- - 🌼Child Developmnt 22 🌼Practicum I --
- - 🌼Child Developmnt 22 🌼Practicum I --
Embedded Files
CD 22~~~Student Teaching Practicum Course
Spring 2025 Section 14138Lec & 14139Lab
Time: 9:00 AM-11:10 AM
Final: 06/7/25
Modality: In-person (every Saturday)
Instructor: Anna Ruiz
Room: F7-120
Office Hours: Sat 6:30 AM-8:50 AM Time does not work with you? Let's set up a time that works for both of us
Email: Ruizayam@laccd.edu or Canvas Inbox
*Replies within 72 hours M-F, excluding holidays
dates to remember
dates to remember
Monday, February 10, 2025--First Day of the Spring 2025 Semester
Friday-Monday February 14-16, 2025 –- College Closed in Observance of President’s Day
Sunday, February 23, 2025--Last Day to Drop Classes Online Without Fee Penalty
Monday, February 24, 2025--Last Day to Drop Online Without Class Appearing on Transcript
Monday, March 31, 2025--College Closed in Observance of Cesar Chavez Day
Monday, April 7 - Sunday, April 13, 2025--Spring Break (No Classes)
Monday, February 10, 2025--First Day of the Spring 2025 Semester
Friday-Monday February 14-16, 2025 –- College Closed in Observance of President’s Day
Sunday, February 23, 2025--Last Day to Drop Classes Online Without Fee Penalty
Monday, February 24, 2025--Last Day to Drop Online Without Class Appearing on Transcript
Monday, March 31, 2025--College Closed in Observance of Cesar Chavez Day
Monday, April 7 - Sunday, April 13, 2025--Spring Break (No Classes)
Thursday, April 24, 2025– College Closed in Observance of Genocide Remembrance Day
Monday, May 11, 2025--Last Day to Drop Classes Online with a “W” (75% of term)
Monday, May 26, 2025 – College Closed in Observance of Memorial Day
Thursday, April 24, 2025– College Closed in Observance of Genocide Remembrance Day
Monday, May 11, 2025--Last Day to Drop Classes Online with a “W” (75% of term)
Monday, May 26, 2025 – College Closed in Observance of Memorial Day
Final Due: 06/07/2-25
Final Due: 06/07/2-25
⭐➡️⭐ ➡️⭐➡️⭐➡️Mr. Roger's Workshop--March 22, 2025-- 8:45AM-3:00PM 🍴 Please have lunch ready
⭐➡️⭐ ➡️⭐➡️⭐➡️Mr. Roger's Workshop--March 22, 2025-- 8:45AM-3:00PM 🍴 Please have lunch ready
Welcome to Our Class
Welcome to Our Class
Welcome to Your Journey in Child Development 22 Student Teaching Course-Practicum I !
Dear Scholars,
Welcome to your journey in Child Development 22: Student Teaching Course-Practicum I at East Los Angeles College (ELAC) – Child, Family & Education Studies Department (CFES)! I am delighted that you have chosen to join this course.
In this practicum course, you will have the opportunity to work or volunteer with children between the ages of 0 to 8 years, applying your knowledge in real classroom settings. Your previous child development courses at ELAC have laid a strong foundation, and now it’s your turn to shine in your our student teaching experience. You are here not only to educate but also to inspire, nurture, and foster growth in the children you serve.
Remember, this course is a bridge from theory to practice a place where we will refine teaching skills, learn from everyday experiences, learn from each other, share our experiences and make a positive impact on the lives of the children and families we work with. I am here to support you every step of the way and encourage you to embrace the challenges and celebrate the successes on this journey.
Welcome to our class. Let’s make Spring 2025 a chapter of growth, learning, and success!
Warm regards,
Ms. Ruiz
Course OVERVIEW- Please read carefully.
Course OVERVIEW- Please read carefully.
This course offers an advanced practicum experience within an approved early childhood education setting, designed to deepen students' practical skills and professional competencies. Throughout the course, students will utilize observation and assessment techniques to create, implement, and evaluate developmentally appropriate activities tailored to the needs of the children they are working with. They will also practice and demonstrate methods that encourage positive and collaborative partnerships between educators and families, recognizing family engagement's vital role in child development.
Before You Begin: Practicum Readiness Requirements
Before you can begin your practicum placement, and to ensure compliance with state and site regulations, you must complete and submit proof of the following (requirements may vary slightly by site):
Current negative T.B. test (Mantoux Test)
D-Tap vaccination
MMR inoculations
Influenza vaccine
COVID-19 vaccine and booster
Mask (to be worn upon request at your field placement site)
In addition, you must have:
Access to a computer with word processing capabilities to complete and submit assignments, videos, and participate in discussions.
A current ELAC email address for official communications and submissions. Cannot email to any other email.
Field Placement Requirements
In addition to attending your weekly in-person class lectures, students are required to:
Complete a minimum of 100 hours of hands-on experience at an ELAC-approved early childhood education site.
Complete an additional 8 hours focused on professional growth and development activities.
Please keep in mind:
All field hours must take place at a supervised, approved site, working directly with children from birth to 8 years old.
Students must volunteer or work a total of 108 hours by the end of the semester.
Prior hours, degrees, credentials, or certificates cannot substitute for practicum hours.
All fieldwork must be completed during the semester you are enrolled in Child Development 22.
You must commit to a minimum of 7.0 hours per week in the same classroom with the same group of children to support continuity and build meaningful relationships.
During Your Practicum Experience
You will be responsible for leading at least five structured activities with the children, from beginning to end. Activities will include, but are not limited to:
Facilitating small group sessions
Conducting read-alouds and storytelling
Leading music and movement activities
Guiding large group discussions and interactions
Additionally, you will meet regularly with your assigned mentor teacher to:
Reflect on your classroom experiences
Receive constructive feedback
Set goals for your ongoing professional growth
Course Requirements for Successful Completion
To successfully complete both the class and lab sections of Child Development 22, the following requirements must be met:
Current proof of a negative T.B. test, D-Tap, MMR inoculations, Influenza, and COVID-19 vaccines, with a mask available upon request.
Access to a computer for typing assignments, video submissions, and participation in online discussions.
Active use of a current ELAC email address for course-related communications.
Mandatory attendance at all in-person weekly class lectures (this course is not online).
Engagement in reading, reviewing, and participating in discussions of five journal articles assigned for the course.
Presentation in class, teaching fingerplay to a small group of children using the ECHO method, including a reading chart.
Production of a video demonstrating a Read-Aloud session conducted with a small group of children.
Leading a small group activity during practicum hours.
Volunteering or working a total of 108 hours in an approved, supervised preschool setting (working directly with children ages 0–8 years old, minimum 7.0 hours per week in the same classroom).
Development of three Activity Plans:
One based on a classroom-provided scenario
Two developed and implemented based on your field observations
Creation and presentation of a Project Approach PowerPoint Presentation, including documentation from two professor observations at your placement site.
Preparation and submission of a one-week Curriculum/Block Plan using the course-provided format.
Participation in class discussions about the Positive Discipline and Redirection document.
Sharing learning activities with peers and participating in peer discussions.
Completion of a Self-Evaluation (form to be provided).
Completion of a Site-Supervising Teacher Evaluation (form to be provided).
Submission of a signed hourly time log from your mentor teacher verifying completion of your 108 practicum hours.
Completion of both a Midterm and Final Examination.
Attendance and Coursework Expectations
Attendance is required at every class session.
Please remember that this is a 4-unit course, which typically requires approximately 4 hours of outside coursework for every hour of in-class instruction.
While it may seem like a lot at first, please keep in mind:
The goal is to fully prepare you to be a confident, effective, and compassionate teacher—and hopefully, you will enjoy the journey along the way!
Course Learning Outcomes
Course Learning Outcomes
Integrate understanding of children’s characteristics and needs to develop healthy, safe, respectful, supportive, and challenging learning environments for all children.
Evaluate the effectiveness of the curriculum and teaching strategies to improve teaching practices.
Design, implement, and evaluate curriculum activities based on observation and assessment of young children.
Analyze a wide array of effective approaches, strategies, and tools in developing relationships with children, families, and colleagues.
Assess one’s own teaching experiences to guide and inform practice
Student Learning Outcomes:
Student Learning Outcomes:
Students will be able to:
Effective Communication:
Demonstrate appropriate adult/child interaction techniques when communicating with both children and co-workers.Behavioral Analysis:
Systematically analyze children’s behavioral patterns, responses, interactions, and learning achievements through multiple observations and documentation methods.Classroom Responsibility:
Assume classroom responsibilities including daily routines, small group planning, block planning, and quality teaching and caregiving.This includes planning and implementing a variety of activities and daily/weekly schedules for young children (with an emphasis on children from birth to six, or before/after school age).
Maintain awareness of the needs of the entire group during both small and large group settings.
Learning Opportunity Development:
Observe, plan, document, implement, and evaluate learning opportunities that are both developmentally appropriate and culturally relevant for individual children as well as small or large groups.Curriculum Development:
Develop curriculum plans and projects in key areas, including:Health and Safety
Nutrition
Physical/Motor Skills
Language and Literature
Science/Math
Music and Movement
Social Studies (for school-age children)
Professional Standards:
Demonstrate adherence to professional standards by upholding ethical considerations and maintaining confidentiality in matters concerning children, families, co-workers, and others in the classroom setting.Cultural Sensitivity:
Employ culturally sensitive and responsive practices using materials that are developmentally appropriate and promote anti-bias goals, ensuring no discrimination based on race, sex, age, ethnic origin, language, or disabilities.Professional Portfolio Development:
Develop or upgrade your professional portfolio by integrating the NAEYC Professional Teaching Standards, specifically:Standard 1: Promoting Child Development & Learning
Standard 2: Building Family & Community Relationships
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
Standard 4: Teaching and Learning
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Standard 6: Becoming a Professional
Is this class still a good fit for you? Let's continue with the rest
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EAST LOS ANGELES COLLEGE MISSION STATEMENT
EAST LOS ANGELES COLLEGE MISSION STATEMENT
Goal 1: Increasing student success and academic excellence through student-centered instruction, student-centered support services, and dynamic technologies.
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this to identify and implement effective models and programming to remedy these gaps.
Goal 3: Sustaining community-centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.
Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all college programs and governance structures.
In collaboration with the District's Mission, ELAC is committed to advancement in student learning and student achievement that prepares students to transfer, successfully complete workforce development programs, earn associate degrees, and pursue opportunities for lifelong learning and civic engagement.
STATEMENT ON LAND ACKNOWLEDGMENT
STATEMENT ON LAND ACKNOWLEDGMENT
The County of Los Angeles recognizes that we occupy land originally and still inhabited and cared for by the Tongva, Tataviam, Serrano, Kizh, and Chumash Peoples. We honor and pay respect to their elders and descendants- past, present, and emerging─as they continue their stewardship of these lands and waters. We acknowledge that settler colonization resulted in land seizure, disease, subjugation, slavery, relocation, broken promises, genocide, and multigenerational trauma. This acknowledgment demonstrates our responsibility and commitment to truth, healing, and reconciliation and to elevate the stories, culture, and community of the original inhabitants of Los Angeles County. We are grateful to have the opportunity to live and work on these ancestral lands. We are dedicated to growing and sustaining relationships with Native peoples and local tribal governments, including (in no particular order) the:
Fernandeño Tataviam Band of Mission Indians
Gabrielino Tongva Indians of California Tribal Council
Gabrieleno/Tongva San Gabriel Band of Mission Indians
Gabrieleño Band of Mission Indians – Kizh Nation
San Manuel Band of Mission Indians
San Fernando Band of Mission Indians
CAREER AND ACADEMIC PATHWAYS CAP
CAREER AND ACADEMIC PATHWAYS CAP
Finding Your Path
The career and transfer programs at ELAC are structured into 8 Career and Academic Pathways (CAPs) based on areas of interest. Delve into the pathways within your area of interest to find the program that resonates best with you. Each degree/certificate program is accompanied by an Academic Map, a valuable tool designed to assist you in charting your course with the guidance of a Counselor. The Academic Map provides essential information about scheduling, prerequisites, career and transfer options, as well as recommendations from the department.
Make sure to schedule meetings with a Counselor at every stage of your academic journey. They are here to help you discover your path, stay on track, and achieve your goals here at ELAC.
To explore the CAPS and Academic Maps, visit and search Career and Academic Pathways on ELAC website
To meet with a Counselor, make an appointment with Academic Counseling
To meet with a Career and Job Services Counselor, make an appointment with Career and Job Services
ELAC Native Lands Acknowledgment
ELAC Native Lands Acknowledgment
The County of Los Angeles recognizes that we occupy land originally and still inhabited and cared for by the Tongva, Tataviam, Serrano, Kizh, and Chumash Peoples. We honor and pay respect to their elders and descendants- past, present, and emerging they continue their stewardship of these lands and waters. We acknowledge that settler colonization resulted in land seizure, disease, subjugation, slavery, relocation, broken promises, genocide, and multigenerational trauma. This acknowledgment demonstrates our responsibility and commitment to truth, healing, and reconciliation and to elevate the stories, culture, and community of the original inhabitants of Los Angeles County. We are grateful to have the opportunity to live and work on these ancestral lands. We are dedicated to growing and sustaining relationships with Native peoples and local tribal governments, including (in no particular order) the:
Fernandeño Tataviam Band of Mission Indians
Gabrielino Tongva Indians of California Tribal Council
Gabrieleno/Tongva San Gabriel Band of Mission Indians
Gabrieleño Band of Mission Indians – Kizh Nation
San Manuel Band of Mission Indians
San Fernando Band of Mission Indians
Textbooks
Textbooks
Infant & Toddler Care and Development (PDF can be downloaded from canvas)
Materials & Requirements
Materials & Requirements
To successfully complete CD 22, the following requirements must be met. Please read carefully to ensure you are prepared for this course:
Below is a numbered list of the course requirements for successful completion of both the class and lab sections of Child Development 22:
Health and Safety Requirements:
a. Provide current proof of a negative T.B. test.
b. Provide proof of D-Tap, MMR inoculations, Influenza, and COVID vaccines (requirements may vary by site).
c. Wear a mask when requested.Technology Requirements:
a. Access to a computer with word processing software for typing assignments, submitting videos, and participating in discussions.
b. A reliable internet connection (Wi-Fi or hotspot) for online coursework and Zoom sessions.
c. Maintain a current ELAC email address for course updates and communications.
d. Regularly check your Canvas email for updates, assignment notifications, and additional materials.
e. When communicating via email (LACCD Outlook), include “CD 22” and your Section Number in the subject line.Attendance Requirements:
a. Attend every in-person class session and weekly lecture (this is not an online course).
b. Regular attendance is mandatory; missing classes may affect your ability to meet course requirements and impact your overall grade.
c. Students are expected to attend every meeting of all classes for which they are registered.Reading and Discussion Requirements:
a. Engage in reading, reviewing, and participating in discussions of five journal articles published for this course.
b. Participate in discussions on the Positive Discipline and Redirection document.
c. Share learning activities with peers, view presentations by other students, and engage in follow-up discussions.Presentation and Video Assignments:
a. Conduct an in-class presentation teaching fingerplay to a small group of children using the ECHO method (including a reading chart).
b. Produce and post a video of yourself conducting a Read-Aloud session with a small group of children as specified in the course guidelines.
c. Create and present a Project Approach PowerPoint presentation that includes documentation.Small Group Activity:
a. Lead 6 small group activity as part of the class requirements.Field Work / Volunteer Requirements:
a. Volunteer or work directly with children in an approved, supervised preschool setting for a total of 108 hours.
b. Submit an hourly time log, signed by the site-supervising teacher, verifying the completion of the 108 hours (form to be provided).Curriculum and Activity Planning:
a. Develop three Activity Plans following the provided format, with each plan carried out with children (one plan will be observed by the ELAC CD 22 practicum instructor).
b. Prepare and submit a one-week Curriculum/Block Plan using the course-provided format.Observations:
a. Conduct an in-person infant/toddler observation as part of the course requirements.Evaluations and Self-Assessment:
a. Complete a Self-Evaluation using the provided form.
b. Complete a Site-Supervising Teacher Evaluation using the provided form.Examinations:
a. Complete both the midterm and final examinations.General Participation and Commitment:
a. Attend every class session (this is a required element of the course).
b. Recognize that this is a 4-unit course, typically generating about 4 hours of outside class work per class hour.
c. Understand that course schedules, dates, times, and assignments may change due to emergencies, illness, or other needs.
Our CD 22 class Diversity, Equity & Inclusion statement
Our CD 22 class Diversity, Equity & Inclusion statement
As we begin this class, I want to emphasize that our classroom is more than a space for learning, it’s a space of diverse backgrounds, perspectives, and shared growth. I hope that each of you feels not only welcomed but truly valued, that your unique learning needs are supported and that the diversity you bring to this course becomes a source of strength and inspiration for us all.
My mission in CD 22 is to create an environment built on respect, understanding, and inclusion. No matter your gender identity, sexuality, disability, age, socioeconomic status, ethnicity, race, nationality, religion, or culture, you belong here. I am committed to providing materials and activities that honor and celebrate our differences. Your voice matters, and your ideas and suggestions are not just welcome, they are important to our shared success.
Over the next few weeks, we’ll discuss important topics related to infant and toddler care, including inclusion, respect, and relationship-based caregiving. Some topics may challenge us to think critically, so it’s important to nurture an atmosphere of trust and safety. We will approach our discussions with openness and respect, keeping in mind that our words and actions have an impact.
Here are a few guiding principles for our class:
Diversity is a strength. Each of you brings valuable experiences and identities to our learning community, and these will enhance our understanding of inclusive caregiving practices.
Collaboration is key. We are all here to learn from one another. By sharing our ideas and perspectives, we create a richer learning experience for everyone.
Respect is essential. Let’s be considerate of one another’s feelings, perspectives, and backgrounds as we grow together.
Our collective goal is to empower each other with the knowledge and skills needed to support infants and toddlers in ways that are inclusive, respectful, and developmentally appropriate. As we move forward, I encourage you to actively participate, ask questions, and share your insights.
Together, we will build a supportive learning environment that not only prepares you for success but also celebrates the diversity that makes our classroom unique. Let’s make this a meaningful and rewarding experience for everyone!
As you navigate this course, remember that our Racial Equity Guide Glossary is a valuable resource for ensuring we communicate effectively and respectfully.
I look forward to working alongside you as we create a supportive, inspiring, and empowering learning experience.
Guidelines For Incompletes
Guidelines For Incompletes
General Guideline: Incomplete academic work for unforeseeable emergencies and justifiable reasons, at the end of the term, may result in an “I” grade being entered in the student’s record. The condition for the removal of the “I” shall be stated by the instructor in a written record. The record shall contain the conditions for the removal of the “I” and the grade assigned in lieu of its removal.
Guideline Details: An incomplete may not be given when the student has completed less than 75% of the required work for the class. For example, an incomplete might be appropriate if a student requests additional time to complete a final paper or assignment that is no more than 25% of the final grade. An incomplete is not appropriate if a student requests at the end of a semester to make up assignments missed throughout the semester that represent more than 25% of the final grade.
communication policy
communication policy
Communication will be an important part of this online course. The beauty of Canvas is there are many ways we will be able to communicate and share information student-to-instructor and student-to-student. You may refer to Announcements, Discussions, Chats, and feedback on assignments and exams.
Please contact me via our CANVAS email or text/call: (562) 452-0777
I am unable to correspond via personal emails. You can expect emails from me, especially regarding your personalized fieldwork assignments via canvas. I will do my best to reply to your inquiries within 48 hours, and I kindly request that you also respond within the same timeframe. To stay informed about campus updates, kindly make an effort to check your college email 2-3 times a week.
Discussion Guidelines
Discussion Guidelines
To encourage a productive learning environment, it's crucial that we remain receptive to diverse perspectives. During our shared journey this semester, I encourage you to embrace the individuality of your fellow classmates and recognize the rich learning potential that arises from our differences. Kindly demonstrate respect for one another's viewpoints and avoid engaging in personal attacks or disparaging remarks of any nature.
Additionally, please be mindful of the confidentiality surrounding personal and professional matters discussed within the class. Respecting the privacy of your peers is of utmost importance.
No Show & Drop Policy
No Show & Drop Policy
If you no longer wish to participate in this course, at any time, it is your responsibility to officially drop the class, to make sure you have no notation on your transcript. Students not attending class, who have not contacted me to explain, or who have not notified me or the college that they have dropped, may receive an F by default.
If I have not received communication from you by the first Wednesday of the semester, I will need to drop you and add someone from the waiting list before the deadline. Therefore you must communicate with me if you are continuing in the class, in one of the following ways:
Submit the in-class survey
Email me at Ruizayam@laccd.edu
Text/call me at 562.452.0777
Submit your reply in Discussions Canvas to the first assignment by uploading the video assignment
Attend every in-person class session and workshops (MANDATORY)
Late Assignment Policy:
I understand that life can be unpredictable, and we all have responsibilities beyond our studies. While I empathize with this, it's important to maintain a fair grading process for all.
To ensure a smooth academic journey for all, each assignment comes with a designated due date. This timeline allows me to provide you with constructive feedback and maintain a structured learning process. I kindly request your cooperation in adhering to these deadlines. Please note that late submissions will be subject to a 20% grade deduction.
It's essential to remember that in-class discussions and assignments cannot be made up. Assignments submitted more than one week beyond the due date will not be accepted unless prior arrangements have been made.
In cases of emergencies or circumstances beyond your control, please feel free to contact me via text or email as soon as possible. We can discuss the possibility of an extension without any academic penalties. Effective communication is key to resolving these situations.
Your understanding and collaboration are greatly appreciated!
Class Etiquette
Class Etiquette
Communication: Student-to-Student
Communication: Student-to-Student
When communicating with peers, keep in mind that you’re practicing skills for your future career, which may involve working with children, families, and colleagues in professional settings. Here’s how to maintain professionalism while fostering a supportive environment:
Be Respectful: Always use polite and appropriate language. Avoid slang or offensive words.
Maintain Privacy: Respect the confidentiality of classmates and their shared experiences.
Be Collaborative: Ask for help when needed and offer assistance to others when possible.
Respond Promptly: Communication works both ways—reply to messages and give others a chance to respond.
Respect Differences: Appreciate diverse opinions and viewpoints. If you disagree, do so respectfully and constructively.
Keep Class Discussions Private: What we share in class stays in class to maintain trust and understanding.
Use Clear and Professional Writing: Write concisely, proofread for grammar and spelling, and avoid texting language.
Communication: Student-to-Instructor
Communication: Student-to-Instructor
Your communication with me is an opportunity to practice professional skills. Here’s how to make your messages effective:
Professional Tone: Use formal language when emailing or messaging. For clarity, include “CD 31” and the section number in the subject line of emails.
Be Clear and Concise: State your question or concern clearly to ensure a timely and accurate response.
Timeliness: Respond to instructor messages within three days, and I will do my best to respond to your messages within 48 hours (excluding weekends).
Attachments: Double-check any attachments before sending to ensure they are included and correct.
Proofread: Review your message for typos and clarity before sending.
Expectations and Ground Rules
Expectations and Ground Rules
This class is a community of learners, where everyone is encouraged to share, ask questions, and grow together. To ensure a positive experience:
Be Open: There are no “stupid” questions. Your inquiries often benefit the whole class.
Engage Respectfully: Listen to others’ perspectives and contribute thoughtfully.
Participate Fully: Active participation in discussions and activities is key to success.
Follow Deadlines: Complete assignments and tasks on time to avoid falling behind.
Tips for Online Success
Tips for Online Success
Check Canvas Frequently: Log in at least once a day to stay updated with announcements, assignments, and messages.
Stay Organized: Use the syllabus to keep track of deadlines and assignments.
Back Up Your Work: Save your assignments on multiple platforms (e.g., email, USB, or cloud storage) to avoid losing progress.
Ask Questions: Don’t hesitate to reach out if you’re unclear about assignments or expectations.
Plan Ahead: Start assignments early and give yourself time to review before submission.
Participate Regularly: Engage in class discussions and activities to show your presence and understanding.
Course Format and Requirements
Course Format and Requirements
Attendance: Attend all in-person lectures as listed in the syllabus.
Assignments: Complete and submit all assignments by the due dates provided in the syllabus or on Canvas.
Modules: Review course modules at least three times per week to stay on track.
Quizzes: Prepare for in-person quizzes. Online quizzes must be taken through Canvas if prior arrangements are made.
Discussions: In-class discussions are an essential part of the course and provide opportunities to collaborate and learn from peers.
Technical Tips:
Use Google Chrome for the best Canvas experience.
Save your work frequently to prevent data loss.
If you experience technical issues, communicate immediately and have a backup plan (e.g., access to another device or computer).
Netiquette for Online Interactions
Netiquette for Online Interactions
Be respectful and considerate in your messages.
Avoid typing in ALL CAPS (it’s considered shouting).
Disagree constructively and support your opinions with thoughtful arguments.
Expect replies within 72 hours; allow 72 hours for a response (longer on weekends).
overall grade.
Attendance Policy
Attendance Policy
Only students who have been admitted to East Los Angeles College and are in approved active status are permitted to attend classes. Regular attendance is essential for success, and students are expected to attend every session of all classes for which they are registered.
In the event of an emergency or unforeseen circumstance, students are required to notify their instructor promptly to avoid the risk of being excluded from the class. Please note that if a student is absent for more hours than the class meets per week, student will have to drop the course.
Students are not permitted to miss more than two class sessions without exception. If a student exceeds this limit, they may be dropped from the course. Once 75% of the term is completed, the instructor may no longer be able to exclude the student and will need to assign a grade reflective of the student’s progress. To prevent this, it is essential for students to communicate any circumstances leading to an absence with the instructor, so a plan can be developed to address the two communicated absences and ensure continued enrollment and academic success.
Withdrawing
To support your success in this course, it’s important to understand the policies regarding attendance and withdrawal.
“W” Counts as an Attempt:
Receiving a grade of “W” (Withdrawal) counts as one of your three attempts at a course.
You are only allowed three total attempts for any course, including any combination of “W,” “D,” or “F” grades.
Dropping After the No-Penalty Date:
If you remain enrolled in a course past the “no penalty” withdrawal date and then drop it or are excluded, you will receive a “W” grade, which counts as an attempt.
Three Attempt Limit:
After three attempts at a class (with any combination of “W,” “D,” or “F” grades), you will not be allowed to register for the course again.
Withdrawal Responsibility:
It is the student’s responsibility to withdraw from the course if needed.
You must initiate the withdrawal process and obtain the instructor’s approval/signature on the withdrawal form.
Avoiding an “F” or “W” Grade:
To avoid receiving an “F” or “W” on your academic record, ensure you properly withdraw from the course before the deadlines.
Students remaining in the course beyond 75% of the term will be given an evaluative grade by the instructor.
It is the student’s responsibility to consult with the instructor regarding any absences that could result in exclusion.
Things To Remember
Student-Initiated Withdrawal:
If you need to withdraw from the course, it is your responsibility to initiate the process.
Attendance Requirements:
Attendance is essential to keep up with the course material and assignments.
Due to the intensive nature of this course, it is important to attend every class
Instructor-Initiated Withdrawal:
The instructor reserves the right to withdraw a student from the course if:
The student misses the first day of class without prior notice.
The student misses two class sessions without prior consultation with the instructor.
Avoiding “F” or “W” Grades:
To avoid receiving a grade of “F” or “W” on your academic record, ensure that you officially withdraw from the course if necessary and do so before the deadline.
I am committed to your success and encourage open communication.
LACCD Copyright Notification
LACCD Copyright Notification
My lectures and course materials are protected by U.S. copyright law, East Los Angeles College, and the Los Angeles Community College District. Students may not, without express prior written consent from me, live stream, record, create, reproduce, distribute, display (post/upload), photograph, screenshot/screen capture, or by any other electronic or physical means any course content including, but not limited to: audio/video recordings, syllabus, supplemental material (i.e., tests, quizzes, exams, assignments, discussions, articles, notes, etc.), lectures, presentations, simulations, visual materials that accompany lectures or discussions (such as slides), or virtual whiteboard notes (or similar). You may take notes and make copies of course materials for your own use but may not share or allow any of the materials (or similar) to be shared with any other person or student.
Violations of this policy on intellectual property will be reported to the Dean and the Vice President of Student Services. Such violations may be subject to formal discipline under the Student Code of Conduct.
AI Policy
AI Policy
In CD 22, your critical thinking, analytical, and writing skills are essential to your academic journey and future success in infant and toddler care. These skills are best developed through personal effort and original work. For this reason, the use of AI tools—including but not limited to ChatGPT, Bard, Jasper, Grammarly, Writesonic, Copy.ai, or any other AI content generation tools—is not permitted for assignments in this course.
While AI tools can be helpful in other contexts, this course emphasizes authentic engagement with the material and the application of your own knowledge and understanding. To support your success, I encourage the following alternatives to AI:
Alternatives to Using AI Tools:
Alternatives to Using AI Tools:
Engage in Active Learning:
Take detailed notes during lectures and discussions.
Rely on course readings, assignments, and resources to enhance your understanding.
Utilize Support Services:
Contact me for clarification or assistance with assignments or course content.
Access tutoring, writing centers, and other academic resources provided by East Los Angeles College.
Collaborate with Peers:
Participate actively in class discussions to exchange ideas and perspectives.
Form study groups with classmates to review material and gain deeper insights.
Conduct Reliable Research:
Use library databases to find peer-reviewed articles and credible scholarly resources.
Follow APA guidelines to ensure proper citation and attribution of sources.
Instructor’s Policy on AI and Plagiarism Detection:
Instructor’s Policy on AI and Plagiarism Detection:
As your instructor, I reserve the right to use plagiarism detection tools, including those specifically designed to identify AI-generated content, to evaluate your submissions. Any violation of academic integrity—including the use of AI tools for content generation or editing—the penalty may range from no credit for an assignment up to and including but not limited to exclusion, and/or a “F” grade for the course. ELAC's Academic Honesty Policy and Plagiarism Policy as stated in the catalog.
Why This Policy Matters:
This course is designed to help you develop skills that will prepare you for real-world challenges in infant and toddler care. Submitting original work ensures that you fully engage with the material and grow as a professional. By avoiding the use of AI tools, you strengthen your critical thinking, writing, and research abilities—skills essential for success in the field.
By adhering to these guidelines, you uphold the integrity of your work and the standards of this course. If you have any questions or need further clarification, please feel free to reach out to me. Thank you for your commitment to academic excellence and integrity. Let’s make this a rewarding and successful semester together!
Unethical Concern, Academic Dishonesty & Plagiarism
Unethical Concern, Academic Dishonesty & Plagiarism
We are learning to be professionals and ethical behavior is a concern for all of us. We want to be able to trust anyone who comes into contact with our child. Therefore, dishonesty or cheating will affect your grade and could cause exclusion from the class or college. If you feel you do not understand something, or cannot manage by yourself due to time, language, understanding, etc., please speak with me. If you are texting or answer a phone call during an exam, we have no way of knowing if you are receiving an answer to a question or not, therefore, this would be considered cheating.
Ethical behavior and integrity are a vital parts of principles that will guide you throughout the rest of your life. A reputation for honesty says more about you and is more highly prized, than simply your academic skills. Each student is responsible for performing academic tasks in such a way that honesty is not in question.
Students, you are expected to refrain from engaging in the following behaviors: 1) Using, receiving, or providing unauthorized information during tests or on any written assignments; 2) Changing answers on assignments after work has been graded; 3) Using unauthorized electronic devices, such as cell phones, PDA’s, electronic dictionaries, IPODs, etc. 4) Having another student take an examination for you or taking an examination for another student; 5) Plagiarizing or presenting someone else’s work as your own; 6) Forging or altering registration documents, grades, or add permits; 7) Bribing or attempting to bribe an instructor or other college official for grade consideration or other special favors; 8) Violating any other standard that an instructor identifies as cheating in that particular course or subject area.
The penalty may range from no credit for an assignment up to and including exclusion, and/or a “F” grade for the course. Academic dishonesty includes cheating, fabricating or falsifying information or sources, improper collaboration, submitting the same paper for different classes without permission, and plagiarism. Plagiarism occurs when writers deliberately or unintentionally use another person's language, ideas, or materials and present them as their own without properly acknowledging and citing the source. Familiarize yourself with East Los Angeles College’s Policy on Academic Dishonesty at:
http://faculty.elac.edu/deutschl/doc/Math%20263/ACADEMIC%20HONESTY.pdf
Student Services
Student Services
Student Services Schedule and Links
Winter and Spring 2025
See a list of campus resources at ELAC Student Services
9:00am-5:00pm
9:00am-6:00pm
9:00am-6:00pm
9:00am-5:00pm
8:00am-12:00pm
The Admissions & Records office manages student applications, enrollment, and academic records. It also handles transcript requests and residency determinations.
T & Th 9:00 am-4:30pm
The Assessment Center provides placement testing services to help students determine the appropriate level for courses in subjects such as math, English, and ESL.
8:00am-7:00pm
8:00am-7:00pm
8:00am-7:00pm
8:00am-7:00pm
8:00am-4:00pm
The Associated Student Union (ASU) is responsible for organizing student activities, promoting student engagement, and representing the student body in college affairs.
8:00am-5:00pm
8:00am-5:00pm
8:00am-5:00pm
8:00am-5:00pm
8:00am-4:00pm
The Basic Needs Center offers support services such as food assistance, housing resources, and emergency aid to help students meet essential needs.
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
9:00am-1:00pm
This service provides career counseling, job placement assistance, and workshops to help students prepare for their careers.
8:00am-4:45pm
8:00am-4:45pm
8:00am-4:45pm
8:00am-4:45pm
8:00am-2:00pm
The CalWORKs program provides support to students who receive public assistance, offering educational planning, job placement, and other resources to help them achieve self-sufficiency.
8:30am-5:00pm
8:30am-6:00pm
8:30am-6:00pm
8:30am-5:00pm
8:30am-1:00pm
The Counseling Department offers academic and career counseling services to assist students in achieving their educational goals.
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
8:00am-12:00pm
The Dream Resource Center provides services and support to undocumented students, including legal resources, financial aid guidance, and advocacy.
9:00am-5:00pm
9:00am-5:00pm
9:00am-7:00pm
9:00am-5:00pm
8:00am-2:00pm
DSPS offers accommodation and support services for students with diversabilities, ensuring equal access to educational opportunities.
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
9:00am-1:00pm
EOPS provides academic support, counseling, and financial assistance to low-income and economically disadvantaged students.
9:00am-6:00pm
9:00am-6:00pm
9:00am-6:00pm
9:00am-6:00pm
8:00am-12:00pm
*Open 1st Saturday of each month except holiday weekend: 9:00 a.m. to 1 p.m.
The Financial Aid Office helps students access federal, state, and institutional financial aid, including grants, scholarships, and loans. FAFSA application
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
8:00am-12:00pm
The First Year Experience program supports new students through their transition to college life with resources like mentoring, workshops, and specialized counseling.
9:30am-5:30pm
9:30am-5:30pm
9:30am-5:30pm
9:30am-5:30pm
Closed Open on Saturdays 8:00am -12:00pm (excluding holidays)
This program provides training, resources, and support to foster and kinship caregivers, ensuring they have the tools needed to support the children in their care.
8:00am – 5:00pm
8:00am – 5:00pm
8:00am – 5:00pm
8:00am – 5:00pm
8:00am – 5:00pm
Offers medical services, mental health counseling, and wellness programs. The Health Center is dedicated to supporting students' overall health and well-being through accessible healthcare and resources.
9:00am-7:00pm
8:30am-5:00pm
9:00am-7:00pm
8:30am-5:00pm
8:00am-1:30pm
This center offers support services specifically for student-athletes, including academic counseling, tutoring, and career guidance.
9:00am-4:00pm
9:00am-4:00pm
9:00am-4:00pm
9:00am-4:00pm
9:00am-12:00pm
The International Student Office assists students from other countries with admissions, visa requirements, and acclimating to life at ELAC.
Latinas Completion &Transfer Academy
12:30pm-8:30pm
9:00am-3:30pm
12:30pm-8:30pm
9:00am-3:30pm
9:00am-1:00pm
This program is designed to support Latina students in their educational journey, offering mentoring, workshops, and transfer assistance.
9:00am-6:00pm
9:00am-6:00pm
9:00am-6:00pm
9:00am-6:00pm
9:30am-4:30pm
*In person and online
The Language Lab provides tutoring, workshops, and study resources for English as a Second Language, American Sign Language, Chinese, French, Japanese, and Spanish. Other services include study and reading areas, computer areas, and help-desk assistance.
8:30am-5:00pm
8:30am-5:00pm
8:30am-5:00pm
8:30am-5:00pm
Closed
The Learning Center aims to enhance students’ understanding and performance in their coursework and offers academic support services including tutoring, workshops, and study resources across various subjects.
8:00am – 7:00pm
8:00am- 7:00pm
8:00am- 7:00pm
8:00am- 7:00pm
8:00am – 4:00pm
Provides access to a wide range of academic resources, including books, databases, and study spaces. The library also offers research assistance, workshops, and digital resources to support students' academic needs.
10:00am-6:00pm
10:00am-6:00pm
10:00am-6:00pm
10:00am-6:00pm
10:00am-4:00pm
Provides students with additional support in mathematics through tutoring, workshops, and study groups. The lab is designed to help students strengthen their math skills and succeed in their math courses.
8:00am-4:00pm
8:00am-4:00pm
8:00am-4:00pm
8:00am-4:00pm
Closed
*Office is closed but staff work from campus. Open two Saturday of month 12:00-4:00pm
NextUp provides additional support to current and former foster youth attending ELAC, helping them succeed academically and personally.
8:30am-5:00pm
8:30am-5:00pm
8:30am-5:00pm
8:30am-5:00pm
8:30am-12:00pm
The Outreach program works to connect potential students with ELAC, offering information sessions, campus tours, and assistance with the application process.
8:00am-4:15pm
8:00am-4:15pm
8:00am-4:15pm
8:00am-4:15pm
8:00am-12:00pm
The Pride Center offers a supportive environment and resources for LGBTQ+ students, including counseling, advocacy, and social events.
8:30am-5:00pm
8:30am-5:00pm
8:30am-5:00pm
8:30am-5:00pm
*Virtual Hours: Mon-Thurs 9:00am – 5:00pm, Fridays 12:00pm – 4:00pm
Offers assistance with reading comprehension and writing skills. The center provides tutoring, workshops, and resources to help students improve their reading strategies and writing proficiency.
10:30am-7:00pm
10:30am-7:00pm
10:30am-7:00pm
10:30am-7:00pm
8:00am-1:00pm
Rising Scholars provides resources and support for students impacted by the criminal justice system, helping them succeed in their educational pursuits.
8:30am-4:30pm
8:30am-4:30pm
8:30am-4:30pm
8:30am-4:30pm
8:30am-4:30pm
The Student Services Office oversees a wide range of student support programs, ensuring students have access to the resources they need for academic success.
8:00am-4:00pm
8:00am-4:00pm
8:00am-4:00pm
8:00am-4:00pm
8:00am-12:00pm
The Transfer Center provides guidance and resources for students planning to transfer to four-year universities, including application assistance and transfer workshops.
9:00am-4:00pm
9:00am-4:00pm
9:00am-4:00pm
9:00am-4:00pm
8:00am-1:00pm
Umoja is a community and resource center focused on enhancing the cultural and educational experiences of African American and other students.
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
9:00am-5:00pm
8:00am-4:00pm
The Veterans Office provides support services for military veterans, including educational benefits assistance, counseling, and advocacy.
9:00am-5:00pm
9:00am-6:00pm
9:00am-6:00pm
9:00am-5:00pm
8:30am-12:30pm
The Welcome Center is the first stop for new and prospective students, offering information, campus tours, and help with the admissions process.
Additional Support
Additional Support
Jovenes, Inc.
The College Success Initiative Though not an ELAC office, resource providing services to homeless young adults in Southeast LA County. The College Success Initiative offers support to students at ELAC, Trade Tech, and Rio Hondo.
Main Location: 1208 Pleasant Ave, Los Angeles, CA 90033
Campus Location: E1
Campus Liaison: Sarai Rodriguez
Phone:
Website: https://www.jovenesinc.org/college-housing
Ombudsperson
Resource providing help to students to receive equitable resolutions to complaints.
Contact: ombuds@elac.edu
Phone: 323-265-8712
Website: https://www.elac.edu/Student-Services/Student-Resources/Ombudsperson
RESEARCH HELP FROM THE ELAC LIBRARIANS
Visit or call an ELAC Librarian during open hours at the Research Help Desk (323) 415-4134. The library offers workshops throughout the semester to help students use the library resources and prepare for class research projects. You are encouraged to attend workshops to help support your academic work.
For more information, you can visit the website at: http://www.elac.edu/library/.
Additionally, you can chat with a librarian online 24/7. The link is on the library’s webpage. To engage in the online chat service, you just need to log in and have your email address available.
For general questions regarding the library hours, textbooks on reserve, book renewals, fines, etc. you can call the main library Circulation Desk at (323) 265-8758.
Sexual Assault Awareness Violence Education Team (SAAVE)
Resource providing access to a group of faculty, staff, administrators, and community professionals who are dedicated to violence prevention and intervention.
Location: F5-315
Phone: 323-780-6754
Website: https://www.elac.edu/Student-Services/Student-Resources/Sexual-Assault-Awareness[1]Violence-Education-Team
SHERIFFS EAST LOS ANGELES COLLEGE
The East Los Angeles College Sheriff's Station is
Location: B5-104
For emergencies call (323) 265-8800, or use the Emergency Phones (with the blue light) located around the campus.
Title IX Coordinator
Resource providing support to address violence and harassment based on sex, gender, race, national origin, etc.
Contact: College Title IX coordinator Angelica Toledo
Email: ToledaA@elac.edu
Phone: 323-265-8613
Website: http://www.elac.edu/About-ELAC/ADA-Compliance/Title-IX Additional Resources/
Diversabilities Support Program and Services
Diversabilities Support Program and Services
DSPS (Diversabilities Support Program and Services): “Understanding how you learn is the first step to success.” Contact DSPS to see what accommodations or individualized support services your qualify for! Email dsps@elac.edu and phone (323) 285- 0662.
Mondays to Thursdays: 9:00AM - 5:00PM
Fridays: 9:00AM - 1:00PM
Email: dsps@elac.edu
Phone: (323) 265-8787
Phone: (323) 357-6296
Fax: (323) 265-8714
Statement of Reasonable Accommodations: The instructor will provide reasonable accommodations to any students with a disability who is registered with the Office of Student with Diversabilitis (DSPS) and who needs and requests accommodations. Reasonable accommodation may involve a student to use an interpreter; note taker, reader, or may affect the administration of examinations. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at ELAC Students with Diversabilities Office. The American’s with Disabilities Act (ADA) gives civil rights protections to individuals with disabilities that are like those provided to individuals on the basis of race, sex, national origin, and religion. It guarantees equal opportunity for individuals with disabilities in employment, public accommodations, transportation, State and local government services, and telecommunications.
ADA Statement
East Los Angeles College is committed to creating and maintaining a welcoming and inclusive educational and working environment for people of all abilities. East Los Angeles College remains committed to the principles of equal access and opportunity for individuals with disabilities in compliance with the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Amendments Act (ADAAA), and applicable sections of the Rehabilitation Act of 1973. As such, no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of East Los Angeles College, or be subjected to discrimination. East Los Angeles College requires that a reasonable accommodation be made for participation in and equal access to programs, services, activities, or facilities unless the accommodation would result in undue hardship or threaten the health and safety of East Los Angeles College employees or other participants.
Students and employees with disabilities have the same obligation as all members of the community to meet and maintain the institution’s job performance, academic and technical standards, and codes of conduct. East Los Angeles College’s ADA Coordinator is responsible for coordinating campus-wide compliance with the ADA and Sections 504 of the Rehabilitation Act. The ADA Coordinator can be contacted at:
ADA Coordinator/Title II Coordinator
Nghi Nghiem
Associate Vice President,
Administrative Services
ADAcoordinator@elac.edu or NGHIEMNX@ELAC.EDU
(323) 265-8689
Financial Aid
Financial Aid
The Financial Aid and Scholarship Office is meant to help you achieve your educational goals by providing support in applying for fee waivers, grants, scholarships, work-study opportunities, and loans. Our team is committed to ensuring you have the resources you need to succeed.
Services Provided:
Services Provided:
Assistance with FAFSA and Dream Act applications
Information about fee waivers, grants, scholarships, and loans
Guidance on work-study opportunities
Help navigating financial aid processes
Location: E1 - Student Services Building, Room 135
Location: E1 - Student Services Building, Room 135
Office Hours:
Office Hours:
Monday–Thursday: 9:00 AM – 6:00 PM
Friday: 8:00 AM – 12:00 PM
Saturday (1st of each month): 9:00 AM – 1:00 PM
Contact Information:
Contact Information:
Phone: (323) 265-8738
Fax: (323) 265-8980
Email: finaid@elac.edu
Cranium Café Lobby: Click here for Virtual Assistance
School Codes:
School Codes:
FAFSA Federal School Code: 001222
Dream Act School Code: 02226000
Take some time to explore the resources and services available on our Financial Aid Website.
ELAC Career and Academic Pathways (CAPs) & Academic Maps
ELAC Career and Academic Pathways (CAPs) & Academic Maps
At ELAC, we have 8 Career and Academic Pathways (CAPs) to help students find their path towards rewarding careers and/or transfer opportunities. Students can explore pathways within an interest area to see what program is best for them.
Each degree/certificate program has an Academic Map, a tool for students to plan their pathway with a Counselor. The Academic Map has information about required and suggested course sequences, scheduling, pre-requisites, career and transfer options, and recommendations from the department.
Students are encouraged to meet with a Counselor at each step in their academic journey to find their path, stay on their path and complete their goals.
To explore the CAPs and Academic Maps, visit the CAP website.
To meet with a Counselor, make an appointment with Academic Counseling
To meet with a Career Counselor, make an appointment with Career and Job Services
Grading: Assessments and Points
Grading: Assessments and Points
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Child Development 22 Course Assignments & Grading
===================================================
Assignments & Point Values (Total Points: 700)
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1. Articles/Discussions
- Points: 15 total (5 points each)
- Note: In Class discussions--attendance is required.
- Approx. % of Total: ~2.1%
2. Running Record
- Points: 10
- Approx. % of Total: ~1.4%
3. Finger-Play Presentation (including word chart)
- Points: 35
- Approx. % of Total: ~5.0%
4. Read-Aloud Presentation
- Points: 25
- Approx. % of Total: ~3.6%
5. CRLC I Packet (Mandatory)
- Total Points: 175
- Breakdown:
a. Part A: 30 points
b. Part B1: 25 points
c. Part B2: 25 points
d. Part C: 20 points
e. Part D: 65 points
f. Part F: 10 points
- Note: Part E is mandatory but does not carry a point value.
- Approx. % of Total: ~25.0%
6. Activity Plans (3 assignments)
- Points: 65 each, Total = 195 points
- Approx. % of Total: ~27.9%
7. Practicum Activity Checklist
- Points: 10
- Approx. % of Total: ~1.4%
8. Project Approach Presentation
- Points: 75
- Approx. % of Total: ~10.7%
9. In-Class Assignments (8 total)
- Points: 40
- Approx. % of Total: ~5.7%
10. Midterm Examination
- Points: 40
- Approx. % of Total: ~5.7%
11. Final Examination
- Points: 10
- Approx. % of Total: ~1.4%
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Mandatory (Non-Point) Requirements:
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- Self-Evaluation and Reflection
- Supervising Teacher Evaluation
- ELAC Practicum Instructor Observation
- Completed Time Sheets
- Completed Professional Development Hours (8)
- Evaluation/Feedback Individual
*Note: Completing only the midterm and final does not fulfill course requirements.*
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Grading Scale:
---------------------------------------------------
- A: 630 – 700 points
- B: 560 – 629 points
- C: 490 – 559 points
- D: 293 – 489 points
- F: 0 – 292 points
Please note:
- Attendance: In-person attendance at every class session is mandatory.
- Technology: You must have access to a computer with word processing software, reliable internet, and a current ELAC email address.
- Course updates, assignment details, and materials will be posted in Canvas.
- This is a 4-unit course, which typically requires about 4 hours of outside work per class hour.
- Please note that dates, times, and assignments may change due to emergencies or unforeseen circumstances.
===================================================
Grades will be awarded using the symbols A, B, C, D, and F. (No + or – grades will be assigned per ELAC/LACCD policy)
COURSE SCHEDULE FOR SPRING 2025
COURSE SCHEDULE FOR SPRING 2025
This information: dates, times, assignments, etc. may change due to emergency, illness or need, if necessary.
This class is organized by MODULES. You will find everything you need each week in Modules. Details for all assignments and rubrics will appear in the assignments Link as the class progresses. This is an overview of what to expect. Assignments due are in Blue to indicate when they are due purple indicates assignments to prepare for.
Course Assignments and Projects:
Please note that this information, including dates, times, assignments, and other details, is subject to change due to emergencies, illness, or other needs. Should any changes occur, you will be notified as soon as possible.
The class is structured into Modules organized by units. You will find everything you need within these Modules, such as assignments and their due dates. Detailed instructions for all assignments will be provided within the Module corresponding to the topic. Below is an overview of what to expect:
FEBRUARY 22
FEBRUARY 22
Introduction/Overview
Syllabus, Letters of Agreement, Time Log
How to use Syllabus, Modules, Resources
Placement for Practicum hours
Discussions, Articles, Textbook
Prepare for Discussion #1
MARCH 01
MARCH 01
Finger-Plays, Rhymes, and Transitional Songs Rationale
Developmental Milestones
Review Finger Play Presentation assignment
Read Article #1 “Five Good Reasons to Stop Saying Good Job”
Discussion #1 Due. Prepare for Discussion #2
MARCH 08
MARCH 08
Review Packet/Observation
Review Anecdote (Bias & Unbiased)
Finger Play presentation due in class
Article #1, Discussion #2 due
Small-Group Activity Plan Preparation and Activity Plan Format
MARCH 15
MARCH 15
California Learning Foundations, DRDP
Observation and Assessment
Developmental Milestones for your student’s age range
Read Article #2 and participate in Discussions
MARCH 22
MARCH 22
Saturday—Mr. Roger’s Workshop 9-2:00 (Certificate of Professional Development upon completion of the survey.)
MARCH 29
MARCH 29
Literacy and Read Aloud Rationale and Demonstration
Part A of TPA Packet due
Article #2 Discussion due
Read Article #3 for Discussions
Activity Plan #1 due
APRIL 05
APRIL 05
Review of TPA Packet
Begin Packet #2 Preparation
Article #3 Discussion due
Activity Plan #2 Prep
Documentation of Professional Development due (8 hours)
APRIL 12
APRIL 12
CAMPUS CLOSED--SPRING BREAK
APRIL 19
APRIL 19
Read Aloud Presentation Due
Read Article #4 for Discussions
Activity Plan #2 Due
APRIL 26
Small Group Implementation
Article #4 Discussion due
Activity Plan #3 & #4 Preparation
MAY 03
MAY 03
Positive Discipline and Behavior Management Rationale
Packet due
Activity Plan #3 & #4 Due
Small Group Activity Implementation Sharing
MAY 10
MAY 10
MAY 17
MAY 17
Self-Evaluation and Reflection due
Site-Supervisor Evaluation due
Time Log (100 hours) and equivalency log due
MAY 24
Presentations
MAY 31
Presentations
JUNE 07
JUNE 07
Final
⭐⭐Please note: This course outline is a guide for the class and may be modified/revised to enhance learning outcomes or by events outside the control of the instructor. You are responsible for ALL changes to the syllabus and all information presented during class.
Syllabus Statement for Updates
Syllabus Statement for Updates
This syllabus serves as a guide for the course, however, updates may be necessary throughout the semester due to unforeseen circumstances or to enhance student learning. Any changes will be communicated promptly through email, posted on canvas and through course announcements and will be reflected on the updated syllabus available on canvas where syllabus is available.
This syllabus was lasted updated on02/09/2025
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