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• Prerequisite: None.
• Advisory: Psychology 11.

This course provides an in depth analysis of the physical, social, emotional and cognitive development of infants and toddlers in the context of family. Further, it explores the crucial role that parents and family play in the day to day experiences that promote this primary relationship in a child’s life. Content covered will include assessment measures and direct observations of infants and toddlers which assist teachers and parents in the early identification of children with special needs including making appropriate referrals and providing culturally consistent care.

• Prerequisite: None.

This course is designed to assist with planning and implementing a family childcare business serving children from birth to school-age. Aspects of family childcare from both a caregiving and business perspective will be addressed. Topics covered include the environment, guidance, self-care, curriculum, legal implications, licensing regulations, and business requirements. Another focus will be the development of a culturally sensitive and inclusive child-centered program. Effective communication methods between parents and providers as well as the connection of developmental theory to practice will be emphasized.

• Prerequisite: Early Childhood Education 21.

Completing this course is one of the steps required to become a California Mentor Teacher. It does not guarantee automatic selection as a California Mentor Teacher.

Methods and principles of supervising student teachers, volunteers, staff, and other adults in early care and education settings. Emphasis is on reflective practice and the roles and development of early childhood professionals as mentors and leaders. California Commission on Teacher Credentialing requires this course for Master Teacher, Site Supervisor and Program Director Permits Option One. California ECE Mentor Teacher program requires this course in order to apply to the Mentor program. As a component of course work, this class requires 4 hours of time to complete an infant/toddler or preschool live observation using a standard assessment tool and creation of a plan for mentoring.

• Prerequisite: Early Childhood Education 45.

This course covers curriculum and intervention strategies for working with children with special needs in partnership with families. The course focuses on the use of observation and assessment, accommodations, and curriculum modifications in meeting the individual needs of children in inclusive and natural environments. Content includes cultural awareness and competence, professional partnerships with families, and collaboration with interdisciplinary teams.

• Prerequisite: None.
• Advisory: Psychology 11.

This course applies child development principles to the planning of science and mathematics experiences for both typically and atypically developing young children. Emphasis is placed on understanding how children develop problem-solving skills, and on recognizing how teachers can facilitate inquiry-discovery experiences for young children with diverse learning styles and needs. Course work includes participation in experiments and field experiences in life sciences. Students are required to develop and provide developmentally and culturally appropriate activities in science and mathematics activities for young children.

• Prerequisite: None.

In cooperation with the State Commission of Teacher Credentialing, this course will focus on the theories, research, and practical application of the Reggio Emilia Approach as applicable to early childhood education in the U.S. The key concepts of collaboration between parents, teachers and children; observation of how children construct theories; documentation and reflection of the learning process; the expanded role of the teacher as a co-constructor of knowledge, and the examination of the impact of the environment in facilitating children’s learning will be studied.

• Prerequisite: None.

Formerly ECE 52.

This course highlights documentation as a process focusing on children’s experiences, thoughts and ideas during the course of their investigations, experiences, play, and relationship building. Documentation sharpens and focuses teacher’s own awareness of their role in further supporting children’s experiences and development. Pedagogical documentation is about the ongoing process of reflection and being intentional. Students will be introduced to the forms, tools, and uses of documentation as well as the elements by which effective documentation can make learning visible to children, parents and teachers.

• Prerequisite: None.

Formerly ECE 53.

This course highlights the elements that can stimulate, sustain, enhance, or detract from living and learning in an early childhood classroom or outdoor space. This course includes principles of architecture and design based on the elements of Rating Observation Scale for Inspiring Environments tool. The elements of the environment as they support relationships, engage senses, help create connections, promote literacy, and numeracy support problem solving, and provide intellectual and physical challenges, will be explored. In addition environments will be evaluated for elements including osmosis, sensory integration, flexibility, transparency, and narration.

• Prerequisite: None.

The early childhood years are critical for children to gain knowledge and skills that provide the foundation for later learning. Young children learn through the interactions they have with their teachers. This course is intended to increase students’ knowledge about the vital role that teacher-child interactions play in learning and skill acquisition. Because language and early literacy skills are the gatekeepers for later school success, this course will also provide students with the knowledge they need to effectively implement language and literacy curricula through meaningful and intentional teacher-child interactions.

C-ID: ECE 220.

• Prerequisite: None.

The course provides an introduction to the laws, regulations, standards, policies, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. The key components that ensure physical health, mental health, and safety for both children and staff will be identified, along with the importance of collaboration with families and health professionals. Course discussion includes the teacher’s role in prevention strategies, nutrition and meal planning, integrating health, safety, and nutrition experiences into daily routines, and overall risk management.

• Prerequisite: None.

This course teaches the methods of the Hanen Centre’s “Learning Language and Loving It” research based program designed to facilitate language acquisition skills in young children. It provides students with a step-by-step approach to promoting children’s social, language and literacy development within everyday activities in early childhood settings. Students will learn how to create enriched interactive language-learning environments that include children with special needs, second language learners and those who are typically developing. This class requires students to have ongoing access to young children (any age from birth to 8) in a family child care or early childhood education program. Students will need access to a digital video camera in order to document their interactions with young children.

• Advisory: Early Childhood Education 46.

This course applies current theory and research to the care and education of infants and toddlers in group settings. It examines essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months. It will include basic principles of care giving, arrangement and equipping the environment; working with other staff, parents and the community; identifying children with special needs and making appropriate referrals, and providing culturally consistent care.

• Prerequisite: None.

This course, the study of developmentally appropriate creative movement experiences for children, gives students methods to guide creativity in the pre-K and elementary classroom and to develop dance lessons tied to specific subject areas. Students gain knowledge of the movement aspect of child development and how to use creative dance to research and teach subject matter across the pre- K and elementary curriculum. It covers the role of movement in developing children’s physical, motor, emotional, and cognitive skills, and includes workshops and field experience in planning and implementing appropriate creative experiences with young children.

ECE 75 and Dance 75 are the same course. Students may receive credit for one but not both.

• Prerequisite: ECE 21 or three years of Early Children program experiences.

This course examines contemporary trends and issues that impact children’s healthy development and learning through the lens of environmental education and sustainability. Using a variety of industry resources, students will explore programmatic and system requirements, as well as research-based practices that enhance access to nature, environmental literacy, and healthy development in early childhood. Key topics include environmental awareness in indoor and outdoor learning environments, the relationship between play in nature and environmental behavior as adults, developing a sense of place through curricular activities that promote active learning and emphasize sustainable choice-making, and involving families and communities in the development of the outdoor learning environment. The course includes opportunities to observe a nature-based early childhood education in action.

Program visits and observations will be required for successful completion of this course.

• Prerequisite: ECE 76.

This course examines the unique approach to curriculum found in nature-based early care and education programs. Students will utilize research-driven practices to assess, modify, and develop play-based indoor and outdoor environments, rooted in environmental awareness and sustainability. Key topics include the forest kindergarten approach, making connections between the indoor and outdoor learning environment, place-based education, the value of unstructured play, supporting language development in nature, conducting benefit-risk assessments, and creating nature-based learning opportunities across the developmental domains. The course will include opportunities to observe a nature-based early childhood education in action.

Program visits and observation hours will be required for successful completion of this course.

• Prerequisite: None.
• Advisory: Psychology 11.

This course applies child development principles to planning multicultural art, music, and movement experiences for young children. It covers the role of art, music, and movement in developing children’s physical-motor, social-emotional, and cognitive skills, with emphasis on providing conditions that encourage development of creativity and aesthetic awareness. Class work includes workshops and field experiences in planning and implementing appropriate creative experiences with young children.

This course is an introduction to teaching music classes for children ages infancy through age 6 in a group setting. Various music teaching techniques and teaching materials will be explored.

ECE 81 is the same course as MUSIC 27. Students may earn credit for one, but not both.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

• Prerequisite: None.
• Advisory: Psychology 11.

This course focuses on the dynamics of school-age children participating in before and after school programs. Developmentally appropriate activities for a diverse group of children between the ages of five and twelve are covered including homework and study skills. State regulations, community resources, nutrition, behavior management, program planning, environment and staff development are covered within a culturally sensitive framework. The importance of literacy is stressed throughout the course.