| ECE-1 | Introduction to Early Childhood Education |
| CSU | (3 units lecture) | |
| An introduction to essential themes, concepts, and skills related to early childhood education, including knowledge of history and traditions in the field; philosophical, psychological and social foundations of early childhood education; and ethical issues and standards of early childhood educators. |
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| Note: Students must plan their schedules to include up to 15 hours of observation at the campus Child Development Center and/or other approved child care and development program as part of their homework assignments. Campuses with no on-campus Child Development Center will have students observe in community programs with mentor teachers through the California Mentor Teacher Program and/or accreditation by the National Association for the Education of Young Children. If no Mentor Teachers or accredited programs are available, instructor approval of site is required. |
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| ECE-10LB1 | Field Placement in Early Intervention Settings |
| CSU | (2 units lab) | |
| Implementation of early childhood theory and practice in early intervention settings. Working with a mentor, students assume responsibility for the full range of teaching, care giving, and/or intervention duties for young children in an early intervention setting. |
| Prerequisite: ECE-7 and ECE-21 |
| Corequisite: ECE-10LC |
| Note: Field work is to be completed at a campus child development center or with a mentor through the California Early Childhood Mentor Program. If none of those options are available, students should work in an accredited program. All sites must be appro |
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| ECE-10LB2 | Field Placement in Infant-Toddler Early Education Settings |
| CSU | (2 units lab) | |
| Implementation of early childhood theory and practice in infant-toddler child care and development settings. Working with a mentor, students assume responsibility for the full range of teaching, care giving, and/or intervention duties for young children in an infant toddler setting. |
| Prerequisite: ECE-7 and ECE-11 |
| Corequisite: ECE-10LC |
| Note: Field work is to be completed at a campus child development center or with a mentor through the California Early Childhood Mentor Program. If none of those options are available, students should work in an accredited program. All sites must be appro |
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| ECE-10LB3 | Field Placements in Play-Based Preschool Settings |
| CSU | (2 units lab) | |
| Implementation of early childhood theory and practice in play-based child care and development setting. Working with a mentor, students assume responsibility for the full range of teaching, care giving, and/or intervention duties for young children in a play based preschool setting. |
| Prerequisite: ECE-7 and ECE-9 |
| Corequisite: ECE-10LC |
| Note: Field work is to be completed at a campus child development center or with a mentor through the California Early Childhood Mentor Program. If none of those options are available, students should work in an accredited program. All sites must be appro |
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| ECE-10LB4 | Field Placement in School-Age Child Care Settings |
| CSU | (2 units lab) | |
| Implementation of early childhood theory and practice in a school-age child care and development setting. Working with a mentor, students assume responsibility for the full range of teaching, care giving, and/or intervention duties for young children in a school age center or setting. |
| Prerequisite: ECE-7 and ECE-15 |
| Corequisite: ECE-10LC |
| Note: Field work is to be completed at a campus child development center or with a mentor through the California Early Childhood Mentor Program. If none of those options are available, students should work in an accredited program. All sites must be appro |
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| ECE-10LC | Seminar for Field Placement in Early Education Settings |
| CSU | (2 units lecture) | |
| A seminar to support students in the implementation of early childhood theory and practice in a variety of child care and development settings. Facilitates the development of skills required to work in the early education field. Provides opportunities for collaboration with peers. |
| Prerequisite: ECE-7 and one of the following: ECE-9, ECE-11, ECE-15, or ECE-21 |
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| ECE-11 | Infant-Toddler Care and Education |
| CSU | (3 units lecture/lab) | |
| An introduction to the principles and practices of quality infant-toddler caregiving. Emphasis is on the relationship between infant-toddler development and the typical and atypical conditions that foster development of security, confidence, and identity in infants and toddlers. Cultural issues, children with special needs in group care, and parent provider communication will also be explored. The course includes field work in a licensed infant-toddler early childhood education program or early intervention program. |
| Prerequisite: ECE-2Y |
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| ECE-12 | Administration of Programs for Children I |
| CSU | (3 units lecture) | |
| A study of administrative aspects of childcare and development programs including program philosophy, licensing regulations, basic employment practices, personnel policies, staff supervision and development, time management, management styles, community resources, budgets, and basic business plans. |
| Prerequisite: ECE-5 and ECE-7 and either ECE-2Y or ECE-2M |
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| ECE-13 | Administration of Programs for Children II |
| CSU | (3 units lecture) | |
| A study of the administrative aspects of early child care and development programs including mission statements, Boards of Directors, Labor Laws, ADA, IDEA, leadership development, self evaluation, collaboration with community and educational organizations, advocacy, grants, reporting, taxes, program evaluation, marketing and program operations. |
| Prerequisite: ECE-5 and ECE-7 and either ECE-2Y or ECE-2M |
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| ECE-14 | Children With Special Needs in Early Childhood Education |
| CSU | (3 units lecture) | |
| A study of the field of special education birth to age 22 which covers the characteristics of children with special needs and which provides the knowledge and skills required for collaborative special education services. The course will address inclusion of children with special needs into early childhood education and childcare settings. Needs of the child and the family and community resources which support them will be explored. |
| Prerequisite: ECE-2Y |
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| ECE-15 | School-Age Children in Child Care |
| CSU | (3 units lecture/lab) | |
| A study of the significance and the role of school-aged child care as an institution in our society. The course deals with how to involve typical and atypical children in the creation of curriculum for a school-age childcare program, and with the organization and staffing of such a program. This course includes field experience in a school-age childcare program. |
| Prerequisite: ECE-2M |
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| Note: Fieldwork is to be completed at a child development center with a mentor teacher through the California Early Childhood Mentor Program if one is available or in an accredited program. All sites must be approved by the course instructor. |
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| ECE-18 | Equity and Diversity in Children’sPrograms |
| CSU | (3 units lecture) | |
| An exploration of issues of diversity and equity in early childhood education programs. Students will develop cross-cultural knowledge necessary to interact with children and adults from culturally and linguistically diverse groups. Students will examine their own biases and understand how they affect work with typically and atypically developing children and families. Students will develop an understanding of how anti-bias approach enhances the education and self-esteem of children, families, and educators. |
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| ECE-20 | Mentoring and Adult Supervision in Children’s Programs |
| CSU | (2 units lecture) | |
| An advanced course designed to teach those working in childcare and development the methods and principles of supervising student teachers, volunteers, parents, and other staff in their classrooms. Emphasis is on the role of experienced classroom teachers who function as mentors to new teachers with diverse backgrounds and learning styles while simultaneously addressing the needs of children, parents, and other staff. Students also learn to effectively evaluate infant’s and children’s typical and atypical development and program environments, to model best practices in the child care and development field, and to advocate for quality child care and development programs. Meets the Adult Supervision requirement of the Child Development Permit. |
| Prerequisite: ECE-5 and ECE-7 and either ECE-2Y or ECE-2M |
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| ECE-21 | Early Intervention Principles and Practices |
| CSU | (3 units lecture) | |
| An overview and an introduction to caring for infants with high-risk situations and disabilities, birth to age three. Treatments, strategies, and techniques used to serve children and families in the field of early intervention will be explored. The course is designed to support the training needs of early childhood educators, Early Intervention Assistant IIs, parents, and care providers who will serve this population. The course covers parent/professional relationships, the normal grief process associated with the diagnosis of a child with a disability, identification and assessment, community resources and developmental and emergent curriculum. |
| Prerequisite: ECE-2Y |
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| ECE-22 | Working With the Prekindergarten Learning and Developmental Guidelines |
| CSU | (0.5 units lecture) | |
| Based on extensive research, the course brings California’s Prekindergarten Learning and Development Guidelines to life with examples of real classrooms and opportunities for practice using the Guidelines to solve classroom dilemmas. Students will learn how to use the Guidelines as a tool to enrich the important work done with young children and families. |
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| ECE-23 | Heads Up Reading - Part 1 |
| CSU | (1 unit lecture) | |
| Preparation for current or future early childhood teachers and caregivers to enhance the early literacy outcomes of young children by improving teachers’ knowledge of early literacy development, and their skills in teaching early literacy to young children from birth through age 5. Part 1 focuses on creating literacy rich environments and the development of literacy, reading and writing. |
| Note: This is Part 1 of a three-part series: ECE-23, ECE-24, and ECE-25. |
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| ECE-24 | Heads Up Reading - Part 2 |
| CSU | (1 unit lecture) | |
| A course to prepare current or future early childhood teachers and caregivers to enhance the early literacy outcomes of young children by improving teachers’ knowledge of early literacy development, and their skills in teaching early literacy to young children from birth through age 5. Part 2 focuses on infusing literacy into the preschool curriculum. |
| Note: This is Part 2 of a three-part series: ECE-23, ECE-24, and ECE-25. |
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| ECE-2M | Child Growth and Development - Age Five To Thirteen |
| CSU | (3 units lecture) | |
| A study of human development with special emphasis on the development of children from age five to thirteen. Social, emotional, physical, cognitive, language, and aesthetic development both typical and atypical are addressed. Students will explore theoretical approaches and assess their effectiveness in explaining development in the child and family’s cultural contexts. |
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| Note: This is a Title 22 core course for School Age emphasis only. |
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| ECE-2Y | Child Growth and Development – Prenatal To Age Five |
| CSU | (3 units lecture) | |
| A study of human development with special emphasis on the development of children from the prenatal period to age five. Social, emotional, physical, cognitive, language, and aesthetic development both typical and atypical are addressed. Students will explore theoretical approaches to child development (i.e., Piaget, Vygotsky, Brofenbrenner, Erikson, Gardener) and assess their effectiveness in explaining development in the child and family’s cultural contexts. |
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| Note: This is a Title 22 core course. |
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| ECE-5 | The Child in the Family and Community |
| CSU | (3 units lecture) | |
| Exploration of the influence of family, culture, community, socioeconomic factors and life style on early childhood education. Students will learn methods to develop partnerships with diverse families in inclusive settings to ensure children’s and families’ needs are met. Students will also learn about community resources serving the needs of children and families. |
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| Note: This is a Title 22 core course. |
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| ECE-6CH | Child Health, Safety and Nutrition |
| CSU | (2 units lecture) | |
| A study of methods to ensure child care and development programs are safe and promote child health and nutrition. Students will review procedures for preventing infectious illness and injury, and examine written health policies. Course material covers mandated reporting of child abuse and neglect. Students will consider how issues of cultural diversity and full inclusion affect program health, safety, and nutrition. |
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| ECE-6FA | Pediatric First Aid & CPR |
| CSU | (1 unit lecture) | |
| Theory and practice of administering emergency first aid and CPR to infants and children. Successful completion meets Community Care Licensing requirements for First Aid and CPR certification. |
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| ECE-7 | Foundations of Play-Based Curriculum |
| CSU | (4 units lecture/lab) | |
| An exploration of the theoretical principles of play-based curriculum which includes: typical and atypical infant and child learning, design and adaptation of environments to promote development and learning, positive guidance, and effective teacher roles. Students will learn how observation and analysis of children’s play provide the foundation for curriculum development which meets the needs of children with diverse backgrounds and abilities. Lab experience will enable students to practice these skills in a classroom with children. |
| Prerequisite: ECE-2Y or ECE-2M |
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| Note: This is a Title 22 core course. Fieldwork is to be completed at a campus child development center. If this option is unavailable, students should work with a mentor teacher through the California Early Childhood Mentor Program if one is available or in an accredited program. All sites must be approved by the course instructor. |
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| ECE-9 | Implementation of Play-Based Curriculum |
| CSU | (4 units lecture/lab) | |
| An advanced study of methods to implement principles of play-based curriculum in programs for typical and atypical preschool children. Students will deepen their understanding of observation techniques and learn how to design, adapt, and implement curriculum and environments to promote play-based learning. Students will also expand their knowledge and experience to respectfully meet the needs of diverse members of a child care and development community including children, their families and staff members. |
| Prerequisite: ECE-7 |
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| Note: Fieldwork is to be completed at a campus child development center. If this option is unavailable, students should work with a mentor teacher through the California Early Education Mentor Program if one is available or in an accredited program. All sites must be approved by the course instructor. |
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