About the Course
Examines underlying principles of quality practices utilized in early childhood programs emphasizing the critical role of high-quality environments, constructive adult-child relationships, and teaching strategies to support physical, cognitive, and social/emotional development for typical and Atypical children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, diversity, ethics, and professional identity. Field work is required outside of class time to provide students with opportunities to learn and practice competencies related to the care and education of young children.
- Compare current and historical early childhood educational practices including delivery systems, program types and philosophies, and theoretical frameworks.
- Assess one’s philosophy, skills and professional goals related to a career in early childhood education, utilizing indicators of quality early childhood practices that support all children including those with diverse characteristics and their families.
- Identify quality in early childhood settings, curriculum, and teaching strategies.
- Examine the value of play as a vehicle for developing skills, dispositions, and strengthening relationships among young children.
- Examine a variety of guidance and interaction strategies to increase children’s social competence and promote a caring classroom community.
- Analyze the relationship between observation, planning, implementation, and assessment in developing effective teaching strategies and positive learning and development.
- Examine and discuss current and historic models, influences, and approaches in the field of early childhood.
- Identify and describe delivery systems such as: nonprofit, profit, publicly funded, alternative payment/voucher.
- Identify and describe program types such as: family child care, centers, after school programs, license-exempt; infant/toddler, preschool, school-age.
- Demonstrate knowledge in licensing and regulations (e.g., Title 22, Title 5, Fire Code), and personnel requirements.
- Demonstrate knowledge in NAEYC Code of ethics.
- Identify and describe attention to developmental needs of children of different ages: infant/toddler, preschool, school-age.
- Demonstrate knowledge in addressing the needs of the “whole child”: physical, cognitive, and social-emotional.
- Identify and describe the importance of developmentally, culturally, linguistically appropriate practice.
- Identify and describe characteristics of an effective teacher in an early childhood setting.
- Examine and evaluate the importance of positive teacher-child relationships and interactions.
- Identify and describe the importance of collaboration and partnerships with families, colleagues.
- Identify and describe positive guidance strategies.
- Identify and describe the essentials of program planning.
- Demonstrate knowledge in the interrelationship of planning, observation, and assessment.
- Demonstrate knowledge in the influence of environment on behavior and learning.
- Identify and describe quality indicators: such as accreditation, ECERS, CLASS.
- Investigate and explain career options/paths.
- Identify and describe professional organizations and ongoing professional development.
- EDUC X85.C | Developmentally Appropriate Curriculum in Early Childhood EducationEnroll