ECE 51 Course Outline

Transcription

1 ECE 51 Course Outline 3 Unit(s) 3 Hour(s) Lecture ECE 51 Principles of Working with Young Children Studies developmentally appropriate practices emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies supporting comprehensive development of all children. Assignments assume access to young children in group settings. Meets a core course licensing requirement for Social Services Licensing and the California Child Development Permit. May also be taught in Spanish as part of the Bilingual Spanish/English ECE teacher skills certificate. Requisites PREREQUISITE(S): ECE 31 or ECE 131 CO-REQUISITE(S): Eligibility for ENGL 100 and READ 100 when taught in English, or concurrent enrollment in ESL at the 201 level or higher, when taught in Spanish. Recommended Preparation Eligibility for ENGL 100 and READ 100 Core Cabrillo Communication - reading, writing, listening, speaking and/or conversing Competencies Critical Thinking and Information Competency - analysis, computation, research, problem solving Global Awareness - an appreciation of scientific processes, global systems and civics, and artistic variety Personal Responsibility and Professional Development - self-management and self-awareness, social and physical wellness, workplace skills

2 Learning Outcomes 1. Analyze and demonstrate a variety of guidance and interaction strategies including effective communication and positive limit setting, designed to promote children s social competence and a caring classroom community 2. Analyze the relationship between observation and assessment of young children's behavior, the development of effective teaching strategies, and planning and implementation of positive learning experiences. 3. Utilize standardized indicators of quality to critically assess early childhood program elements including environment, activities, schedule, transitions, interactions and inclusive teaching strategies that promote understanding and acceptance of diversity and that support families and the growth and learning of all children, including those with special needs. Objectives 1. Describe the historical roots of early childhood education, including: delivery systems, licensing structures, and the development of ethical standards and professional organizations. 2. Describe various teaching and care practices within the field of early care and education, including program types and philosophies. 3. Identify various observation and assessment methods and explain their usefulness in effective planning for various early care and education settings. 4. Demonstrate awareness and understanding of children s developmental ages and stages. Identify, explain and apply principles of positive guidance, group management, communication, cooperative problemsolving and conflict resolution skills for different ages and stages. 5. Demonstrate knowledge of children's comprehensive development (social/emotional, physical, language/literacy, creative and cognitive) in selecting and implementing learning experiences, guidance and interaction strategies. 6. Describe and explain the importance of play and play-based curriculum for developing children s skills, self-regulation, dispositions and knowledge. Explain the teacher's role in facilitating play-based curriculum as central for children's comprehensive development. 7. Describe the characteristics of effective relationships and interactions between and among early childhood professionals and colleagues. Demonstrate skills to maintain positive relations among team members. 8. Examine the importance of collaboration and explain principles for building primary care relationships with children and establishing partnerships with families. Define the teacher's role in partnering with families and the role of the family with the childcare program. 9. Utilizing observation, developmental theory, and family partnerships, identify: children's individual and group needs; reasons and "healthy impulse" for behavior; appropriate program design; effective guidance/interaction strategies and learning experiences.

3 10. Explain and demonstrate developmentally appropriate positive communication skills with children and facilitate children's learning of those skills. 11. Define and explain the teacher's role in effective inclusion of children with special needs. Describe adaptations (programmatic, curricular and environmental strategies) needed to support children with diverse abilities and characteristics. 12. Demonstrate and describe classroom strategies that recognize and appreciate children s home language and culture, and are developmentally appropriate. 13. Develop strategies to establish, maintain and deepen communication with all families and children including those whose primary language is not English. 14. Define the teacher's multiple roles as observer, facilitator, nurturer, mediator, interpreter, and manager. 15. Develop and articulate a personal professional philosophy and identify its underlying theoretical perspectives. Content 1. Review of the historical roots of early childhood programs, including: delivery systems and licensing structures; the evolution of professional identity and practices promoting advocacy; NAEYC and the code of ethical and professional behavior. 2. Review various teaching and care practices within the field of early care and education, including program types and philosophies. 3. Reflective practice, shared reflection and dialogue. 4. Current methods for observation, documentation and evaluation of children and children s programs. 5. Review of developmental ages and stages. Key theorists including Piaget, Erikson, Vygotsky, and others, as they apply to teaching children from infancy through age six. 6. How children learn through play, interactions, relationships, and scaffolded learning experiences. 7. Working in partnership with families. Principles of family-centered care. The concept of "primary care-giving" and the role of early education and care programs as "extended family". 8. The role of care-giving routines in learning health and safety, trust, autonomy, initiative, and competence. The unique routines of infants, toddlers and preschool-aged children in care programs. 9. The development of emotional literacy. The biological and psychological nature of feelings and emotions; socialization and cultural influences; the process of self-regulation. 10. Culture, ethnic identity, language, and social class as they impact early education and care, and definitions of developmentally appropriate practice. The meaning of DCLAP: developmentally,

4 culturally, linguistically appropriate practice for supporting all children including children with special needs. James Hymes framework for analyzing children's behavior. The influence of the environment on behavior and learning. Using the environment and the activities plan as guidance methods. Guides to speech and action for beginning teachers of young children. Strategies for encouraging cooperative behavior and problem solving: creating safety, honoring the impulse, redirection, choice, clearly defined limits, sharing information, and followthrough. Communication skills including: active listening, "I messages", open and closed-ended questions, acknowledgement vs. praise. The teacher's role in faciliting conflict resolution between children including: supporting communication, asking facilitative questions, reframing, brainstorming, checking for agreement. Uses of authority: pros and cons of behavior modification, time-in vs. time-out, natural and logical consequences. Teaching situations that pose challenges for the beginning teacher. Assignments Out-of-class Assignments 1. Reading responses to assigned readings and text. 2. Journal reflection on observations and implementation of new principles and teaching strategies. 3. Implement specific principles as assigned (e.g. problem solving, honoring children's healthy impulse, active listening, etc.). 4. Observe children and teachers in action and record interactions. Written report and analysis. Share in class for group discussion. 5. Analyze, in writing, specific behaviors and incidents by applying James Hymes' framework to identify possible causes of behavior. Include discussion of the role of the school-family partnership in planning the most appropriate responses to support the child. In-class Assignments 1. Analyze scenarios typical to preschool or childcare programs involving: child/child relations, adult/child relations, adult/adult relations and/or environmental concerns. 2. Apply problem-solving strategies that are developmentally and culturally appropriate. 3. Through self-reflection and dialogue with colleagues, examine the effectiveness of newly learned principles and practices. 4. Create a learning plan for a particular child based on observation, analysis, assessment and collective strategizing 5. Academic and professional growth plans.

5 Students are expected to spend 3.00 hours in class and 6.00 hours outside of class. Evaluation Typical classroom assessment techniques Exams/Tests Research Projects Papers Oral Presentation Simulation Required Assignments Class Participation Class Work Home Work Competency based written and practical tests which demonstrate the students' ability to apply skills and concepts learned to minimum standards established by the instructor Grading Letter Grade or P/NP Representative Texts Mena, Janet Gonzalez (2007). Foundations (4th/e). McGraw-Hill. ISBN: CID: 2878 History Approved: 01/25/2010 by Renee Kilmer