Course Finder

C-ID: CDEV 110.

Satisfies Global Citizenship

• Advisory: PSYCH 11.

This course is an examination of the developing child in a societal context, focusing on the interrelationship of family, school and community and the influence of multiple societal contexts. It explores the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence. Studies of family systems in contemporary society as they impact children and their individual heritage, diverse culture, ability and language will be examined, highlighting at least three major American cultures (Latina/o American, African American, Asian American, Native American, and European American). The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

C-ID: ECE 130.

• Advisory: PSYCH 11.

This course covers developmentally appropriate curriculum and environments for children birth through age eight. Students will use knowledge of children’s development, theories of learning and development, observation and assessment, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas and support children’s development and learning, integrated throughout indoor and outdoor settings. It explores the teacher’s role in supporting development and learning across the curriculum.

C-ID: ECE 230.

Satisfies Global Citizenship

The course examines the historical and current perspectives on diversity and inclusion and the impact of systemic societal influences on children’s development, learning, and school experiences. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored, as well as approaches to promote inclusive and anti-racist classroom communities. Students will recognize and contrast the cultural and historical perspectives of at least 3 American cultural groups (Latino American, African American, Asian American, Native American and European American) to promote understanding, knowledge, and skills for educating children in a pluralistic society. Students will self-reflect on the influence of teachers’ own culture and life experiences on teaching and interactions with children and families.

C-ID: ECE 120.

This course examines the historical contexts and theoretical principles of developmentally appropriate and best practices in early care and education for children from birth through age eight. It explores the typical roles and expectations of early childhood educators. It identifies professional ethics, career pathways, and professional standards. It introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children, including how play contributes to children’s learning, growth, and development. This class is appropriate for students wanting to work with young children in a variety of programs, including infant-toddler, preschool, transitional kindergarten, and kindergarten.

C-ID: ECE 200.

• Prerequisite: PSYCH 11, ECE 2 and ECE 11, and one of the following: ECE 4, ECE 5, ECE 8, ECE 17.

This course is a supervised field experience which focuses on the appropriate use of assessment and observation tools and strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences is emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be practiced, along with strategies for collaboration with families and professionals. Students are required to have a current TB test, a Live Scan completed at SMC, and proof of immunizations, including T-Dap and MMR prior to the course start date. Students will also be required to complete 20 days of supervised field experience at the Santa Monica Early Childhood Lab School (1 day equals 3 or more hours).

The hours of this course may be applied toward the Experience Requirement of the Child Development Permit Matrix.

C-ID: ECE 210.

• Prerequisite: ECE 21.

This course is a demonstration of developmentally appropriate early childhood planning and teaching competencies under the supervision of ECE faculty and other qualified early education professionals. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Reflective practice will be emphasized as student teachers design, implement, and evaluate approaches, strategies, and techniques that promote development and learning. The course includes exploration of career pathways, professional development, and teacher responsibilities. Students are required to have a current TB test, Livescan completed at SMC, and proof of immunizations, including T-Dap, MMR, prior to the course start date. Students will be required to complete 30 days in an instructor-approved early childhood setting, (1 day equals 3 or more hours).

The hours of this course may be applied toward the Experience Requirement of the Child Development Permit Matrix.

• Prerequisite: ECE 21 and ECE 45 and ECE 49.

Under guided supervision, this course provides students with fieldwork experience working with infants, toddlers and/or young children with exceptionalities. Students will gain practical experience that reinforces connections between theory and practice, develops professional behaviors, and builds a comprehensive understanding of service provision for young children with exceptional abilities and needs and their families. Course work focuses on employing evidence-based practice to meet the individual needs of children in a variety of early intervention and educational settings. These include natural environments, self-contained special education classrooms, and full inclusion classrooms. Students will function in the role of an early intervention or special education assistant in professional partnership with a supervising teacher/early intervention specialist. Students will be required to complete a total of 90 hours, (30 days/1 day equals 3 or more hours) at their approved practicum site. Students must bring evidence of a current SMC Livescan form and a TB test clearance on the first day of class.

This course examines theories of development and the developmental processes focusing on children ages 3-6. Developmental benchmarks in the physical, cognitive, social, emotional, and language domains are identified, as well as the multiple influences that impact children’s development. This course is designed for those working with students in transitional kindergarten, kindergarten, and early education classrooms.

• Prerequisite: ECE 2 and ECE 24.

This course explores the appropriate use of assessments to support students’ development and learning. It covers various methods of observation and data collection, tools, and strategies including time management and legal and ethical responsibilities. The course emphasizes the use of findings to inform and plan differentiated instruction, classroom environments, and to provide the basis for family partnerships. The course is designed for those working with students in transitional kindergarten, kindergarten, and early education classrooms.

This course is an introduction to the California Preschool Learning Foundations and Curriculum Frameworks. Domains covered in this course include: Social/Emotional Development, Language/Literacy, English Language Development, Visual and Performing Arts. This course provides practical strategies for implementing the curriculum frameworks developed for each domain and may be used to satisfy required or professional development units for Child Development Permit holders, and/or preschool, transitional kindergarten, and early education teachers.

This course is an introduction to the California Preschool Learning Foundations and Curriculum Frameworks. Domains covered in this course include: History/Social Studies, Math, Science, Health, and Physical Development. This course provides practical strategies for implementing the curriculum frameworks developed for each domain and may be used to satisfy required or professional development units for Child Development Permit holders, and/or pre-school, transitional kindergarten, and early-primary teachers.

• Prerequisite: ECE 25 and (ECE 26 or ECE 27).

Designed for students at the end of their Transitional Kindergarten certificate program. Student teachers will participate in 36 hours of supervised clinical practice in a transitional kindergarten classroom. Student teachers will be expected to demonstrate developmentally appropriate teaching competencies, making connections between theory and practice, and professional teaching behaviors. Relationships with children and families; play-based approaches to teaching, learning, and assessment; and knowledge of curriculum content areas will be emphasized as students design, implement and evaluate experiences. Students are required to possess one of the following: a valid Multiple Subject credential, current Certificate of Clearance, or a LiveScan completed at SMC. In addition, all students must show proof of negative TB test (within 365 days) and proof of immunizations.

• Prerequisite: ECE 22 or ECE 23 or ECE 28.

This course is designed for teachers working in early childhood or transitional kindergarten settings. Students examine their teaching philosophy and engage in the reflective practice cycle process. Students use a variety of instructional strategies, including purposeful play, to assess and support children’s learning and development. This course is the capstone course for the Transitional Kindergarten certificate.

This course is appropriate for classroom teachers in various settings, students will identify developmentally appropriate behaviors, challenging behaviors and the various influences that effect children’s behavior. Students will analyze children’s behaviors and select strategies to make positive changes. Emphasizes the connection between children’s social and emotional development and their success in the classroom, and how the teachers’ perceptions, experiences, and behavior influence child behaviors.

This course will enhance the capacity of early childhood educators to communicate effectively with families about development and developmental concerns. Topics covered will include an overview of typical and atypical child development, parenting and social challenges faced by families of children with special needs, the importance of developmental screening and effective communication strategies for working with families. The ultimate goal of the course is to enhance the relationships between parents and the providers who serve them.

• Advisory: PSYCH 11.

This course provides a developmental framework for planning and implementing experiences that support and extend children’s abilities to use language as a means of communication, as a medium of creative expression and as a tool in the development of logical thought. It introduces techniques for assessing children’s language skills and for developing a program to meet those needs through individual interactions and group activities. The course reviews the current research pertaining to language acquisition and pre-reading skills development within a culturally sensitive framework. Students will review children’s literature and obtain practice in story selection, reading and storytelling to young children.

• Prerequisite: ECE 21.
• Advisory: Experience as an early childhood teacher.

Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program. This course meets the requirements of the State Department of Social Services for directors of programs under their supervision.

• Prerequisite: ECE 41.

Effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.

• Advisory: PSYCH 11.

This course introduces students to the variations in development of individuals with special needs, with special emphasis on children ages birth through eight and the resulting impact on families. Content includes an overview of historical and societal influences, laws related to children with special needs, and identification and referral processes. The course covers various categories of disability, including learning disabilities, physical disabilities, autism spectrum disorder, intellectual disabilities, emotional and behavioral disorders, communication disorders, visual and hearing impairments, attention deficit hyperactivity disorder and giftedness.

• Advisory: PSYCH 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.