, continuity of care,
and respectful care. Explores ways of creating environments for
infant/toddler group care which foster optimum social/emotional,
physical and cognitive development, promote cultural sensitivity
and encourage positive parent caregiver relations.
ECE
136 INFANT/TODDLER CURRICULUM (5-0-5)
Prerequisite: ECE 132 and ECE
134
Addresses the basic issues of how to translate significant research
findings about the relationship of early brain and language development
into classroom practices and how to arrange optimal learning experiences/activities
at both the individual and group levels. Utilizes the latest findings
about the minds of children and how they discover the world as well
as developmental profiles and characteristics of children in a specific
age range to present materials and strategies that may be used with
individual children birth to age three. Examines how to design and
implement learning experiences geared to address each child’s
needs regardless of how typical or atypical that child’s development.
Addresses strategies to most effectively work with a group of very
young children, one or more of which may be significantly challenged
in physical, cognitive, language, social, or behavioral development.
ECE 142 FAMILY
CHILDCARE PROGRAM MANAGEMENT (4-3-5)
Prerequisites: Provisional admission
Provides the guidelines, responsibilities, and appropriate practices
needed for successful management of a Family Child Care Home. Course
includes actual field experience in a family day care home or similar
situation. Evidence of a current satisfactory criminal record background
check is required at the student’s expense prior to participation
in ECE 142. Topics include: rules and regulations; professional
practices; and program management.
ECE 144 FAMILY
CHILDCARE BUSINESS MANAGEMENT (5-0-5)
Prerequisites: Provisional admission
Provides guidelines and responsibilities for professional business
practices associated with the successful establishment and administration
of a Family Child Care Home. Topics include: business plans; budgeting;
taxes; marketing, record keeping and professional qualifications.
ECE 201 EXCEPTIONALITIES
(5-0-5)
Prerequisite: ECE 103
Provides for the development of knowledge and skills that will enable
the student to understand individuals with special needs and appropriately
guide their development. Special emphasis is placed on acquainting
the student with programs and community resources that serve families
with special needs persons. Topics include: inclusion/least restrictive
environment (LRE), physical disabilities and health disorders, intellectual
exceptionalities, social/emotional disorders, and community resources.
ECE 202 SOCIAL
ISSUES AND FAMILY INVOLVEMENT (5-0-5)
Prerequisite: Program admission
Enables the student to become familiar with the social problems
that affect families of today and to develop a plan for coping with
these problems as they occur in the occupational environment. Students
are introduced to local programs and agencies that offer services
to those in need. Topics include: professional responsibilities;
family/social issues; community resources; parent education and
support; teacher-parent communication; community partnerships; social
diversity and anti-bias issues; transitioning the child; and school
family activities.
ECE 203 HUMAN
GROWTH AND DEVELOPMENT II (5-0-5)
Prerequisite: Provisional admission
Introduces the student to the physical, social, emotional, and intellectual
development of the school age child (6-12 years of age). Provides
learning experiences related to the principles of human growth,
development, maturation, and theories of learning and behavior.
Topics include: developmental characteristics, guidance techniques,
developmentally appropriate practice, introduction to children with
special needs, and observation skills.
ECE 211 METHODS
AND MATERIALS (5-0-5)
Prerequisite: ECE 203 and ECE 112
Develops skills to enable the student to work as a paraprofessional
in a program for pre-kindergarten through elementary aged children.
Topics include: instructional techniques, curriculum, materials
for instruction, and learning environments.
ECE 212 PROFESSIONAL
PRACTICES & CLASSROOM MANAGEMENT (5-0-5)
Prerequisite: ECE 211
Develops knowledge that will enable the student to work as a paraprofessional
in a program for pre-kindergarten through elementary aged children.
Topics include: professional qualifications; professionalism; supervised
planning; application of guidance techniques; and classroom management.
ECE 217 PROGRAM
ADMINISTRATION (5-0-5)
Prerequisite: Program admission
Provides training in planning, implementation, and maintenance of
an effective early childhood organization. Topics include: organization,
mission, philosophy, goals, and history of a program; types of programs;
laws, rules, regulations, accreditation and program evaluation;
needs assessments; administrative roles and board of directors;
marketing, public and community relations; grouping, enrolling,
and retention; working with parents; professionalism and work ethics;
and time and stress management.
ECE 221 FACILITY
MANAGEMENT (5-0-5)
Prerequisites: Program admission
Provides training in early childhood facilities management. Topics
include: space management, money management; and program, equipment,
and supplies management.
ECE 222 PERSONNEL
MANAGEMENT (5-0-5)
Prerequisite: Program admission
Provides training in personnel management in early childhood settings.
Topics include: staff records, communication; personnel planning;
personnel policies; managing payroll; recruitment, selection, interviewing,
hiring, motivating, firing, and staff retention; staff scheduling;
staff development; providing guidance and supervision; conflict
resolution; and staff evaluations.
ECE 224 EARLY
CHILDHOOD CARE AND EDUCATION INTERNSHIP(0-36-12)
Prerequisites: ECE 121, ECE
122
Provides the student with the opportunity to gain experience in
a simulated or actual work setting. Students will be placed in an
approved setting(s) throughout the quarter where planning, implementing,
observing, and evaluating activities are the focus of their involvement.
An evaluation procedure will be used by the designee of the institution
and the on-site supervisor to critique the student's performance.
Topics include: problem solving; use of proper interpersonal skills;
application of developmental appropriate practice, professional
development, and resource file (portfolio) development.
ECE 260 CHARACTERISTICS
OF YOUNG CHILDREN WITH EXCEPTIONALITIES (5-0-5)
Prerequisites: ECE 201
This course prepares child care providers and paraprofessionals
with knowledge and skills in the area of physical and motor impairments,
talented and giftedness, intellectual and cognitive disabilities,
emotional and behavioral disorders, communication disorders in speech
and language, autism spectrum disorders, visual impairments, deaf
and hard of hearing, health impairments, and multiple disabilities.
ECE 262 CLASSROOM
STRATEGIES AND INTERVENTION (5-0-5)
Prerequisites: ECE 201
This course prepares child care providers and paraprofessionals
with knowledge and skills in the area of coping with a disability,
working with families as partners, examining the laws and regulations,
exploring resources, service providers and agencies that may assist
the child and their family, examining the adaptations and modifications
to facilities and environments, reviewing the referral process,
implementing inclusion, modifying teaching and instruction to accommodate
the child with special needs, and investigating ways to document
and chart observations.
ECE 264 EXPLORING YOUR ROLE IN THE EXCEPTIONAL
ENVIRONMENT (3-6-5)
Prerequisites: ECE 201
This course prepares child care providers and paraprofessionals
with knowledge and skills in the area of examining the assessments
and screenings used for placement, exploring resources, service
providers and agencies that may assist the child in the child care
or educational environment, examining the adaptations and modifications
to environments, reviewing the referral process, implementing inclusion,
and modifying teaching and instruction to accommodate the child
with special needs.
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