Active Outline

General Information

Course ID (CB01A and CB01B)
C D D054.
Course Title (CB02)
Curriculum for Early Childhood Programs
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Curriculum development with emphasis on planning curriculum that is emergent, developmentally and individually appropriate and inclusive for all young children through age six. Students will examine the teacher's role in supporting development by using observation and assessment strategies and emphasizing the essential role of play. Curricular areas included to be explored are: language and literacy, social and emotional learning, sensory learning, art and creativity, and math and science.<br /> <br /> (This course meets NAEYC Standards 1 and 4; and NBPTS Standards 4, 5 and 6.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is required for the Child Development Permit, is one of eight foundation courses required by the California Alignment Project and is required by the Transfer Model Curriculum. It is CSU transferable. This course builds a foundation for students to know the role of the teacher in the classroom.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
CHLD F089.

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 130

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

C D D010G or PSYC D010G (may be taken concurrently)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Whole group and small group discussion

Guest speakers

Collaborative learning and small group exercises

Homework and extended projects

Quiz and examination review performed in class

In-class exploration of Internet sites

Portfolio

Assignments

  1. Complete all assigned reading from the textbook, articles and handouts.
  2. Discussion Groups. The instructor will provide the curriculum topics and the discussion schedule.
  3. Panel Discussion. Small groups of students will design a presentation to compare and contrast the differences between various curriculum models’ philosophy, practices, and materials.
  4. Assessment and Planning Curriculum Essay. Students will write an essay to describe the purposes of the DRDP and the ECERS instruments then describe how a teacher uses results from each instrument to support curriculum planning.
  5. Child Observation and Emergent Curriculum Project. The student will observe a group of children for 1-2 hours and take observational notes, then use the Observation rubric to capture the observed developmental levels. The students will then design an emergent activity that responds to the children’s’ developmental needs and interests, and that is developmentally appropriate, culturally sensitive, and inclusive.
  6. Evaluate and improve one learning center at the student's place of employment or at the °®¶ą´«Ă˝ CDC. Students will use the ECERS to evaluate a learning area, and use results to suggest changes to the environment and suggest emergent curriculum activities.
  7. Classroom Observation Report. The student will visit an early childhood/preschool

    education program for 1-2 hours. The student will find out the program’s educational goals,

    then complete an observation to see how well the activities and available toys and

    materials met the educational goals and the children’s developmental needs. A 2-3 page

    written report will (a) describe the environment and available learning materials and toys,

    (b) describe the educational goals, (c) evaluate how well all aspects of the learning

    environment meet the educational goals.
  8. Portfolio development including activity samples, literacy review, class handouts and resources

Methods of Evaluation

  1. Midterm and Portfolio/final exam on assigned reading from the text. Portfolio evaluate the presentation of curriculum activities that are emergent and developmentally age appropriate.
  2. Written reflection to describe the teaching model presented and how it relates to student’s teaching philosophy and values. Portfolio is the accumulation of all written assignments and curriculum activity plans supporting all developmental domains.
  3. Presentation rubric to evaluate the presentation of a curriculum model
  4. Essay rubric to evaluate the clarity and accuracy of the written content
  5. Curriculum project rubric to evaluate the level of proficiency of skills related to naturalistic observations and developmentally appropriate emergent activity design
  6. Checklist of (a) tasks for using the ECERS to evaluate a learning area, (b) changes that facilitate an inclusive, developmentally appropriate, and emergent environment, (c) written rationale based on the observation, and (d) written suggested curriculum activities that are emergent and developmentally appropriate.
  7. Report rubric to evaluate the clarity and accuracy of written descriptions of (a) the learning environment, (b) the educational goals, and (c) fit of the learning environment to the learning goals

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Jackman, Hilda. "Early Childhood Curriculum, A Child's Connection to the World", Current Edition. Delmar Publishing, 7th edition, 2018.
Kostelink, Soderman and Whiren. "Developmentally Appropriate Curriculum," Current Edition. Columbus, OH. Pearson Merrill/Prentice Hall, 6th edition, 2015.

Examples of Supporting Texts and References

AuthorTitlePublisher
Marotz, Lynn and Allen, K. Eileen. "Developmental Profiles: Pre-Birth Through Adolescence" 7th Edition. Albany, New York: Cengage Publishers, 2012.
Fraser and Gestwicki. "Authentic Childhood - Exploring Reggio Emilia in the Classroom". Delmar, Albany, NY. 2002.
Gould and Sullivan. "The Inclusive Early Childhood Classroom". Pearson Merrill Prentice Hall. Columbus, OH. 2005.
Copple, Carol and Bredekamp,Sue. "Developmentally Appropriate Practice" current edition.Teacher College Press 2009.
Curtis, Deb and Carter, Margie. "Learning Together with Young Children:A Curriculum Framework for Reflective Teachers" Redleaf Press 2007.
Helm, Judy and Katz, Lilian. "Young Investigators; The Project Approach in the Early Years"Teacher College Press 2016.

Learning Outcomes and Objectives

Course Objectives

  • Review developmental norms and basic theory for integrated program and curriculum development for typical and atypical development.
  • Review and describe the importance of continuous observation for understanding the whole child, including typical and atypical child behavior and curriculum planning to support all developmental domains.
  • Recognize and assess the importance of a learning environment for infants, toddlers, and preschoolers that is well organized, safe, inclusive, developmentally and age appropriate.
  • Identify and evaluate goals and objectives of child development programs, and suggest improvements to increase quality and effectiveness.
  • Plan curriculum for all developmental domains that is culturally salient, developmentally appropriate, inclusive and emergent.
  • Examine and assess the importance of planning tools, routines and schedules in child care programs and curriculum planning, including lesson planning, implementation, and evaluation.
  • Evaluate and assess curriculum models and related materials, including strategies for building home-school connections, to support child growth and development as part of the teacher's role.
  • Examine the legislation and standards for early learning and indicators of quality as part of the teacher's role.
  • Demonstrate a commitment to cultural competence and best practices in curriculum and learning environment design and assessment, as part of the teacher's role.

CSLOs

  • Design curriculum for all developmental domains that is culturally salient, developmentally appropriate, inclusive and emergent.

Outline

  1. Review developmental norms and basic theory for integrated program and curriculum development for typical and atypical development.
    1. Developmental characteristics of children from infancy through middle years for both typical and atypical development
    2. Defining curriculum
      1. Emergent curriculum emerges from or comes directly from observing the children and their interests
      2. The major types of planned curriculum models
      3. Relationship between emergent and planned curriculum
      4. Integrated curriculum planning tools: webbing, daily schedules, individual activity planning sheets, planning by room arrangement and learning centers; planning by using goals and objectives; specific skill building plans; interconnected curriculum themes and units across many learning centers.
    3. Examining the value of play
      1. Theory and definitions of play
      2. Characteristics of play
      3. Incorporates current research that investigates the value of play and how to support play in the curriculum
  2. Review and describe the importance of continuous observation for understanding the whole child, including typical and atypical child behavior and curriculum planning to support all developmental domains.
    1. Observational methods described ( running records, anecdotal records, ABC narrative, time/event samples)
    2. Describe the power of observation for assessment, curriculum design, and learning environment design
      1. Assessing child behavior to understand the whole child in order to responsively develop and evaluate emergent curriculum
      2. Assessing child behavior to intentionally arrange the room, set up the environment, and select materials, timing, and schedules
  3. Recognize and assess the importance of a learning environment for infants, toddlers, and preschoolers that is well organized, safe, inclusive, developmentally and age appropriate.
    1. Creating a safe, healthy space for infants, toddlers, and preschoolers which supports self-help, independence, child choice, cooperation, and creativity
    2. Arrangement of indoor and outdoor space to meet the needs of all children across all developmental domains.
    3. Selection of appropriate materials and equipment for infants, toddlers, and preschoolers
    4. Dimensions of teaching-learning environments, i.e., hard/soft, simple/complex, open/closed, intrusion/seclusion and low mobility/high mobility
    5. The use of learning centers
    6. Room arrangement as the curriculum
    7. Successful room arrangement is like having another teacher in the classroom
    8. A learning environment that reduces stress by being culturally salient, home-like, aesthetically pleasing, and offers opportunities for discovery and exploration
    9. Inclusive environments for children
  4. Identify and evaluate goals and objectives of child development programs, and suggest improvements to increase quality and effectiveness.
    1. Identify program needs
    2. Identify children’s needs and design curriculum and the environment to meet all children’s needs, including culture, age, special needs, and individual characteristics
    3. Skill building in the implementation and evaluation of objectives
  5. Plan curriculum for all developmental domains that is culturally salient, developmentally appropriate, inclusive and emergent.
    1. Identify developmentally appropriate practices and developmental theory to plan curriculum for children of different age levels
    2. Design inclusive curriculum to include all children and meet individual developmental needs for children with special needs such as blindness, hearing loss, sensory integration issues, special medical conditions etc.
    3. Curriculum for physical development which is anti-biased, inclusive, culturally and developmentally appropriate
      1. Plan for the development of physical competencies through activities that use both gross and fine motor development
      2. Prepare outdoor activities that enhance the physical development of the child
      3. Maintain a safe and healthy environment
    4. Curriculum for encouraging creativity that is inclusive, anti-biased, culturally and developmentally appropriate
      1. Identifying and planning activities that are appropriate for creative expression in art, music, and movement
      2. Plan curriculum that reflects cross cultural awareness in creative expression and the arts
    5. Curriculum for communication and language skills which is inclusive, anti-biased, culturally and developmentally appropriate
      1. Identify and plan activities that encourage listening skills
      2. Develop activities that encourage oral language development and early literacy such as storytelling, puppetry, spontaneous conversation
      3. Develop skills in using divergent questioning
    6. Design curriculum that is inclusive anti-biased, culturally and developmentally appropriate to develop social competence through interpersonal relationships
      1. Suggest large group activities to allow the child to learn acceptable group behavior
      2. Develop free choice activities which allow the child to develop responsibility and make independent decisions
      3. Suggest methods of encouraging dramatic play activities
    7. Curriculum to encourage inquiry in science and math which is inclusive, anti-biased, culturally and developmentally appropriate
  6. Examine and assess the importance of planning tools, routines and schedules in child care programs and curriculum planning, including lesson planning, implementation, and evaluation.
    1. Value of a daily schedule, such as routines, transitions, arrival/departure times, balance of teacher-directed, and child-directed activities.
    2. Adaptation to weekly and monthly schedules
      1. Use themes
      2. Incorporation of concepts
    3. Write lesson plans for a specific activity
      1. Format
      2. Evaluation
  7. Evaluate and assess curriculum models and related materials, including strategies for building home-school connections, to support child growth and development as part of the teacher’s role.
    1. Reggio Emilia philosophy, practices and materials
    2. Montessori philosophy, practices and materials
    3. High Scope philosophy, practices and materials
    4. Creative Curriculum philosophy, practices and materials
    5. Head Start philosophy, practices and materials
  8. Examine the legislation and standards for early learning and indicators of quality as part of the teacher’s role.
    1. NAEYC Accreditation process
    2. NAEYC 10 standards for quality
  9. Demonstrate a commitment to cultural competence and best practices in curriculum and learning environment design and assessment, as part of the teacher’s role.
    1. Preschool Learning Foundations, Vol 1 and 2
    2. DRDP overview
    3. ECERS overview
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