Catalog 2019-20

Early Childhood Education

Associate Degrees for Transfer

A.S.-T. in <p>Early Childhood Education for Transfer

The Associate in Arts in Early Childhood Education (ECE) for Transfer Degree (AS-T) provides a clearly articulated curricular pathway for students who wish to pursue a degree option in the California State University (CSU) system. The degree is designed to serve the diverse needs of students interested in the breadth and depth of the field of early childhood education. Additionally, this degree exposes students to the core principles and practices of the field in order to build a foundation for their future personal, academic, or vocational paths.

The Associate in Science in ECE for Transfer Degree provides students with a major that fulfills the general requirements of the California State University for transfer. Upon successful completion of the degree requirements, students will be guaranteed admission to the CSU system with junior status and will not have to repeat lower division coursework. Students are encouraged to meet with a counselor to develop their educational plans as degree options and general education requirements vary for each university.

The Associate in Science in Early Childhood Education (ECE) for Transfer Degree (AS-T) may be obtained by the completion of 60 transferable, semester units with a minimum of a 2.0 GPA, including (a) the major or area of emphasis described in the Required Program outlined below (earning a C or better in these courses), and (b) the Intersegmental General Education Transfer Curriculum (IGETC). The ECE courses required in this program are part of the CA Curriculum Alignment Project.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

Synthesize child development research with principles and practices for early childhood teaching to create early learning environments that are respectful, supportive, and challenging for all children, from infancy through adolescence. (PSLO 1)

Design inclusive, culturally and linguistically appropriate learning environments, based on child development, child observations, family information and knowledge of culturally diverse child rearing practices. (PSLO 2)

Incorporate strategies for building respectful, reciprocal family and community relationships in order to support families with their children’s development and learning. (PSLO 3)

Assess children's learning through observation, documentation, and interpretation, using results to guide curriculum and teaching strategies. (PSLO 4)

Recommend developmentally appropriate and culturally relevant approaches to teaching and learning that include respectful, supportive relationships with children and families, and curriculum that support foundational skills and concepts in language, math, science, art, and social relationships. (PSLO 5)

Demonstrate practices that maintain standards of health, nutrition, and safety in-group care early childhood settings. (PSLO 6)

Apply ethical standards of behavior accepted by the profession of early childhood education. (PSLO 7)

Appraise knowledge of public policy and legislative issues concerning children and their families. (PSLO 8)

Career Information

The Associate in Science in Early Childhood Education transfer degree was designed to facilitate students’ successful transfer to certain California State University (CSU) campuses that prepares them for advanced study in a variety of baccalaureate degree programs including teaching, child development specialist, program director, and child life specialist. With a baccalaureate degree in ECE/Child Development, students are eligible for the master teacher and site supervisor levels of the CA child development permit, using the alternative qualifications category.

Students who are planning to obtain an associate degree and not continue to a baccalaureate program are advised to complete the Early Childhood Education AA degree rather than this AS-T. The AA degree provides a comprehensive foundation for in-depth early childhood teacher preparation necessary for those seeking employment after completion of the degree.

NOTE TO TRANSFER STUDENTS:
The Associate in Science in Early Childhood Education for Transfer program is designed for students who plan to transfer to a campus of the California State University (CSU). Other than the required core, the courses you choose to complete this degree will depend to some extent on the selected CSU for transfer. In addition, some CSU-GE Breadth or IGETC requirements can also be completed using courses required for this associate degree for transfer major (known as “double-counting”). Meeting with a counselor to determine the most appropriate course choices will facilitate efficient completion of your transfer requirements. For students wishing to transfer to other universities (UC System, private, or out-of-state), the Associate Degree for Transfer may not provide adequate preparation for upper-division transfer admissions; it is critical that you meet with a CRC counselor to select and plan the courses for the major, as programs vary widely in terms of the required preparation.

Associate Degrees

A.A. in Early Childhood Education, Site Supervisor

Administration of early care and education programs is the main focus of this degree. Topics include administration, supervision and coordination of staff in early childhood settings. Additionally, it provides the educational coursework that serves as the core curriculum for the early childhood education field. Along with documented experience, this certificate leads to the Site Supervisor Permit issued by the California Commission on Teacher Credentialing and is required of those individuals supervising a publicly funded early childhood education site.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships.

PSLO 2: (Equity and Cultural Sustainability) Construct knowledge based on the principles of anti-bias education in order to design environments that promote justice, equity and inclusion for all children, families, and communities.

PSLO 3: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understand and integrate the NAEYC Code of Ethics to support children, families, and other educators.

PSLO 4: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

PSLO 5: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

PSLO 6: (Leadership) Understanding and commitment to leadership development that empowers, encourages, cultivates, and supports self and others to become agents of change and advocate for high-quality early care and education experiences for all children, support for families, and professional stature of educators.

Career Information

Upon completion of this certificate, the student exceeds the minimum requirements to work as a director/site supervisor in a privately funded early care and education program. With documented experience supervising staff, the student also meets the requirements to work as a director/site supervisor in a publicly funded early care and education program.

A.A. in Early Childhood Education

This program provides a comprehensive foundation for in-depth early childhood teacher preparation both through strong general education and principles and practices in child development and in early childhood curriculum and pedagogy. Topics include an introduction to the profession, observation techniques, age-appropriate curriculum, the child in the context of family and culture, and health and safety practices for early childhood educators.

Note to Transfer Students:
If you are interested in transferring to a four-year college or university to pursue a Bachelor’s degree in this major, it is critical that you meet with a CRC counselor to select and plan the courses for your major. Schools vary widely in terms of the required preparation. The courses that CRC requires for an Associate’s degree in this major may be different from the requirements needed for the Bachelor’s degree.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships.

PSLO 2: (Equity and Cultural Sustainability) Construct knowledge based on the principles of anti-bias education in order to design environments that promote justice, equity and inclusion for all children, families, and communities.

PSLO 3: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understand and integrate the NAEYC Code of Ethics to support children, families, and other educators.

PSLO 4: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

PSLO 5: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

PSLO 6: (Leadership) Understanding and commitment to leadership development that empowers, encourages, cultivates, and supports self and others to become agents of change and advocate for high-quality early care and education experiences for all children, support for families, and professional stature of educators.

Career Information

Upon completion of the A.A. degree, a student possesses the course work required to work as a teacher in both private and public early care and education settings, serving infants through preschool-age children. Additionally, the individual can work as a teacher in before-and-after school programs, serving school-age children.

Certificates of Achievement

Early Childhood Education - Master Teacher Certificate

This certificate meets the requirements for teaching in a publicly funded early care and education program. It requires an additional 6 units of specialized study beyond the teacher level certificate, allowing the student to select a particular focus of study (i.e., infant/toddler; culture and diversity; health and nutrition; children’s literature; and art or music for young children). Applicants must verify required experience teaching children and supervising staff to be recommended to the California Commission on Teacher Credentialing for issuance of the Master Teacher Child Development Permit.

Certificate Requirements

Course Code Course Title Units
ECE 300 Introduction to Principles and Practices in Early Childhood Education 3
ECE 312 Child Development  (3) 3
ECE 314 The Child, the Family and the Community  (3) 3
ECE 326 Making Learning Visible Through Observation and Documentation 3
ECE 404 Children with Special Needs  (3) 3
ECE 320 Curriculum and Interactions in Early Childhood Education 4
ECE 430 Culture and Diversity in Early Childhood Education 3
ECE 321 Advanced Practicum in Early Childhood Education 4
ECE 415 Children's Health, Safety and Nutrition 3
ECE 424 Adult Supervision: Mentoring in a Collaborative Learning Setting 2
A minimum of 16 units from the following: 16
ENGWR 300 College Composition  (3)
MATH 300 Introduction to Mathematical Ideas  (3)
FCS 324 Human Development: A Life Span  (3)
  or PSYC 371 Life Span Developmental Psychology  (3)
PHIL 310 Introduction to Ethics  (3)
  or HUM 300 Classical Humanities  (3)
  or PHOTO 420 History of Photography  (3)
VIET 401 Elementary Vietnamese  (4)
  or SPAN 401 Elementary Spanish  (4)
  or DEAF 310 American Sign Language I  (4)
Students must complete 16 units in general education categories to be eligible for the Child Development Permit (Master Teacher Level) through California Commission on Teacher Credentialing. At least one course in each of the following GE areas must be completed: English, Math/Science, Social Science, Humanities/Fine Arts.
Students will select a Master Teacher "Specialization" consisting of six (6) units of focused content (see below). See ECE Department for information on experience requirement for the Child Development Permits.
Subtotal Units: 47
Curriculum, Specialization Option
A minimum of 6 units from the following: 6
ECE 342 Constructive Math and Science in Early Childhood Education  (3)
ECE 343 Language and Literacy Development in Early Childhood  (3)
ECE 365 Creative Projects and Experiences for Young Children  (3)
ECE 322 Promoting Children's Social Competence  (3)
Curriculum, Specialization Option Units: 6
Total Units: 53
Infant and Toddler Care, Specialization Option
A minimum of 6 units from the following: 6
ECE 331 Care and Education of Infants and Toddlers  (3)
ECE 330 Infant and Toddler Development  (3)
ECE 402 Infants with Atypical Development  (3)
Infant and Toddler Care, Specialization Option Units: 6
Total Units: 53
School-Age Care, Specialization Option
ECE 356 Programs for the School-Age Child 3
ECE 350 Introduction to Elementary Teaching with Field Experience 3
School-Age Care, Specialization Option Units: 6
Total Units: 53

Student Learning Outcomes

Upon completion of this program, the student will be able to:

PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships.

PSLO 2: (Equity and Cultural Sustainability) Construct knowledge based on the principles of anti-bias education in order to design environments that promote justice, equity and inclusion for all children, families, and communities.

PSLO 3: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understand and integrate the NAEYC Code of Ethics to support children, families, and other educators.

PSLO 4: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

PSLO 5: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

PSLO 6: (Leadership) Understanding and commitment to leadership development that empowers, encourages, cultivates, and supports self and others to become agents of change and advocate for high-quality early care and education experiences for all children, support for families, and professional stature of educators.

Career Information

This certificate qualifies students to be a master teacher or a supervising teacher in early care and education programs. Upon completion of this certificate and with documented related experience, the individual is eligible to be a lead teacher and/or mentor teacher in both publicly and privately funded programs serving young children and their families.

Some career options may require more than two years of college study. Meet with a counselor and an ECE faculty to determine these options.

Early Childhood Education - Teacher Certificate

This certificate provides a foundation for in-depth early childhood teacher preparation both through general education and through introductory studies in child development and in early childhood curriculum and pedagogy. Additionally, it covers culture and diversity issues in early childhood and health and safety practices. Students must verify required teaching experience to be recommended to the Commission on Teacher Credentialing for issuance of the Teacher Child Development Permit.

Certificate Requirements

Course Code Course Title Units
ECE 300 Introduction to Principles and Practices in Early Childhood Education 3
ECE 312 Child Development  (3) 3
ECE 314 The Child, the Family and the Community  (3) 3
ECE 326 Making Learning Visible Through Observation and Documentation 3
ECE 320 Curriculum and Interactions in Early Childhood Education 4
ECE 430 Culture and Diversity in Early Childhood Education 3
ECE 321 Advanced Practicum in Early Childhood Education 4
ECE 415 Children's Health, Safety and Nutrition 3
ECE 330 Infant and Toddler Development  (3) 3
  or ECE 331 Care and Education of Infants and Toddlers  (3)
  or ECE 356 Programs for the School-Age Child  (3)
  or ECE 402 Infants with Atypical Development  (3)
A minimum of 16 units from the following: 16
ENGWR 300 College Composition  (3)
MATH 300 Introduction to Mathematical Ideas  (3)
FCS 324 Human Development: A Life Span  (3)
  or PSYC 371 Life Span Developmental Psychology  (3)
PHIL 310 Introduction to Ethics  (3)
  or HUM 300 Classical Humanities  (3)
  or PHOTO 420 History of Photography  (3)
VIET 401 Elementary Vietnamese  (4)
  or SPAN 401 Elementary Spanish  (4)
  or DEAF 310 American Sign Language I  (4)
Students must complete 16 units in general education categories to be eligible for the Child Development Permit (Teacher Level) through California Commission on Teacher Credentialing. At least one course in each of the following GE areas must be completed: English, Math/Science, Social Science, Humanities/Fine Arts.
See ECE Department for information on experience requirement for the Child Development Permits.
Total Units: 45

Student Learning Outcomes

Upon completion of this program, the student will be able to:

PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships

PSLO 2: (Equity and Cultural Sustainability) Construct knowledge based on the principles of anti-bias education in order to design environments that promote justice, equity and inclusion for all children, families, and communities.

PSLO 3: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understand and integrate the NAEYC Code of Ethics to support children, families, and other educators.

PSLO 4: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

PSLO 5: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

Career Information

Upon completion of this certificate and with appropriate documented experience, the student meets the requirement for employment as a teacher in publicly funded early care and education programs, serving infants through preschool-age children. The student also meets the requirements to work as a teacher in a privately funded early care and education program, as well as in a before-and-after school-age program.

Early Childhood Education, Associate Teacher Certificate

Upon completion of one of the following certificates, and with appropriate documented experience, the student meets the minimum requirements for employment in a privately funded child care program or family day care program. Certificates are designed to meet varying employment levels and focused training with infants and school-age children. These requirements are outlined in Title 22 (Department of Social Services) regulations for child care licensing.

To be eligible for the Child Development Permit (Associate Teacher) students must also complete experience requirements for the particular permit for which they are applying. See ECE Department for further information.

Certificate Requirements

Course Code Course Title Units
First Semester:
ECE 300 Introduction to Principles and Practices in Early Childhood Education 3
ECE 312 Child Development  (3) 3
Second Semester:
ECE 314 The Child, the Family and the Community  (3) 3
ECE 326 Making Learning Visible Through Observation and Documentation 3
Third Semester:
ECE 320 Curriculum and Interactions in Early Childhood Education 4
Total Units: 16

Student Learning Outcomes

Upon completion of this program, the student will be able to:

PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships.

PSLO 3: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understanding of and integration of the NAEYC Code of Ethics to support children, families, and other educators.

PSLO 4: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

PSLO 5: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

Career Information

This certificate allows the student to work as a teacher in a private early care and education (Title 22) program, serving infants/toddlers, preschool-age children, and school-age children in before-and-after school programs. With the Associate Teacher Child Development Permit, an individual can work as an assistant or associate teacher in a publicly funded (Title 5) early care and education program.

Early Childhood Education, Infant Specialist Certificate

This certificate provides the educational coursework that serves as the core curriculum for the early childhood education field. Topics include an introduction to the profession, observation techniques, and age-appropriate care and education. Additionally, it focuses on infant development and the care of education of infants/toddlers in group settings. The Infant Specialist Certificate is designed to prepare students to work with children ages 0-3 in a variety of early care and education settings. Completion of the Certificate fulfills the child development coursework requirement, combined with experience, for the California Child Development Permit at the Teacher level. Students meet the minimum requirements for employment in an infant care program.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships.

PSLO 2: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understand and integrate the NAEYC Code of Ethics to support children, families, and other educators.

PSLO 3: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

PSLO 4: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

Career Information

Upon completion of this certificate and with appropriate documented experience, the student meets the minimum requirements for employment in an infant care program. Additionally, upon completion of one of the following certificates, and with appropriate documented experience, the student meets the minimum requirements for employment in a privately funded child care program or family day care program.

Early Childhood Education, School Age Child Care and Education Certificate

Upon completion of one of the following certificates, and with appropriate documented experience, the student meets the minimum requirements for employment in a privately funded child care program or family day care program. Certificates are designed to meet varying employment levels and focused training with infants and school-age children. These requirements are outlined in Title 22 (Department of Social Services) regulations for child care licensing.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships.

PSLO 2: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understand and integrate the NAEYC Code of Ethics to support children, families, and other educators.

PSLO 3: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

PSLO 4: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

Career Information

Upon completion of this certificate and with appropriate documented experience, the student exceeds the minimum requirements for employment as a teacher in privately funded before-and-after school child care programs. These requirements are outlined in Title 22 (Department of Social Services) regulations for child care licensing.

Early Childhood Education (ECE) Courses

ECE 295 Independent Studies in Early Childhood Education

Units: 1 - 3

Hours: 54 - 162 hours LAB

Prerequisite: None.

An independent studies project involves an individual student or small group of students in study, research, or activities beyond the scope of regularly offered courses. See the current catalog section of "Special Studies" for full details of Independent Studies.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Actively engage in intellectual inquiry beyond that required in order to pass a course of study (College Wide Learning Outcome – Area 4).

ECE 300 Introduction to Principles and Practices in Early Childhood Education

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

CID: C-ID ECE 120

This course is an introduction to early childhood education, including an overview of the history of the field, evolution of professional practices and ethics, educational principles that support child development from birth through the school-age years, and teaching practices based on observation, documentation, and interpretation of children’s behavior.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Differentiate between philosophies of early childhood education in regards to assumptions about how young children learn and how early childhood teachers should teach.

ECE 304 Family to Family: Introduction to Family Child Care

Units: 1

Hours: 18 hours LEC

Prerequisite: None.

Transferable: CSU

This course is an orientation to Family Child Care including local regulations, health and safety, curriculum, behavior management, and business requirements of in-home child care services.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

identify the components of a successful and developmentally appropriate, licensed Family Child Care Facility.

ECE 312 Child Development

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Advisory: ENGWR 101 or 103; or ESLL 320, ESLR 320, and ESLW 320.

Transferable: CSU; UC

CID: C-ID CDEV 100

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

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Analyze major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive and language development using research based methodologies.

ECE 314 The Child, the Family and the Community

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Advisory: ENGWR 101 or 103; or ESLL 320, ESLR 320, ESLW 320.

Transferable: CSU; UC

CID: C-ID CDEV 110

This course is a historical and current examination of the developing child in a societal context focusing on the interrelationship of family, school and community. The process of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO#1 Analyze theories of socialization that address the interrelationship of child, family and community.

ECE 320 Curriculum and Interactions in Early Childhood Education

Units: 4

Hours: 36 hours LEC; 108 hours LAB

Prerequisite: ECE 300 and 312 with grades of "C" or better

Corequisite: ECE 326

Enrollment Limitation:

Under California law (Title 22) any persons working directly with children must provide proof of current Tuberculosis clearance and provide any required proof of immunizations (currently: measles, pertussis, and influenza/influenza waiver).

Transferable: CSU

CID: C-ID ECE 130

This course provides supervised experience working with children in an early childhood setting. Topics include principles of curriculum development, classroom design, and child guidance, with the opportunity to apply these key teaching principles in practical situations. This course is approved as the required programs and curriculum core course specified in Title 22 of the Health and Safety
Code of the Department of Social Services, Community Care Licensing Division and Title 5 Department of Education regulations. Before beginning lab assignments, students must show proof of TB clearance and documentation of all required vaccinations.
(C-ID ECE 130)

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Apply developmentally appropriate principles and practices to support young children’s optimal development and learning within healthy, safe, respectful, supportive, and challenging learning environments.

ECE 321 Advanced Practicum in Early Childhood Education

Units: 4

Hours: 36 hours LEC; 108 hours LAB

Prerequisite: ECE 300, 312, 320, and 326 with grades of "C" or better

Enrollment Limitation:

Under California law (Title 22) any persons working directly with children must provide proof of current Tuberculosis clearance and provide any required proof of immunizations (currently: measles, pertussis, and influenza/influenza waiver).

Transferable: CSU

CID: C-ID ECE 210

The advanced practicum course provides supervised experience for students as teachers in an early childhood education program and is aimed at building leadership in the areas of developing environments for learning, child observation and assessment, documentation of children's work, guiding behavior, group management, collaborative teaching, supporting relationships with families, and effective preparation and implementation of curriculum. In an early childhood setting and under the guidance of a mentor teacher, students will build on introductory experiences offered in Introduction to Curriculum. Students will be assigned to the campus child development centers or centers with approved mentor teachers for the supervised laboratory experience. Lecture and laboratory components provide opportunities to plan, provision, and supervise the overall learning setting. Course work is aimed at mastering classroom leadership in the areas of child observation, documentation of children's work, child assessment, guidance of behavior, group management, collaborative teaching and effective oversight of long-term study projects. Before beginning lab assignments, students must show proof of TB clearance and documentation of all required vaccinations.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO# 1: Appraise philosophies, principles, and practices of early childhood education that are formulated from research-based theories of how young children learn within a social and cultural context.

ECE 322 Promoting Children's Social Competence

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

This course focuses on early childhood guidance and discipline through examination of theories, research and practical application for teachers in early childhood classrooms and families. The course includes strategies for understanding and responding to children's behavior in ways that are congruent with the core values of early childhood education. Concepts of guidance relating to typical and atypical development, culture, and environment will be presented. Developmental stages of children's behavior, positive guidance strategies and teaching social-emotional skills are included.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO 1: Integrate research based knowledge of child development theories and practices to support social-emotional development of young children.

ECE 326 Making Learning Visible Through Observation and Documentation

Units: 3

Hours: 54 hours LEC

Prerequisite: ECE 312 with a grade of "C" or better

Transferable: CSU

CID: C-ID ECE 200

This course applies critical and reflective thinking to observation and assessment of young children’s development. It also prepares teachers of young children to use observation, documentation, and interpretation strategies to improve program quality in early childhood settings. Multiple forms of child assessment and early childhood program assessment are explored.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Appraise the purpose, value, and use of formal and informal assessments, including ethical and legal concerns.

ECE 330 Infant and Toddler Development

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

This course covers infant development from conception through three years of age. Students will apply current research to the preparation for conception, birth, and raising children in the first three years of life. Students will learn strategies for caring for infants at each developmental stage. This course is for parents or professionals working with infants in health fields, education, or social services.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Analyze early growth and development from conception to thirty-six months.

ECE 331 Care and Education of Infants and Toddlers

Units: 3

Hours: 54 hours LEC

Prerequisite: ECE 312 or 330 with a grade of "C" or better

Transferable: CSU

This course applies current research in infant development to the teaching and care of infants in group settings. Early childhood education principles and practices are emphasized in the application of care and education of infants from birth to three years of age. Students will learn strategies for designing, implementing, and evaluating group care programs for infants and toddlers.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Demonstrate an understanding of essential policies and practices of quality infant and toddler programs.

ECE 342 Constructive Math and Science in Early Childhood Education

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

The course is an introduction to the constructivist approach to teaching pre-math and science in early childhood education. The content and teaching techniques support the perspective that children construct knowledge through a dynamic, interactive process that facilitates their development of working theories relating to math and science.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO#1: Examine how young children learn mathematics and science concepts based on the knowledge of relevant research and child development.

ECE 343 Language and Literacy Development in Early Childhood

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

This course will prepare current or future early childhood educators and caregivers to understand and enhance the emergent literacy experiences of young children. The knowledge of developmentally appropriate literacy practices will improve the early childhood educators' abilities to prepare children from birth to age 5 for reading and writing in the primary grades.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO # 1: Describe developmental patterns in early literacy learning and research-based teaching practices that help children build a foundation for rich vocabularies and language fluency for reading and writing.

ECE 350 Introduction to Elementary Teaching with Field Experience

Units: 3

Hours: 36 hours LEC; 54 hours LAB

Prerequisite: None.

Advisory: ECE 312

Enrollment Limitation:

Under California laws (Title 22 and Title 5) any persons working directly with children have to give proof of current Tuberculosis clearance.

Transferable: CSU

CID: C-ID EDUC 200

This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Kindergarten through grade 12 (K-12). Course content includes teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards, as well as observation skills, communication skills, diversity and social issues. In addition to class time, the course requires a minimum of 45 scheduled hours of structured fieldwork in public elementary school classrooms that represent California's diverse student population, and includes cooperation with campus-approved certificated classroom teachers. Students' fieldwork experiences will integrate and apply the course content. Before beginning field placement, students must show proof of TB clearance.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO#1: Examine the process of becoming an elementary school teacher.

ECE 356 Programs for the School-Age Child

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Advisory: ECE 312 with a grade of "C" or better

Transferable: CSU

This program will present the fundamentals of planning, implementing and evaluating programs for before- and after-school care of school-age children (K-6). Course emphasis is on developmental levels, age-appropriate activities and day-to-day program operation. A field trip may be utilized to enhance classroom instruction.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Appraise the quality of school-age programs

ECE 365 Creative Projects and Experiences for Young Children

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

This course prepares teachers in early childhood education with strategies for promoting children's creativity through experiential projects and experiences. The focus will be on observing children's natural ways of exploring their environment and on the learning strategies needed to facilitate and document children's learning and emerging skills. Students will evaluate and design creative early childhood environments which promote a project approach and a Reggio Emilia perspective.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO # 1 Define and apply the Reggio Emilia approach to education.

ECE 402 Infants with Atypical Development

Units: 3

Hours: 54 hours LEC

Prerequisite: ECE 312 with a grade of "C" or better

Transferable: CSU

This course will examine the developmental characteristics, assessment techniques, methods of intervention, natural environments, community and family resources, and current issues of the atypical infant from birth through age three. Students will understand and practice the early intervention techniques the very young children with special needs and disabilities require in the developmental areas of sensory stimulation and integration, gross and fine motor control, cognitive, language, social and self-help skills. The course will explore the community services and agencies that offer family support as well as the laws related to the atypical infant/toddler. Career and vocational opportunities in the fields related to special needs infant/toddlers and the various roles of the multi-disciplinary teams that develop the Individualized Family Service Plan (IFSP) will be examined.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Access and apply current research knowledge related to how infants develop.

ECE 404 Children with Special Needs

Units: 3

Hours: 54 hours LEC

Prerequisite: ECE 312 with a grade of "C" or better

Transferable: CSU

This course is designed to provide a broad overview of the characteristics, assessment techniques, methods of intervention, natural environments , community and family resources, and current issues of children from birth to adolescence with diverse abilities and disabilities. The focus is to increase the awareness and understanding of individual needs and strengths in an early childhood and after-school setting. Focus on full inclusion as a support to development will be emphasized. Observations in public and private children's centers, schools and agencies are required.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO#1: Appraise the self-identity of children with diverse abilities.

ECE 415 Children's Health, Safety and Nutrition

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

CID: C-ID ECE 220

The key components that ensure the health, safety, and nutrition of both children and staff will be identified along with the importance of collaboration with families and health professionals. Students will be introduced to early childhood curriculum, regulations, standards, policies and procedures related to child health, safety and nutrition. Course emphasis is placed on integrating and maintaining the optimal health, safety, and nutritional concepts in everyday planning and program development for all children, including injury prevention, accident reporting, infectious diseases control, sanitation and emergency procedures and evacuation.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO# 1: Assess strategies to maximize the mental and physical health of children and adults in programs for all young children in accordance with culturally, linguistically and developmentally sound practices.

ECE 420 Administration I: Programs in Early Childhood Education

Units: 3

Hours: 54 hours LEC

Prerequisite: ECE 300 and 312 with grades of "C" or better

Advisory: ECE 320 with a grade of "C" or better

Transferable: CSU

This is an introductory course in the elements of program planning, budgeting, supervision and personnel administration for public and private centers and schools serving young children.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Recognize, identify, and appraise the components and measures of quality early care and education programs.

ECE 422 Administration II: Personnel and Leadership in Early Childhood Education

Units: 3

Hours: 54 hours LEC

Prerequisite: ECE 300 and 312 with grades of "C" or better

Advisory: ECE 320 with a grade of "C" or better

Transferable: CSU

This is an advanced course in administration and coordination of multi-faceted Child Development Programs. The emphasis of the course will be on publicly funded programs and personnel management. This course meets the requirements of the Education Code under Title 5, and the Commission on Teacher Credentialing.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Recognize, identify, and appraise the components and measures of quality child care programs.

ECE 424 Adult Supervision: Mentoring in a Collaborative Learning Setting

Units: 2

Hours: 36 hours LEC

Prerequisite: ECE 320 with a grade of "C" or better

Transferable: CSU

This course is a study of the methods and principles of collaborative learning, with emphasis on supervising adults working in early care and education centers. Special attention is placed on the role of a mentor as a reflective practitioner who is open to professional development and who has a keen understanding of classroom practice that is effective and supports individual strengths for children, families and colleagues. This course satisfies the adult supervision requirement for receiving a supervising teacher permit from the California Commission on Teacher Credentialing.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO# 1: Analyze the role and responsibilities of a mentor in an early childhood setting.

ECE 430 Culture and Diversity in Early Childhood Education

Units: 3

Hours: 54 hours LEC

Prerequisite: None.

Transferable: CSU

CID: C-ID ECE 230

This course covers culturally responsive care and education in early childhood settings. It includes the study of socio-cultural, and political issues as they vary across the diverse cultures represented in the classroom and how they impact a child's development. Included are strategies for helping children negotiate and resolve conflicts caused by cultural differences, with a focus on using an anti-bias approach in the classroom. The contribution of historically underrepresented groups to society will be addressed with the intention of promoting the concepts of equality, justice and inclusion for all aspects of human diversity (culture, race, ethnicity, gender, sexual orientation, ability, and age). Teaching strategies which prevent and eliminate the development of prejudice and racism in growing children will be covered.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO # 1: Compare and contrast theories and identify ways in which cultural and family patterns affect children’s behavior and identity.

ECE 494 Topics in Early Childhood Education

Units: 0.5 - 4

Hours: 9 hours LEC

Prerequisite: None.

Enrollment Limitation:

Students must verify paid registration to the conference.

Transferable: CSU

Designed to give students an opportunity to study topics in Early Childhood Education which are not included in current course offerings. Topics may include, but are not limited to: Management of Family Day Care Homes; Guidance of the Special Child in Everyday Living; Behavior and Discipline; Children in Crisis; The Single Parent Family; and Cross-Cultural Experiences with Children and Families.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Assess childhood as a unique and valuable stage of the human life cycle

ECE 495 Independent Studies in Early Childhood Education

Units: 1 - 3

Hours: 54 - 162 hours LAB

Prerequisite: None.

Transferable: CSU

An independent studies project involves an individual student or small group of students in study, research, or activities beyond the scope of regularly offered courses. See the current catalog section of "Special Studies" for full details of Independent Studies.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

SLO #1: Actively engage in intellectual inquiry beyond that required in order to pass a course of study (College Wide Learning Outcome – Area 4).

ECE 498 Work Experience in Early Childhood Education

Units: 1 - 4

Hours: 60 - 300 hours LAB

Prerequisite: None.

Enrollment Limitation:

Students must be in a paid or unpaid internship, volunteer position or job related to career goals in Early Childhood Education.

Transferable: CSU

This course provides students with opportunities to develop marketable skills in preparation for employment in their major field of study or advancement within their career. It is designed for students interested in work experience and/or internships in transfer level degree occupational programs. Course content includes understanding the application of education to the workforce; completion of required forms which document the student's progress and hours spent at the work site; and developing workplace skills and competencies. Appropriate level learning objectives are established by the student and the employer. During the semester, the student is required to participate in a weekly orientation and 75 hours of related paid work experience, or 60 hours of unpaid work experience for one unit. An additional 75 or 60 hours of related work experience is required for each additional unit. Work Experience may be taken for a total of 16 units when there are new or expanded learning objectives. Only one Work Experience course may be taken per semester.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

DEMONSTRATE AN UNDERSTANDING AND APPLICATION OF PROFESSIONAL WORKPLACE BEHAVIOR IN A FIELD OF STUDY RELATED TO ONE’S CAREER.(SLO 1)

Full-time Faculty

Miriam Beloglovsky
Office: CDC 124
Phone: (916) 691-7399
E-mail: beloglm@crc.losrios.edu
Iris Dimond
Office: CDC 125
Phone: (916) 691-7119
E-mail: dimondi@crc.losrios.edu
Jeannette Mulhern
Office: CDC 127
Phone: (916) 691-7293
E-mail: MulherJ@crc.losrios.edu

Adjunct Faculty

Cheryl Allen
Sheryl Ballard
Laurel Doyle
Erica Otiono
Christina Short

The Early Childhood Education AA degrees and certificates offer an interactive approach to acquiring the knowledge, skills and disposition necessary to work with young children birth to 12 years old. Students are guided by a group of experienced and qualified faculty in an in-depth study of the theories, principles and practices of early childhood and child development. After completing the lower division coursework, under the guidance of faculty and qualified mentors, students engage directly with young children, to practice the theories, principles and practices covered in the instructional courses.