Active Outline

General Information

Course ID (CB01A and CB01B)
C DD073.
Course Title (CB02)
Early Childhood Mental Health
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2024
Course Description
This course examines mental health milestones at each stage of a child's development. It provides an overview of psychological theory in infant/early childhood mental health. Students will complete an assessment and screening to identify early childhood mental health challenges. Implementation of mental health interventions and strategies. They will conduct an exploration of how early experiences in the first five years of life can impact the physical and psychological development and well-being of children throughout the lifespan. (This course meets National Association for the Education of Young Children (NAEYC) Standard 1: Promoting Child Development and Learning; Standard 3: Observing, Documenting and Assessing to Support Young Children and Families; National Board for Professional Teaching Standards (NBPTS) Early Childhood/General Standards, 2nd Ed. Standard I: Understanding Young Children, Standard III: Assessment, Standard VI: Multiple Teaching Strategies for Meaningful Learning; and Council for Exceptional Children (CEC) Special Education: Standard 2: Development and Characteristics of Learners, Standard 4 Instructional Strategies.)California Early Child Educators Competencies: Relationships, Interactions, and Guidance and Preschool Learning Foundations Vol 1- Child Development.)
Faculty Requirements
Discipline 1
[Child Development/Early Childhood Education]
FSA
[FHDA FSA - CHILD DEVELOPMENT]
Course Family
Not Applicable

Course Justification

This course is a requirement of the Early Childhood Mental Health certificate program. This is a CSU transferable course that is also a specialization course for the Child Development Permit at the Master Teacher level. This course trains early childhood educators in trauma-informed care and practices.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

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

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

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

Field observation and field trips

Collaborative learning and small group exercises

Homework and extended projects

In-class essays

In-class exploration of Internet sites

Quiz and examination review performed in class

Guest speakers

Assignments

  1. Implementation of Ages & Stages Questionnaire and Ages & Stages Questionnaire-Social Emotional screening tool on a child under 5 years
  2. Weekly readings and brief written reactions to the readings
  3. Two written observations in a school or agency that works with children and families under age 5 years
  4. A self-reflection paper in which the student examines cultural issues when working with families in a diverse society. This should also include beliefs; reflections on values;and how this relates to working with children and families
  5. The complete of the ACES Self-Assessment for a student to examine the effect of trauma in self-and in working with children and families

Methods of Evaluation

  1. Rubric developed to evaluate all assigned observations using the Ages & Stages Questionnaire, Ages & Stages Questionnaire-Social Emotional screening/assessment tools, and the Temperament Assessment Scale. Submit written paper of observations in addition to hand written notes taken during the observations. Screening /Assessment tools are completed with signed consent forms from parents and turned in with written paper. Conduct a one-hour observation using the Temperament Assessment Scale or complete the temperament scale on a child.
  2. Mid-term and final examinations using a combination of objective, short answer and essay questions to evaluate the student's grasp of the theories, core concepts, methods of inquiry and data that comprise the course content. A rubric has been developed to evaluate of the essay exam.
  3. Completion of two written (2-3pages) observations in a school or agency that works with children and families under age 5 years. The observations require the student to collect data through observation, synthesize information, and complete a comprehensive narrative. Narrative must also address critical questions and recommendations for next steps with the child/family. Comprehension and application of observation and data gathering skills, as well as organization and structure of the analysis report, is evaluated.

    Submit signed consent with paper for schools/agencies outside of the Child Development Center at °®¶¹´«Ã½.
  4. A rubric has been developed to evaluate the self-reflection paper. Written paper response to the cultural diversity lecture incorporating the influence of self-reflection on the perception of a child's behavior and one's work with various families.
  5. Completion of the Adverse Childhood Experiences (ACE) score calculator. The self-reflection is evaluated with a rubric and it assesses the impact of the student's ACEs score on self and early education service delivery).

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • Ages and Stages Questionnaire and Ages and Stages Questionnaire-Social Emotional
  • Adverse Childhood Experiences Questionnaire (ACES Self-Assessment Tool)
  • Temperament Assessment Scale
Essential College Facilities:
  • None

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Daniel J. Siegel, Daniel, J. , Payne Bryson, TinaThe Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind‎ Bantam20129780553386691
Levin, E. DianeTeaching Young Children in Violent Times: Building a Peaceable Classroom‎ Educators for Social responsibility2003978-0942349184
Nelsen, JanePositive Discipline: The Classic Guide to Helping Children Develop Self-Discipline, Responsibility, Cooperation, and Problem-Solving SkillsBallantine Books2006‎ 978-0345487674
Jackson LouiseCultivating Resilience in Early Childhood A Practical Guide to Support the Mental Health and Wellbeing of Young ChildrenSpeechmark20229781032135878
Nicholson, Julie et alTrauma-Informed Practices for Early Childhood EducatorsRoutledge20239781032298283

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Develop an understanding of typical and atypical child development theory in the early years with a focus on early childhood mental health
  • Develop knowledge of screening and assessment tools to identify early childhood mental health challenges
  • Develop a multicultural perspective on early childhood mental health including reactions and manifestations to trauma, violence child abuse and neglect
  • Examine the impact of trauma, child abuse, violence and reactions to violence in children, adolescents and adults in the home and in a diverse community
  • Evaluate the impact of early childhood mental health challenges on teachers and children in the childcare & school settings
  • Examine Adverse Childhood Experiences and the impact of trauma in young children and their families

CSLOs

  • Analyze the impact of trauma and informed care practices on the physical and psychological well being of adults and children in childhood setting.

Outline

  1. Develop an understanding of typical and atypical child development theory in the early years with a focus on early childhood mental health
    1. Physical, Cognitive, Social Emotional development in typical children
    2. Children with special needs and inclusive environments
    3. Overview of attachment theory in relation to early childhood mental health development
    4. Overview of Trauma Informed Care
  2. Develop knowledge of screening and assessment tools to identify early childhood mental health challenges
    1. Early childhood mental health screening and assessment with a multicultural perspective
    2. Common mental health challenges faced by young children and families
    3. Overview of intervention strategies and techniques: types, when to use each, effectiveness of each
      1. Anecdotal records
      2. Running records
      3. ABC narratives
      4. Overview of intervention strategies and techniques: types, when to use each, effectiveness of each
      5. Strategies and activities recommended by the ASQ to support children with developmental delays
  3. Develop a multicultural perspective on early childhood mental health including reactions and manifestations to trauma, violence child abuse and neglect
    1. The relationship between the child, family and community
    2. The issues with evaluation and diagnosis when considering problematic behavior
    3. Family systems and their impact on the development of a child’s social-emotional development
  4. Examine the impact of trauma, child abuse, violence and reactions to violence in children, adolescents and adults in the home and in a diverse community
    1. Assessment of risk and danger
    2. Post traumatic stress disorder
    3. Child abuse and impact in family dynamics
    4. Adverse Childhood Experiences
  5. Evaluate the impact of early childhood mental health challenges on teachers and children in the childcare & school settings
    1. Mental health examined within cultural, social and political contexts
    2. Manifestations of persistent challenging behaviors, child abuse and violence in the school setting and the role of caregivers/teachers
    3. Vicarious trauma and coping strategies to support teachers and caregivers when dealing with complex family issues
    4. Trauma informed care, services and resources
    5. Reflective Practice and reflective supervision as a tool care for self and deepen our understanding of the impact of trauma in children and families
    6. Compassion Fatigue and the impact of self-care on self and service delivery
  6. Examine Adverse Childhood Experiences and the impact of trauma in young children and their families
    1. Adverse Childhood Experiences 1997 Study Results
    2. Adverse Childhood Experiences Score Calculator
    3. Adverse Childhood Experiences and health outcomes
    4. Adverse Childhood Experiences and the brain
    5. Promotion, prevention and intervention strategies
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