Chabot College 2024-2026 215 CREDIT COURSE LISTING, ECD 67 Infant and Toddler Development and Caregiving 3 Units A study of infants and toddlers from preconception to 36 months including physical, cognitive, language, social, and emotional growth and development. Applies theoretical frameworks to interpret behavior and interactions between heredity and environment. Examination of best practices, responsive caregiving techniques, environments, infant/toddler learning foundations, health, safety, and licensing requirements. Lecture: 54 hours Prerequisite: ECD 56 68 Administration II: Personnel and Leadership in Early Childhood Education 3 Units Effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program. Lecture: 54 hours Prerequisite: ECD 62 and ECD 63. 69 Child Study: Observation and Assessment 3 Units Introduces the current and appropriate use of assessment and observation tools and strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals. Effective observations that build on respecting and fostering all children’s competence, striving for objectivity and individualizing programs to meet individual children’s learning and developmental assessment. Direct observational experience and application of methods is required weekly. Lecture: 54 hours Prerequisite: ECD 56 79 Teaching in a Diverse Society 3 Units Examines the historical and current perspectives on diversity and inclusion and the impact of various systemic societal influences on children’s development, learning and school experiences. Critical examination of societal and personal attitudes and beliefs, values, assumptions and biases about culture, race, language, identity, family structures, ability, socio-economic status and other issues influenced by systemic oppression. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored as well as approaches to promote inclusive and anti- racist classroom communities. Includes self-reflection on the influence of teachers’ own culture and life experiences on teaching and interactions with children and families. Issues related to social identity, stereotypes, and bias will be explored; learn to recognize and confront barriers that interfere with one’s ability to work effectively with diverse populations of children and families. Ethnic/ cultural groups referenced within course from the United States of America, including African American, Asian American, Chicano/ Latino, European American, Indigenous People of the Americas and Americans of Middle Eastern origin. Lecture: 54 hours 83 Adult Mentoring and Supervision 2 Units Methods and principles of mentoring and supervising adults in early care and education settings. Emphasis on the role of experienced classroom teachers who function as mentors and leaders to new teachers and other adults while simultaneously addressing the needs of children, families and other staff. Lecture: 36 hours Prerequisite: ECD 62 and ECD 63. 87 Infant and Toddler Environments, Care and Education 3 Units Applies current theory and research to the care and education of infants and toddlers in group care. Examines essential policies, classroom environments, caregiving principles and practices that lead to quality care and developmentally appropriate curriculum for infants and toddlers which is culturally sensitive and supports families. Lecture: 54 hours Strongly Recommended: ECD 67 90 Practicum: Supervised Experience 4 Units Practicum lab experience with young children under the supervision of an ECE/CD faculty and other qualified early education professionals where students will demonstrate developmentally appropriate early childhood program planning and teaching competencies. 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; knowledge of curriculum content areas, and reflective practice will be emphasized as student teachers design, implement and evaluate approaches, strategies, techniques, and experiences that promote positive development and learning for all young children. Includes exploration of career pathways, professional development, and teacher responsibilities. Lecture: 36 hours Laboratory: 108 hours Prerequisite: ECD 50 and ECD 56 and ECD 62 and ECD 63. 91 Adaptive Curriculum for Children With Exceptional Needs 3 Units Direct experience working with young children in special day classes or inclusive settings; application of intervention strategies and best practices of early childhood development and special education in adapting curriculum to meet the individual needs of children. Observation of the assessment process by the special education team and assisting in the implementation of the educational plan. Includes the role of the teacher as a professional working in partnership with families, collaboration with interdisciplinary teams, and cultural competence. Lab hours required in an inclusive classroom setting. Lecture: 36 hours Laboratory: 54 hours Prerequisite: ECD 60 and ECD 90.
