Active Outline

General Information

Course ID (CB01A and CB01B)
C D D051A
Course Title (CB02)
Basic Student Teaching Practicum
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2024
Course Description
The course demonstrates developmentally appropriate early childhood teaching competencies under guided supervision. 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. Child-centered, play-oriented approaches to teaching, learning, and assessment; and knowledge of curriculum content areas will be emphasized as student teachers design, implement, and evaluate experiences that promote positive development and learning for all young children. (This course meets the NAEYC Standards 1, 2, 3, 4, and 5; and NBPTS Standards 1 through 9.)
Faculty Requirements
Discipline 1
[Child Development/Early Childhood Education]
FSA
[FHDA FSA - CHILD DEVELOPMENT]
Course Family
Not Applicable

Course Justification

This course meets the requirements of the Early Childhood Education Transfer Model Curriculum CCC Major or Area of Emphasis: Early Childhood Education and CSU Major or Majors: Child Development, Child and Adolescent Development, Human Development, Education. This course is CSU transferable. The course also meets areas of competency under the California Early Childhood Educators Competencies and applies to obtaining a California Child Development Permit at the Associate Teacher and Teacher levels. This course provides students the opportunity to practice and analyze basic teaching competencies through reflection and a mentored practicum setting.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
CHLD F086B

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only
C-IDArea(s)StatusDetails
ECEEarly Childhood EducationApprovedC-ID ECE 210

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours2.55.0
Laboratory Hours8.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
30.0
Laboratory
96.0
Total
126.0
Course Out-of-Class Hours
Lecture
60.0
Laboratory
0.0
NA
0.0
Total
60.0

Prerequisite(s)

C D D010G (or PSYC D010G), C D D012., C D D050. and C D D054.

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Discussion of assigned reading

Discussion and problem solving around classroom participation

Field observations

Laboratory experience which includes modeling and shadowing and working with children, parents and teachers

Homework which includes written assignments, such as curriculum plans, interactive plans, analysis of videotapes, and mid-quarter and end of quarter self assessments based on the NAEYC standards and teaching competencies

Assignments

  1. Complete all assigned readings.
  2. Complete assigned field observations.
  3. Participate  regularly in the seminar discussions.
  4. Shadow, observe and model the experienced mentor teacher during the practicum classroom hours.
  5. Complete written field observations of teachers interacting with children.
  6. Develop  curriculum activity plans that include a self-assessment of the activity.
  7. Complete written field observations of the environment of the classroom.
  8. Complete a mid-quarter and final evaluation in which the student must self-reflect and use critical thinking.

Methods of Evaluation

  1. Mid and end of the quarter conference in which the student, mentor teacher and instructor participate and each completes the "Mastery of the Basic Teaching Skills" rubric based on student performance. Completion of a mid-quarter and end of quarter evaluation includes the student's ability to self-reflect based on performance in the lab experience as measured in the videotapes taken of the student during the lab time, daily performance, written assignments, written and oral feedback from the instructor and mentor teacher.
  2. Participation in seminar discussions which shall include discussion of assigned reading and discussion and problem solving around classroom participation.
  3. Written field observations that include examining the classroom learning centers and room arrangement, documenting age-appropriate materials found in the field setting and looking at classroom schedules, transitions and children's developmental needs,
  4. Interactive Activity plans and written evaluations of the plans will  be assessed via a rubric. Students, in coordination with the mentor teacher, will complete each activity in the classroom with the children. The student will then apply critical thinking skills to self-reflect and assess the activity.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None
Essential College Facilities:
  • A quality early care and education setting, well equipped and defined classroom environments that model appropriate NAEYC teaching practices and standards, and respectful, reciprocal relationships between children, families and teaching staff

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Carroll TyminskiYour Early Childhood Practicum & Student Teaching ExperiencePearson20139780132869959
Roy, Jayanti, DeMotta, PhyllisBasic Student Teaching Handbook°®¶¹´«Ã½ College2014
Epstein, AnnThe Intentional TeacherThe National Association for the Education of Young Children2014‎ 978-1938113062
Krogh, L. Suzanne, Morehouse PamelaThe Early Childhood Curriculum: Inquiry Learning Through Integration‎ RoutledgeJuly 2020978-0367236113
Stronge, James HQualities of Effective TeachersASCDMarch 2018‎ 978-1416625865

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Demonstrate mastery of basic teaching competencies.
  • Integrate understanding of children's development and needs to establish respectful relationships, healthy, safe, appropriate environments and supportive and challenging learning experiences.
  • Design, implement and evaluate curriculum experiences based on observation and culturally sensitive assessment of young children.
  • Apply effective guidance and interaction strategies that support all children's social learning while maintaining overall classroom management.
  • Analyze the teaching process through reflection and self-assessment of teaching experiences to guide and improve practice.
  • Apply ethical standards and professional behaviors that demonstrate understanding, knowledge and commitment to the Early Childhood profession.
  • Demonstrate sensitivity and responsiveness to individual needs and differences in children.
  • Recognize the importance of respectful, reciprocal relationships with children and families that show sensitivity to family values, cultural, linguistic, sexual orientation, and ethnic differences.
  • Utilize an appropriate recordkeeping system to document, assess and track children’s progress.

CSLOs

  • Demonstrate mastery of basic teaching competencies.

  • Analyze the teaching process through reflection and self-assessment of teaching experiences to guide and improve practice.

Outline

  1. Demonstrate mastery of basic teaching competencies.
    1. Personal/Professional Qualities
    2. Relationships with Children
    3. Program Implementation
    4. Working with Staff and Other Adults
    5. Classroom Guidance Techniques
    6. Professionalism
  2. Integrate understanding of children's development and needs to establish respectful relationships, healthy, safe, appropriate environments and supportive and challenging learning experiences.
    1. Building relationships with children, teachers and families
      1. Trust, power and communication as they apply to relationships
      2. Developmentally appropriate interaction strategies
    2. Observation as a tool for understanding and responding to children and for planning curriculum
    3. Communication skills in all aspects of teaching, including cross cultural communication
    4. Guidance strategies to manage the classroom and promote pro-social behavior
    5. Maintain health and safety requirements at all times in the classroom.
    6. Interact effectively in a child-centered/child initiated/play oriented classroom environment
    7. State Learning Foundations and standards
  3. Design, implement and evaluate curriculum experiences based on observation and culturally sensitive assessment of young children.
    1. Preparation and planning of experiences, which emerge from the children's interest and activities
    2. Locating developmentally appropriate resources and materials for children of varying abilities
    3. Developing written activity plans to think through and evaluate experiences for children
    4. Selection of experiences and materials based on the developmental needs of individual children and of the group
    5. Maintain health and safety requirements at all times in the classroom
    6. When appropriate participate in early intervention specialist's curriculum adaptations
    7. Curriculum experiences integrated throughout program and to include content areas: language, literacy, math, science, social studies, and visual and performing arts
    8. Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children
  4. Apply effective guidance and interaction strategies that support all children's social learning while maintaining overall classroom management.
    1. Awareness and supervision of overall classroom
    2. Impact of environment on child behavior
    3. Positive guidance techniques that support self-management and social interactions
    4. Appropriate guidance strategies to meet the needs of the children's

      identity and self confidence.
    5. Conflict resolution and problem solving with children
    6. Prevention management with challenging children
    7. Sensitivity and awareness of family practices
  5. Analyze the teaching process through reflection and self-assessment of teaching experiences to guide and improve practice.
    1. The role of the teacher using NAEYC and NBPTS Standards
    2. Positive, enthusiastic and responsive attitude
    3. Uses feedback and constructive criticism to improve performance
    4. Observations to analyze the teaching process in terms of teaching style, and teaching practices
    5. Areas of personal strengths and areas of growth
    6. Personal and professional goal setting
    7. Sensitivity and awareness to own biases and to differences of culture, language, gender, life style, ethnicity and ability
    8. Video self-assessment
  6. Apply ethical standards and professional behaviors that demonstrate understanding, knowledge and commitment to the Early Childhood profession.
    1. Building collegial, professional relationships with students, staff and parents
    2. Professional responsibilities and duties of a teacher
    3. Code of ethical conduct
    4. Attitudes and skills in team teaching
    5. Culture and values as a factor in relationship building
    6. Professional standards, organizations and assessments
    7. On-going self-reflection as a critical quality of effective teaching
    8. Role of non-teaching professionals in the classroom
    9. State qualifications and career ladder
    10. Role of advocacy as a professional
  7. Demonstrate sensitivity and responsiveness to individual needs and differences in children.
    1. Child and family background information, concerns, priorities, and needs
    2. Resources available for children and families in the community
    3. Children with special needs
    4. Sharing your cultural background
  8. Recognize the importance of respectful, reciprocal relationships with children and families that show sensitivity to family values, cultural, linguistic, sexual orientation, and ethnic differences.
    1. Sensitivity and responsiveness to cultural, language, gender, sexual orientation, ethnic and all other differences
    2. Talking about differences in values in mutually respectful ways
    3. The classroom as a community experience
    4. Addressing bias and labeling in the classroom setting
  9. Utilize an appropriate recordkeeping system to document, assess and track children’s progress.
    1. Review appropriate record keeping system to document, assess and track children's progress
    2. Review the application of the DRDP and/or ASQ for curriculum application and working with families
    3. Review the differences between observation and assessment

Lab Topics

  1. Basic teaching competencies
  2. Understanding children's development and needs to establish respectful relationships
  3. Health and safety issues
  4. Appropriate environments
  5. Supportive and challenging learning experiences
  6. Design, implementation and evaluation of curriculum experiences based on observation
  7. Culturally sensitive assessment of young children
  8. Effective guidance
  9. Interaction strategies that support all children's social learning
  10. Maintaining overall classroom management
  11. Understanding the teaching process with reflection and self-assessment to guide practice
  12. Ethical standards and professional behaviors
  13. Sensitivity and responsiveness to individual needs and differences in children
Back to Top