COURSE DESCRIPTIONS

PSYCH 11 Child Growth and Development (3)

This course will examine the major developmental milestones for children, both typically and atypically developing, from conception through adolescence in the areas of physical, psychosocial, and cognitive development. Emphasis will be on interactions between maturational and environmental factors within a culturally sensitive framework. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. (Skills Advisory: Eligible for ENGL 1)

EDUC 12 Introduction to Elementary Classroom Teaching & Field Experiences (3)

This course introduces students to the concepts and issues related to teaching diverse learners in elementary school classrooms. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California’s content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school elementary classrooms that represent California’s diverse student population, and includes cooperation with at least one carefully selected and campus approved certificated classroom teacher.

Field work: As part of the course, students will perform 45 hours of fieldwork in local elementary school classrooms.Placements in area schools will be arranged with letters of introduction and verification forms prepared by the instructor. Students must have a negative TB test result to participate in the 45-hour observation.

ECE 2 Principles and Practices of Teaching Young Children (3)

An examination of the underlying historical contexts and theoretical principles of developmentally appropriate and best practices. Explore programs, environments, relation- ships, adult-child interactions, and teaching strategies in supporting children’s development and learning. Map professional ethics, career pathways and professional standards. 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. (Skills: PSYCH 11)

ECE 4 Language and Literature for the Young Child (3)

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, a medium of creative expression and 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 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. (Advisory: PSYCH 11)

ECE 8 Creative Experiences - Art, Music, and Movement (3)

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. (Advisory: PSYCH 11)

ECE 9 Introduction to School-Age Child Care (3)

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. (Advisory: PSYCH 11)

ECE 11 Child, Family, and Community (3)

This course is an examination of the developing child in a societal context, focusing on the interrelationship of family, school, and community with an emphasis on historical and socio cultural factors. 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 diverse cultures in the United States. The processes of socialization and identity development will be highlighted showing the importance of respectful, reciprocal relationships that support and empower families. (Advisory: PSYCH 11)

ECE 19 Teaching in a Diverse Society (3)

Examination of the development of social identities in diverse societies including theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms and teaching. Students will recognize and contrast cultural and historical perspectives of at least 3 American cultural groups (Latino American, African American, Asian American, Native American and European American) to promote under- standing, knowledge, and skills for educating children in a pluralistic society. Various classroom strategies will be explored, emphasizing culturally and linguistically appropriate anti-bias approaches that support all children in becoming competent members of a diverse society. The course includes self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling.

ECE 21 Observation and Assessment (4)

This course is a supervised field experience which focuses on the appropriate use of assessment and observation strategies to document 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, MMR, and proof of a COVID vaccine for most placement sites, prior to the course start date. Students will also be required to complete 20 days of supervised field experience in an instructor-approved early childhood setting (1 day equals 3 or more hours). (Prerequisite: PSYCH 11, ECE 2 and 11, and one of the following: ECE 4, 5, 8, or 17)

ECE 22 Practicum in Early Childhood Education (5)

This course is a demonstration of developmentally appropriate early childhood planning 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, a Live Scan completed at SMC, and proof of immunizations, including T-Dap, MMR, and proof of a COVID vaccine for most placement sites, prior to the course start date. Students will also be required to complete 30 days of supervised field experience in an instructor-approved early childhood setting (1 day equals 3 or more hours). (Prerequisite: ECE 21)

ECE 24 Preschool and Early Primary Development (3)

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.

ECE 25 Assessment in Transitional Kindergarten (3)

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. (Prerequisite: ECE 2 and 24)

ECE 26 CA Preschool Foundations and Frameworks I (3)

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.

ECE 28 Practicum in Transitional Kindergarten Teaching (3)

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 25 and (ECE 26 or 27)

ECE 29 Reflective Practice Seminar (3)

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. (Prerequisite: ECE 22 or 23 or 28)

ECE 30 Strategies for Working with Challenging Behaviors (3)

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. The course 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.

ECE 41 Administration 1: Programs in ECE (3)

Introduction to the administration of early childhood programs. The course covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. It 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 21, Advisory: Experience as an early childhood teacher)

ECE 43 Administration 2: Personnel & Leadership in ECE (3)

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. (Prerequisite ECE 41)

ECE 45 Introduction to Children with Special Needs (3)

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)

ECE 47 Developing Family Childcare (3)

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.

ECE 48 Adult Supervision and Mentoring (3)

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: ECE 21)

ECE 49 Curriculum and Strategies for Children with Special Needs (3)

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: ECE 45)

ECE 54 Documentation: Making Learning Visible

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 teachers’ 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.

ECE 55 Environment as the Third Teacher (3)

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 course explores 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. In addition environments will be evaluated for elements including osmosis, sensory integration, flexibility, transparency, and narration.

ECE 61 Teacher/Child Interactions (3)

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.

ECE 70 The Hanen Language Program (3)

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.

ECE 71 Infant and Toddler Education and Care (3)

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, arranging 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. (Advisory: ECE 46)

ECE 75 Dance for Children: Creative Dance in the Pre-K & Elementary Class (3)

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 77 Nature: In, Out, and Beyond (3)

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: ECE 76)

ECE 81 Music for Early Childhood Education (3)

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.

ECE 900 Early Childhood Education Communication (Noncredit)

This course provides additional assistance to students pursuing Early Childhood Education careers.

ECE 901 Introduction to Early Care and Education (Noncredit)

This course is designed to introduce students to the stages of child development from birth through five years of age, best practices in supporting healthy growth and development, and an overview of family and community resources to support children’s diverse needs. The course emphasizes effective communication and guidance strategies for working in a diverse early care and education setting.

ECE 902 Culturally Relevant Curriculum (Noncredit)

This course provides an introduction to developmentally appropriate and culturally relevant curriculum for children from birth through age five. Course content emphasizes developing age-appropriate activities and creating effective learning environments for children in a diverse early care and education setting.

ECE 903 Early Care Licensing and Workforce Readiness (Noncredit)

Introduction to requirements for obtaining a license as a family home care provider. Review of the National Association for Education of Young Children (NAEYC) code of ethical conduct and California’s licensing regulations. Emphasis on professionalism, health, and safety in early care and education environments.

ECE 904 Health and Safety for ECE Providers (Noncredit)

Introduction and training on specific topics associated with cardiopulmonary resuscitation, emergency procedures, and first aid, with an emphasis on infants and young children. 

ECE 919 Reflective Parenting with Infants (Noncredit)

This course provides a collaborative and experiential learning environment for parents of infants to connect and support each other while learning new skills. Parents will explore a wide range of topics related to infant development and care while learning evidence-based parenting practices that are associated with positive outcomes for children and families. While developing their capacity for mindfulness and reflection, parents will learn how to engage in warm, sensitive, responsive interactions with their child, which foster secure attachment relationships. Parents of infants experience many joys and challenges. The goal of this course is to decrease parental stress and reactivity and to equip parents with the knowledge and skills they need to increase parent-child attunement and well-being.

ECE 920 Reflective Parenting with Toddlers (Noncredit)

This course provides a collaborative and experiential learning environment for parents of toddlers to connect and support each other while learning new skills. Parents will explore a wide range of topics related to toddler development and care while learning evidence-based parenting practices that are associated with positive outcomes for children and families. While developing their capacity for mindfulness and reflection, parents will learn how to nurture and guide their toddler-aged child while providing a safe and engaging learning environment for them to explore. Parenting during the toddler years is a uniquely joyful and challenging experience. The goal of this course is to decrease parental stress and reactivity and to equip parents with the knowledge and skills they need to increase parent-child attunement and well-being.

ECE 921 Parenting: Together in Nature (Noncredit)

In this family playgroup experience, parents will learn about the social, emotional, physical, and cognitive development of young children, the importance of play, and strategies that support a strong foundation for future learning, within the context of nature-based experiences with their child. Parents will learn to create safe, healthy, and inclusive environments from which to observe and interact with their child. In addition, they will share ideas, resources, and information while participating with other families in informal discussion groups. The skills learned in this class promote positive parenting attitudes and healthy parent-child relationships.

ECE 922 Reflective Parenting with Exceptional Children (Noncredit)

In this experiential learning course, parents will consider child development and reflective parenting principles and apply them to parenting children with exceptional abilities and needs. Parents will learn about reflective practices and mindfulness and consider how they support positive parent-child interactions. Parents will examine parent and child rights, the IFSP and IEP process, decision-making, therapy options, accessing community supports and services, and advocacy, through a reflective lens. The course offers parents a forum to discuss the emotional aspects of parenting a child with exceptionalities and share resources. The skills learned in this class promote positive parenting attitudes and healthy parent-child relationships.

ECE 930 Gender and Equity in Early Childhood (Noncredit)

This course examines the topics of gender, power, and equity, focusing on how they relate to identity development and the life trajectory of young children in concert with the intersection of race, ability, family structure, and economic status. Issues examined include the development of gender identity, theoretical and practical implications of power and oppression, cultural and socializing agents, and application of theory to classroom environments and curriculum, including strategies to empower teachers to develop pedagogical skills to support all children. Students will self-examine and reflect on personal experiences related to gender identity and expression, gender stereotypes and bias, cultural implications, and media and societal impacts. Students will recognize and contrast perspectives through an intersectional lens that promotes understanding, knowledge, and skills for supporting all children. Topics and strategies will be explored emphasizing culturally and linguistically focused anti-bias approaches.