CHDV C100 Principles and Practices of Teaching Young Children
Lisa Fuller
Professor, Child Development
Cerro Coso Community College
Embedded Files
Welcome to CHDV C100 crn 72542
Welcome to CHDV C100 crn 72542
In this course, we will examine the role of the early childhood educator, explore theories related to child development, and consider the various responsibilities and characteristics necessary to provide developmentally appropriate, high quality learning experiences for young children.
Before we start this exciting exploration, though, we need to set some ground rules for the class and get a big picture for how the class will operate over the next 12 weeks. Please take some time to look through the information in this liquid syllabus so you will be prepared when our class starts.
If you have questions at any time, please email me either through the Canvas Inbox or email me at LFULLER@cerrocoso.edu.
Course Information
Course Information
Catalog Course Description
Catalog Course Description
This course provides historical context and theoretical perspectives of developmentally appropriate practices in early care and education for children from birth to age eight. The course emphasizes 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. Topics include professional ethics, career pathways, professional standards, and the typical roles and expectations of early childhood educators. Students are required to observe children in a group setting.
Advisory: ENGL C101 and LIBR C100
Student Learning Outcomes
Student Learning Outcomes
Upon completion of the course, the student will be able to:
Compare and contrast historical and current early childhood education settings, issues, and perspectives.
Explain how the foundational knowledge of child development and learning theories inform environments, pedagogy, and interactions in early care and education settings.
Identify the roles, requirements, and responsibilities of early childhood teachers as professional educators.
Course Materials
Course Materials
In Child Development we have been moving towards Online Educational Resources (OERs) which are free to students and able to be embedded into our online courses. This means there is no textbook for you to buy for the course. I have provided here, and in the weekly modules in the Canvas site, links to the main learning resources for CHDV C100 this semester.
Stephens, C., Peterson, G., Eyrich, S., & Paris, J. (2021). Principles and practices of teaching young children. Santa Clarita, CA: College of the Canyons.
This is the Online Educational Resource (OER) textbook, meaning it is free for you to use. I have embedded the text into the Canvas class site, including each chapter in the weekly module. If you need a printed copy of the text, you can contact the Cerro Coso Bookstore and order one, there will be a printing fee.
California Department of Education (CDE) Resources
The CDE has published several resources that we will use in this course. They can be found on the CDE website as well as linked below. There are many other resources available on the CDE website than we will be using in this course, so I do recommend checking out the CDE website.
The Integrated Nature of Learning
This publication examines how play, learning, and curriculum work together in early education, and describes the relationship context for early learning and the role of the teacher in supporting children’s active engagement in learning.
California Preschool Program Guidelines(PDF; 5MB)
The California Preschool Program Guidelines provides the detailed guidance needed by administrators and teachers to offer high-quality preschool programs that prepare children to arrive in kindergarten with the foundational skills necessary for school success.
California Preschool Learning Foundations
The California Preschool Learning Foundations describes competencies—knowledge and skills—that most children can be expected to exhibit in a high-quality program as they complete their first or second year of preschool.
The California Preschool Learning Foundations, Volume 1 (PDF; 5MB) focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.
The California Preschool Learning Foundations, Volume 2 (PDF; 1MB) covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.
The California Preschool Learning Foundations, Volume 3 (PDF; 1MB) covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history–social science and science.
California Preschool Curriculum Frameworks
Created as companion volumes to the California Preschool Learning Foundations, the California Preschool Curriculum Frameworks present strategies for early childhood educators that enrich learning and development opportunities for all of California’s preschool children. There are 3 volumes of the Frameworks:
The California Preschool Curriculum Framework, Volume 1 (PDF; 9MB) is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California's preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.
The California Preschool Curriculum Framework, Volume 2 (PDF; 11MB) covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children’s development, learning, and overall well-being.
The California Preschool Curriculum Framework, Volume 3 (PDF; 7MB) covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children’s development, learning, and overall well-being.
Assignments
Assignments
In this course, I have identified the summative and formative assignments, so you understand which assignments are most important for you to complete in order to demonstrate your understanding and learning of the course content. Summative assignments are cumulative assignments that demonstrate your overall learning. Formative assignments demonstrate your learning as you progress through the course content. Both types of assignments are important. The summative assignments are required - they are larger assignments that make up the majority of your grade, demonstrate your overall learning in the course, and are used to assess the efficacy of the course. The formative assignments are more flexible. They are worth fewer points, help me to assess your learning and progress throughout the course, and allow you to check for understanding before submitting the summative assessments. In order to help you plan out the semester so you can be successful, you will be submitting a Learning Contract by the end of Module 2.
Here is a list of Summative and Formative Assignments for you to review to help you work through the content of the course. Your final grade will be determined by how many points you earn in the course. THE SUMMATIVE ASSIGNMENTS ON THEIR OWN ARE NOT ENOUGH POINTS TO PASS THE COURSE. You must choose from the Formative Assignments to make sure you are completing enough points in the course to earn the grade you want. The more assignments you complete, the higher your final grade will be.
Summative Assignments
Summative Assignments
These assignments are signature assignments used to assess your overall learning and the efficacy of this course. You are required to complete all of these assignments.
Learning Contract (50 points): Due in Module 2, this assignment helps walk you through the expectations and requirements for the course so you can plan for success this semester.
Who Am I as an Early Childhood Educator? Project (100 points): Due in Module11, this is a semester-long project that assesses all of the student learning outcomes. You will be asked to compare and contrast the historical and current early childhood education perspectives, describe the role of the early childhood educator, and identify components of quality programs. The presentation is in PowerPoint or any other presentation styles, not as a written essay.
Required Participation (10 points per week for 12 weeks for a total of 120 points): The weekly discussions require at least 1 post on each of 2 different days of the week, one original post that demonstrates an understanding of the learning resources and one response to another student that extends the discussion. APA is a requirement of your original response to the discussion prompt. I will take 1/6 points off if you make mistakes in APA, 1/6 point off if you write in a bulleted or numbered list instead of in paragraph format, and 4/6 points off if you do not include in-text citations connecting to the learning resources in your original response to the discussion prompt. If you complete only the Required Participation, the highest grade you can earn is a B in the course.
Formative Assignments
Formative Assignments
These assignments help you process the content presented throughout the course. You DO have to complete most of these assignments to pass the course, but you do not have to complete them all in order to be successful in the course. You get to determine what Formative Assignments you plan on completing in order to earn the grade you want to achieve in the course.
Professional Career Goals (50 points): Due in Module 5, this assignment asks you to develop semester, 2-year, and 10-year professional goals to help guide your future in the field of early education.
Practical Applications (5 PAs, 50 points each for a total of 250 points): Due in Modules 3, 4, 7, 8, and 9, these assignments ask you to practically apply the theories presented in the learning resources to vignettes, observations, and interviews. I suggest looking ahead at the practical applications so you are aware of the requirements and can plan accordingly.
Learning Logs (12 logs at 10 points each for a total of 120 points): These weekly assignments encourage students to reflect on and explore how the course content relates to personal understandings and experiences of living in this diverse world. These are informal assignments due in every module and should be about 2-4 paragraphs long.
Additional Participation (an additional 5 points per week, 60 points for the course): The additional participation adds 4 additional responses to students and an additional day of posts (for a total of 6 posts spread over at least 3 days of the week). In order to earn an A grade in the course, you will need to complete the Additional Participation requirements.
Participation Reflections (3 assignments for a total of 50 points): There are 3 Participation Analysis Papers available throughout the course. Participation Analysis Paper - Installation One is where you declare your level of participation (either Required or Additional) and is due by the end of Module 1. Participation Analysis Paper - Installation Two is a midterm check-in, due in Module 6, where you reflect on your participation so far and make plans for your participation in the rest of the discussions. Participation Analysis Paper - Installation Three is due by the end of Module 12 and is a final reflection on your participation in the discussions and how participation influenced your learning throughout this course.
Grading Scale
Grading Scale
The total possible points available for this course is 800 points: 270 Summative Points and 530 Formative Points. Your final grade in the course will be determined by the following Grading Scale:
720 and above is an A grade
640 - 719 is a B grade
560 -639 is a C grade
480 - 559 is a D grade
479 and below is an F grade
Class Schedule
Class Schedule
The Class Schedule is an outline of the weekly requirements and due dates for the assignments for this course. The learning resources, discussions, and assignments are listed for you so you can plan ahead for the semester and make sure you have time for all of the observations and assignments. I suggest printing out a copy of the Class Schedule so you have an offline reference to what is due each week to help keep you organized and aware even when you are away from your computer/phone.
Learning Contract
Learning Contract
The Participatory Analysis Paper - Installation One is due by the end of Module 1. This is where you will declare your level of participation ONLY in the DISCUSSIONS for the course this semester. You will need to choose between two levels of participation: Required and Additional - do not say you will complete both, you must make a choice and this choice cannot change after I have graded this assignment.
The Learning Contract is due by the end of Module 2. It is a way for you to review the expectations and requirements of the course overall as well as plan out your semester.
Module 1: The Field of Early Childhood Education
Module 1: The Field of Early Childhood Education
Once you have access to the Canvas class site, the Friday before the course officially begins, you will be able to review the Getting Started module. This is where you will see the Welcome to CHDV C100 - Start Here page, the Mandatory Check-In page, grading and assignments for the course, information for Pronto, and the Questions and Answers forum.
Module 1: Introduction to Early Childhood Education Start Here page, lecture, Participation Analysis Paper - Installation One, and the Learning Contract will be available for you to read through and even submit. However, the Introduction to Early Childhood Education Discussion forum and Learning Log 1 will not open until Monday morning.
After the first module, the remaining modules will open first thing Monday morning of the week they are assigned. All assignments are due by Sunday at 11:59 pm of the week they are assigned. There are 12 modules since this is a late start course.
A Wonderful Fall Semester
A Wonderful Fall Semester
I hope you find this liquid syllabus useful as you prepare to start the fall semester - but also throughout the course to answer any questions you have about how my classes work or to assist you if need to find other college resources. I appreciate any feedback you have on the liquid syllabus and my courses - I am always looking for ways to improve my presentation of information.
I look forward to a wonderful fall semester as we explore the field of early education together.
Professor Fuller
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