Course Descriptions

ECED 181: Introduction to Early Childhood Education

Provides an introduction to Early Childhood Education. Includes the eight key areas of professional knowledge; Child Growth and Development; Health, Nutrition and Safety; Developmentally Appropriate Practices; Guidance; family and Community Relationships; Diversity; Professionalism; Administration and Supervision. Focuses on ages birth through age 5.

ECED 189: Constructive Guidance and Classroom Management

An exploration of the techniques and strategies designed to enhance effective and positive guidance and discipline practices.  Students will learn how to teach young children autonomy and self‐discipline, while promoting development of positive self‐concept and prosocial behaviors. The aim would be to create a positive and caring environment for young children.

ECED 184: Health, Safety and Nutrition

An awareness of the interrelationships between child development and the areas of health, safety and nutrition will be captured along with special emphasis that will be placed upon the issues of health, safety and nutrition that affect children through the early school years. Understanding cultural issues and special needs of individual children are addressed as aspects of health and safety. Students will develop activities and resources as the basic for an appropriate health curriculum that encompasses all aspects of a healthy child.

ECED 210   Child Protection and National Standards

The recognition of abuse and neglect and its effect on children’s lives is of fundamental ethical and legal importance to educators. Students will understand the medical, legal, and social implications of suspected abuse and recognize the role of the educator and physician in preventing child abuse and family violence, through routine assessment of family dynamics, early identification of children at risk, and cooperation with community services that support families.

Student Learning Outcomes:
Student who complete this course will:

  • Know definitions and rates of child maltreatment.
  • Understand the educator’s role in protecting and supporting neglected and abused children.
  • Know the State of California’s procedures for reporting child abuse.
  • Recognize the symptoms of child abuse and neglect.
  • Gain techniques for supporting students and families affected by abuse.
  • Learn a wider knowledge of available outside resources and supportsystems.
  • Gain knowledge on Sudden Infant Death Syndrome (SIDS).

ECED 216: Observation and Assessment of the Young Child

The focus of this class is to introduce a variety of observation and guidance techniques that can be used to observe children in early childhood education programs. Content includes an emphasis on observing young children and assessing their early childhood learning environments.

ECED 220: Early Childhood Curriculum

This course provides the student with both a theoretical and experiential investigation of curriculum in the preschool environment. Emphasis is placed on continuity of learning experiences for children, and the use of materials for instructional purposes.

ECED 226 The Spiritual and Moral Development of the Young Child

The central focus of this course is the understanding of how moral/spiritual development is the domain in which children grow in their ability to think and act according to their understanding of what is right and wrong. As children’s  moral understanding develops, they are able to act increasingly with the needs of others in mind and resolve moral dilemmas based on ideals of justice, fairness, or caring. Theories by Lawrence Kohlberg, Jean Piaget and Carol Gilligan will be explored.

Student Learning Outcomes:
By the end of this course students will:

  • Explore various moral education theories and analyze their strengths and weaknesses;
  • Examine Kohlberg, Piaget and other’s theories of Moral Development and categorize children’s stages of development;
  • Determine ways to give evidence of growth in student moral development;
  • Describe emotional intelligence and analyze how it contributes to moral education;
  • Examine education policies and describe impact on total character education program;
  • Analyze the impact of a teacher’s classroom management plan on a child’s development;
  • Observe and analyze a total day in the life of a child and pinpoint all areas that contribute to the development of character;
  • Incorporate a moral education strand into the daily life of the child;
  • Discuss various moral education practices within Christian schools.

ECED 230: Child, Family and Community

The purpose of this course is to acknowledge the value and necessity of collaboration between parents, teachers, and the community in support of children.  Prospective preschool directors and teachers will explore the challenges facing contemporary families, the needs of families with diverse backgrounds, available community resources, political awareness, and child and family advocacy.  Effective methods of communication with families and community members will be practiced.

ECED 326: The Physical and Social-Emotional Development of the Young  Child

Students will be given opportunities to experience a balance of indoor and outdoor play, self-directed play, teacher-directed activities and ample physical experiences. This course will also explore foundations of knowledge about social and emotional development. The intent is to enable students to acquire the background and skills necessary to analyze developmental theories as they apply to young children's emotional and social development. They will be able to describe the effects of social and emotional development on learning.

Student Learning Outcomes:
Students who complete this course will:

  • Demonstrate fine motor control and coordination.
  • Use small and large equipment, showing a range of basic skills.
  • Engage in physical tasks in the outdoor environment, exploring the natural world and using a wide range of made resources.
  • Build relationships through gesture and speech.
  • Respond to significant experiences, showing a range of feelings when appropriate.
  • Develop awareness of own needs, views and feelings and be sensitive to the needs and feelings of others.
  • Display a strong sense of self-identity and be able to express a range of emotions fluently and appropriately.
  • Understand that there are agreed codes of behavior for groups of people to work together harmoniously.

ECED 380: Infant and Toddler 1

A study of the care and education of infants and toddlers, birth to age three in group settings (i.e. child care centers, family child care homes, Early Head Start). Topics include the support of the whole child in a safe, responsive environment. Emphasizes relationship-based care along with state mandated requirements for the child under three.

ECED 381: Infant and Toddler 2

The design and implementation of age-appropriate activities and routines for infants and toddlers are explored. Planning developmentally appropriate curriculum to include all domains of the child – physical, cognitive, emotional, and social – is examined.

ECED 276: Student Teaching 1

This is a full time practicum experience lasting the entire quarter with 10 weeks in an Infant/Toddler setting. Students will participate in activities carried out by early childhood educators working with infants and toddlers within early childhood settings.

ECED 482: Student Teaching 2

;Supervised field experience in a preschool setting under the direction of an Early Childhood licensed teacher. Demonstration of subject matter, teaching competence, and potential for future improvement will be this practicum’s area of specialty.