Course Descriptions
NOTE: Included in their transfer credit, students
must have a minimum of 8 semester units of foundation coursework
in Early Childhood Education, with a specific course in child development,
or they will need to complete this requirement concurrently with
the PUC core program.
Required courses for major.
ECE 311 - Young Children’s Developmental
Speech (4)
Normal development of speech and language in children from birth
to age six. An introduction to differential language diagnosis and
treatment planning for children with delayed language development.
ECE 330 – Literature for children (4)
A survey of literature for children from infancy through grade six.
Emphasis on literary quality and a broad knowledge of the best that
has been written for children.
ECE 359 – Exceptional Children in the Classroom (3)
Introduces prospective teachers to the major categories of disabilities and
giftedness, and provides strategies to meet the needs of these children in the
general classroom. Students gain information about federal and state laws pertaining to disabilities and how to write and implement an IEP.
ECE 370 – Math for the Young Child (3)
The purpose of this course is to learn an organized, sequential approach to creating developmentally appropriate math curriculum for young children. Methods of teaching math concepts such as classifying, shapes, spatial sense, seriation, numbers and measurements are taught using naturalistic, informal, and structured types of learning. Stresses the integration of math with language arts, science, social studies, art, and music and movement.
ECE 380 – Program Planning for Infants and Toddlers Practicum (1)
The student will spend three hours each week observing, caring for, and
teaching infants or toddlers representing various age categories. Students will
observe infant and toddler classrooms in a center. To be taken concurrently with ECE 380 Program Planning for Infants and Toddlers.
ECE 386 – Approaches to Early Childhood Education (2)
The major approaches to Early Childhood Education will be studied in this course.
The approaches studied will include Montessori, High Scope, Waldorf, Reggio Emilia, Head Start, Constructivist and Cooperative. Students will gain experience at writing analysis papers on several approaches and responding to other papers.
ECE 387 – Cultural Diversity (3)
Describes diversity in the classroom, including history and customs
of various cultures. Delineates cross-cultural variations of child
development, beliefs, and methods of multicultural education.
ECE 388 – Science for the Young Child (3)
Developmentally appropriate methods of teaching science to young children will
be explored. Students will learn how to teach children to explore, classify, compare,contrast, and hypothesize in physical science, biology and botany.
ECE 389 – Behavior Management and Observation (4)
Methods and techniques that lead to successful management of young
children. Analysis and evaluation of case studies and experience
to determine most effective methods of achieving positive outcomes.
Includes observation assignments and techniques.
ECE 425 – Adult Supervision and Management (4)
Function and management of adults in child-care settings; values
and goals, making decision, and solving problems; management process
as applied to the individual and the organization. Principles and
guidelines for developing a good mentor-teacher program.
ECE 431 –Administration and Supervision of Early Childhood Programs I (4)
This course will focus on the techniques and knowledge needed to develop and administer a quality Early Childhood Center, including assessment of community need, licensing guidelines, board development, budget and financial planning, development of the center (equipping, staffing, enrolling children) evaluation, and development of parent and community support.
ECE 432 – Administration and Supervision of Early Childhood Programs II (4)
This course is a focused study of the key elements of marketing, recruitment, human resource management, facilities and risk management, professional development and leadership skills. These key elements represent the numerous competencies required for the successful operation of a child development center.
ECE 432L – Administration and Supervision of Early Childhood Programs III Practicum (1)
This practicum involves 25 hours throughout the quarter assisting the Director of an Early Childhood Center in a variety of ways, including creating newsletters, billing, registration of children, public relations, checking for room ratios, fund raising events.
ECE 440 – Emergent Literacy (3)
This course will provide students with an understanding of the core components of a comprehensive early literacy program for preschool age children (3-5 years). Target early literacy research-based components include: oral language development, phonemic awareness, print awareness, and alphabetic knowledge. This course will emphasize an understanding of the research that supports the importance of each component, strategies for teaching each component, and assessment tools to monitor student progress. An emphasis will also be placed on the importance of creating classroom environments that are rich in language and literacy learning opportunities. Students will be actively involved in developing core lessons.
ECE 441 – Emergent Literacy Practicum (1)
For this practicum students will teach a child, between the age of three to five, who has been identified by the classroom teacher as needing additional help in literacy development. Students will develop strategies for teaching each component of literacy development, teach the child using these strategies, and use assessment tools to monitor the child’s progress. To be taken concurrently with ECE 440 Emergent Literacy.
ECE 471 – Early Childhood Senior Seminar (2)
Discussion of topics relevant to the experience of students who are student teaching, such as classroom discipline, time management, comparative teaching styles, staffing issues, administrative and parent relationships, and other topics related specifically to the student teaching experience. Portfolio preparation and presentations.
The following required general-education courses are taught by members
of the religion faculty.
RELB 305 - Biblical Perspectives (4)
Designed to foster knowledge and understanding of those historical
concepts and themes of the Bible that relate most directly to effectiveness
in business practices and public life.
RELB 310 - Ethics and Personal Values (4)
Spiritual formation, ethics and world view, and their shaping influence
on personal values, early childhood education, and public life.
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