This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary 学校s, 情, T-K, 从幼儿园到12年级. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, 当代教育问题, California's content 标准 and frameworks, 教师绩效标准. 除了上课时间, the course requires a minimum of 45 hours of structured fieldwork in public 学校 elementary classrooms that represent California's diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher.

Introduction to the English 语言 learners domain of the California Pre学校 学习 基金会s and Frameworks including strands of listening, 说话, 阅读和写作. Provides practical 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the performing arts domain of the California Pre学校 学习 基金会s and Frameworks including strands of music, 戏剧, 和舞蹈. Provides practical 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the mathematics domain of the California Pre学校 学习 基金会s and Frameworks including the strands of number sense, 代数与函数, 测量, 几何, 以及数学推理. Provides 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduces the science domain of the California Pre学校 学习 基金会s and Frameworks including the strands of scientific inquiry, 物理, 生活, and earth sciences and provides practical 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the 语言 and literacy development domain in the California Pre学校 学习 基金会s and Frameworks including the strands of listening and 说话, 阅读, 和写作. Provides practical considerations for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the 社会 and 情感 development domain of the California Pre学校 学习 基金会s and Frameworks including the strands of self, 社会互动, 和人际关系. Provides practical 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the visual arts domain of the California Pre学校 学习 基金会s and Frameworks including artistic expression and response, and skills using various art mediums. Provides practical 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the 健康 domain of the California Pre学校 学习 基金会s and Frameworks including strands of 健康 habits, 安全, 和营养. Provides practical 策略 for 实现ing the 课程 frameworks. Applicable to required or 专业发展 units for Child Development Permit holders, 还有学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the 历史 and 社会 science domain of the California Pre学校 学习 基金会s and Frameworks including strands of self and society, 公民, 历史, 地理位置, 生态, 和经济学. Provides practical 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or 专业发展 units for Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Introduction to the 物理 development domain of the California Pre学校 学习 基金会s and Frameworks including strands of fundamental movement skills, perceptual-motor skills and movement concepts, 积极的身体运动. Provides practical 策略 for 实现ing the 课程 frameworks developed for this domain. Applicable to required or Child Development Permit holders, 学前教育, 过渡幼儿园, 以及小学早期教师.

Appropriate for classroom 老师 in various settings including 过渡幼儿园, students will identify developmentally appropriate behaviors, challenging behaviors and the various influences that affect children’s behavior. Students will analyze children’s behaviors and select 策略 to make positive changes. Emphasizes the connection between children’s 社会 and 情感 development and their success in the classroom, 以及教师的看法, 经历, and behavior influence child behaviors.

Historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children and 教学策略 in supporting 物理, 社会, creative and intellectual development of children birth through age eight. Explores the typical roles and expectations of early childhood educators emphasizing the key role of relationships, constructive adult-child 的相互作用. Identifies professional ethics, career pathways, and professional 标准. Introduces best practices for developmentally appropriate learning 环境, 课程, and effective 教育学 for young children including how play contributes to children's learning, 增长, 和发展.

Concentrating on the portions of the 生活span from middle childhood continuing through adolescence and addressing both typical and atypical children. 生理变化，如青春期, 大脑, 认知发展, changes in family and peer relationships, and 身份 development will be explored. Includes an understanding of the various contexts in which this age group develops, 比如家庭, 同辈群体, 学校, 和工作. Emphasis will be on 的相互作用 between the maturational process, 环境因素, 连续性, 观察, 科学的方法, 以及发展的阶段.

法律, 规定, 标准, 政策, 程序, and best practices related to 健康, 安全, 和营养 in care and education settings for children birth through middle childhood. Includes the teacher’s role in prevention 策略, 急救, 应急准备, 传染性疾病, 营养和膳食计划, integrating 健康 安全 和营养 经历 into daily routines, 全面风险管理, 学校与家庭合作.

Examines the progression of development in the 物理, 认知, 社会, and 情感 domains and identifies developmental milestones for children both typical and atypical from conception through adolescence. Emphasis on 的相互作用 between biological processes and 环境因素. 学生将观察孩子, 评估个体差异, and analyze characteristics of development at various stages according to developmental 理论.

This course provides overview of 语言 and literacy development in children from infancy to 学校 age. Practical aspects of fostering literacy development in children by improving 老师’ knowledge of literature in early years. It addresses the role of the literature, the relationship between early 语言 development and literacy opportunities and methods for developing 语言 and positive attitudes toward literature. The student will develop knowledge and understanding of the normal development of 语言 in the young child and the teacher's role in fostering and facilitating this development by 阅读 books, 讲故事, 故事写, 还有木偶的使用, 法兰绒板和道具.

Introduces the variations in development of infants and children with exceptional needs and the resulting impact on 家庭. Includes an overview of historical and societal influences, 法律 relating to children with exceptional needs, and the identification and referral process. 评估, 干预措施, and learning 环境 for infants and children with exceptional needs.

The processes of 社会ization focusing on development of 身份 and the interrelationship of family, 学校, 和社区. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, 社区, and 学校s in supporting children’s development, 从出生到青春期.

Professional application of the 原则 of human 增长 和发展, 学习理论, and examples from various models of developmentally appropriate practice in the study of a play-based and 包容 课程. Students will plan learning 经历 in all content areas, including indoor and outdoor settings, the facilitation and gui跳舞 of all children’s 经历 based on developmentally appropriate 原则, 并支持孩子们的身体健康, 社会, 情感, 认知, and creative needs from birth to age eight within a cultural context.

Introduction to the administration of early childhood 程序s. 涵盖程序类型, 预算, 管理, 规定, 法律, development and 实现ation of 政策 and 程序. Focuses on building relationships with 家庭 and the 社区. 检查管理工具, 哲学, 以及组织所需的技巧, 开放, and operate an early care and education 程序.

A study of infants and 蹒跚学步的 from preconception to 36 months including 物理, 认知, 语言, 社会, and 情感 增长 和发展. Applies theoretical frameworks to interpret behavior and 的相互作用 between heredity and environment. 审查最佳做法, 响应式护理技术, 环境, 婴幼儿学习基础, 健康, 安全, 以及许可要求.

Effective 策略 for personnel 管理 and leadership in early care and education settings. Includes legal and ethical 责任, 监督技术, 专业发展, and reflective practices for a diverse and 包容 early care and education 程序.

Introduces the current and appropriate use of assessment and 观察 tools and 策略 to 文档 young children’s development and learning. The use of findings to inform and plan learning 环境 and 经历 are emphasized. 记录策略, 评级系统, 投资组合, and multiple assessment tools will be discussed, along with 策略 for collaboration with 家庭 and professionals. Effective 观察s that build on respecting and fostering all children’s competence, striving for objectivity and individualizing 程序s to meet individual children’s learning 和发展al assessment. Direct 观察al experience and application of methods is required weekly.

Examines the historical and current perspectives on diversity and inclusion and the impact of various systemic societal influences on children's development, 学习和学校经历. Critical examination of societal and personal attitudes and beliefs, 值, assumptions and biases about 文化, 比赛, 语言, 身份, 家庭结构, 能力, socio-economic status and other issues influenced by systemic oppression. 发展战略, 在文化上, and linguistically appropriate anti-bias 课程 will be explored as well as 方法 to promote 包容 and anti-racist classroom communities. Includes self-reflection on the influence of 老师' own 文化 and 生活 经历 on teaching and 的相互作用 with children and 家庭. 与社会身份有关的问题, 刻板印象, and bias will be explored; learn to recognize and confront barriers that interfere with one’s 能力 to work effectively with diverse populations of children and 家庭. Ethnic/cultural groups referenced within course from the United States of America, 包括非裔美国人, 亚裔美国人, 墨西哥裔美国人、拉丁美洲人, 欧洲美国, Indigenous People of the Americas and Americans of Middle Eastern origin.

Methods and 原则 of mentoring and supervising adults in early care and education settings. Emphasis on the role of experienced classroom 老师 who function as mentors and leaders to new 老师 and other adults while simultaneously addressing the needs of children, 家属和其他工作人员.

Applies current theory and research to the care and education of infants and 蹒跚学步的 in group care. 检查基本政策, 教室的环境, caregiving 原则 and practices that lead to quality care 和发展ally appropriate 课程 for infants and 蹒跚学步的 which is 在文化上 sensitive and supports 家庭.

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 程序 planning and teaching competencies. Students will utilize practical classroom 经历 to make connections between theory and practice, 培养专业行为, and build a comprehensive understanding of children and 家庭. 儿童为中心, play-oriented 方法 to teaching, learning and assessment; knowledge of 课程 content areas, and reflective practice will be emphasized as student 老师 design, 实施和评估方法, 策略, 技术, and 经历 that promote positive development and learning for all young children. Includes exploration of career pathways, 专业发展, and teacher 责任.

Direct experience working with young children in special day classes or 包容 settings; application of intervention 策略 and best practices of early childhood development and special education in adapting 课程 to meet the individual needs of children. Observation of the assessment process by the special education team and assisting in the 实现ation of the educational plan. Includes the role of the teacher as a professional working in partnership with 家庭, collaboration with interdisciplinary teams, 文化能力. Lab hours required in an 包容 classroom setting.

Supervised employment of students extending classroom-based occupational learning at an on-the-job learning station relating to the students’ educational or occupational goals including paid or volunteer work experience or an internship. 学生之间的合作努力, supervisor and instructor to accomplish professional work objectives, build competencies and broaden 经历 in working with children in care and education settings. Course study under this section may be repeated for a maximum of 16 units for occupational or a combination of general and occupational work experience education. One unit of credit is earned for each 75 hours of paid work or 60 hours of volunteer work per semester.

Provides the focal point for the coordination of the student's 课程 with college supervised employment/volunteering in the student's major field. Emphasis on building strong working relationships with supervisors, subordinates, co-workers. Issues pertaining to the modern workplace, including problems often encountered by employees in care and education settings involving ethical dilemmas and conflicts.

This course will provide students with an introduction to teaching and education as a profession. It will provide an overview of teaching opportunities, 需求, educational pathways and certifications in California in a range of 学校 settings including early childhood education, 过渡幼儿园, k - 12(小学, 初中和高中), 社区大学. The course will address the qualities, skills and dispositions of an effective teacher, and critical issues in diverse contemporary classrooms. 职业生涯 opportunities and labor market demand for 老师 as well as other career pathways in education will be covered. 儿童早期开发 208 is an introductory level (non-credit) course and is intended to provide students exposure to vocabulary and concepts in education and teacher preparation. Students can use the skills gained from this class to transition to credit level 儿童早期开发 courses. This course is free and students may repeat this course until mastery of the skills is met.

This course is for those who are interested in working with children and want to gain a basic understanding of child development and how to effectively interact with and supervise children. It will include an introduction to the concepts of child development, major developmental milestones from 0-18, 现实行为期望, and a discussion of what is considered developmentally appropriate practice. 有效的沟通, 积极行为指导, and 社会 and cultural factors related to equity in educational settings will also be addressed. 儿童早期开发 209 is an introductory level (non-credit) course and is intended to provide students exposure to vocabulary and concepts in child development and education. Students can use the skills gained from this class to transition to credit level 儿童早期开发 courses. This course is free and students may repeat this course until mastery of the skills is met.

Growth 和发展 of infants/蹒跚学步的 aged 0-36 months: Physical, 认知, 心理社会, and creative development; influence of environment on development; feeding concerns; and the child's impact on the family. Course topics include an introduction of different temperament tendencies; stages of 社会-情感 development and 社会ization and gui跳舞, and practices/程序 政策 that best support the 健康y 社会-情感 development. The course also looks into 家庭 and family 文化. 儿童早期开发 210 is an introductory level (noncredit) course and is intended to provide students exposure to vocabulary and concepts in infant/toddler care. Students can use the skills gained from this class to transition to credit level 儿童早期开发 courses. This course is free and students may repeat this course until mastery of the skills is met.

基本政策, 原则, and effective practices that lead to quality care 和发展ally appropriate 课程 for children birth to 36 months are examined. The course introduces 原则 of developmentally appropriate 课程 for infants/蹒跚学步的. 玩, 语言 and learning 经历 including use of materials and equipment in infant/toddler settings will be introduced. 儿童早期开发 211 is an introductory level (noncredit) course and is intended to provide students exposure to vocabulary and concepts in infant/toddler care and care setting. Students can use the skills gained from this class to transition to credit level 儿童早期开发 courses. This course is free and students may repeat this course until mastery of the skills is met.