HDEV 0002. Principles and Practices of Teaching Young Children
Units: 3
Hours: 54 lecture
Examination of the underlying theoretical principles of developmentally appropriate practices in early care and education. Emphasis on the role of the early childhood educator, the importance of teacher child relationships, curriculum, and effective teaching strategies and environmental design for supporting development in young 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 including career pathways and professional standards. (C-ID ECE 120) (CSU)
HDEV 0002 - Principles and Practices of Teaching Young Children
http://catalog.sierracollege.edu/course-outlines/hdev-0002/
Catalog Description DESCRIPTION IS HERE: Hours: 54 lecture Description: Examination of the underlying theoretical principles of developmentally appropriate practices in early care and education. Emphasis on the role of the early childhood educator, the importance of teacher child relationships, curriculum, and effective teaching strategies and environmental design for supporting development in young 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 including career pathways and professional standards. (C-ID ECE 120) (CSU) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Compare and contrast historical and current early childhood education perspectives, theories, and program types and philosophies. Describe the role of the early childhood educator, including ethical conduct and professional pathways. Identify quality in early childhood programs related to environment, curriculum, and teaching strategies. Course Content Outline I. Historical and current approaches a. Theories b. Program philosophies and program planning c. Delivery systems such as nonprofit, profit, publicly funded, alternative payment/voucher d. Licensing and regulations e. Personnel requirements f. Quality Indicators such as accreditation, ITERS/ECERS/FCERS/SACERS, and the emotional support components of the CLASS tool. g. State and national standards including licensing an deregulations (Title 22, title 5 Fire Code) and personnel requirements h. Current and historic models, influences, and approaches in the field of Early Childhood i. Program types such as family child care, centers, after school programs, license-exempt; infant toddler, preschool and school age II. Roles of early childhood teachers a. Attributes of effective early childhood teachers b. Personal philosophy of teaching c. Professionalism and ethics including NAEYC Code of Ethics d. Career options/paths and professional development e. Professional organizations and ongoing professional development f. Collaboration and partnerships i. Families ii. Colleagues iii. Other professionals III. Children’s development and attention to developmental needs of children of different ages (infant/toddler, preschool, school age) a. Physical b. Cognitive c. Language d. Social e. Emotional f. Influences on development and importance of play IV. Indicators of developmentally appropriate practices a. Curriculum i. Interrelationship of planning, observation, and assessment ii. Planning for individual needs b. Environments i. Impact on behavior and learning ii. Indoor and outdoor iii. Adaptation c. Teaching strategies i. Communication ii. Characteristics of effective teacher-child interactions and relationships iii. Positive guidance strategies d. Developmentally appropriate practice impacting culture and language e. Strategies for family involvement V. Exposure to current assessments and tools a. California Framework Volume 1 (chapters 1 & 2) b. DRDP-R (overview) c. CLASS (Emotional Support Domain) 6. 21st Century Skills Training a. Self Awareness b. Adaptability c. Empathy d. Social Diversity Awareness Course Objectives Course Objectives Students will: 1. Describe developmentally appropriate practice. 2. Identify the historical roots, theories, standards, and approaches and delivery systems in early care and education. 3. Compare various program types and philosophies. 4. Discuss personal philosophies of teaching, career pathways, ethics, and professionalism. 5. Examine the developmental needs of children at various ages. 6. Describe characteristics of effective relationships, positive guidance, and teacher-child interactions. 7. Use indicators of quality to analyze various early childhood settings, curriculum, and teaching strategies. 8. Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children. 9. Analyze the relationship between observation, planning, implementation, and assessment in developing curriculum and environments. 10. Analyze a classroom environment using the Environmental Rating Scale. 11. Critique emotional support in a classroom setting using the CLASS assessment tool. Methods of Evaluation Classroom Discussions Objective Examinations Projects Reports Reading Assignments 1. Read NAEYC Code of Ethics and apply to instructor scenarios. 2. Read NAEYC Position Statement Developmentally Appropriate Practices and categorize appropriate versus inappropriate practices. Writing, Problem Solving or Performance 1. Observe a classroom environment for quality based on the Environmental Rating Scale that corresponds to the program (ITERS/ECERS/FCERS/SACERS) and write program quality analysis. 2. Observe a classroom of children and critique the emotional support provided by the teacher based on the quality indicators from the CLASS assessment tool. Give specific examples from the tool to determine if the teacher-child interactions are optimal. 3. Construct a plan for attaining a Child Development Permit at least at the Teacher Level. Other (Term projects, research papers, portfolios, etc.) 1. Site observations of preschool child care programs with critical analysis paper that identifies standard assessment tools from the field. 2. Internet search for current professional programs. 3. Professional Growth Project. 4. Teacher Interview. 5. Professional Portfolio, including the following: - Letter of introduction - Professional resume - College transcripts - Letter of recommendation - Exemplary work sample (one Observation Analysis) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
Human Development and Family
http://catalog.sierracollege.edu/departments/human-development-family/
The Human Development and Family degree program provides students with the necessary education for work in child development programs at various levels: assistant teacher, associate teacher, teacher, master teacher, site supervisor and director. It also includes instruction in infant care, preschool, school-age care, and children’s advocacy. Course work prepares students who wish to go into the field of teaching, as well as work with families and social services.
Course Identification Numbering System (C-ID)
...120 HDEV 0002 ECE 130 HDEV 0005 ECE 200 HDEV 0003 ECE 210 HDEV 0010...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...Queer Theory ( WMST 0002 ) LGBT 0002 Queer (LGBTIQ...Children's Literature (also HDEV 0044 ) ENGL 0045...
Sociology
http://catalog.sierracollege.edu/departments/sociology/
...LGBT 0002 Queer (LGBTIQ) Film History SOC 0002...0004 The Family (also HDEV 0022 ) SOC 0005...
