An exploration of child growth and development from birth through age 10 with an emphasis on the impact of out-of-home placement on the physical, cognitive, and psychosocial domains.
Methods and principles of supervising adults in early childhood classrooms. Emphasis on
the role of the experienced teacher who functions as the supervisor to center staff.
Explores the head teachers' relationship to new teachers while simultaneously addressing
the needs of children, parents, and other staff.
Introduction to laws, regulations, standards, curriculum, policies, and procedures related to health, safety, and nutrition for all children. Components that ensure physical health, mental health, and safety for children and staff and the importance of collaboration with families and health professionals. Focus on integrating concepts into planning and program development.
Course topics will include strategies to promote children's social and emotional development and tools to address challenging behaviors and mental health needs. Course includes interrelated levels of practice in developing positive relationships with children, families and colleagues; creating supportive environments; utilizing social and emotional teaching strategies to provide intensive, individualized interventions.
Supervised work experience in youth-serving agencies to make connections between theory and practice. Observation and evaluation of school-age children and youth, planning of group activities, and the role of adults in youth programs will be examined in
this course. This course fulfills the requirement for the Community Youth Worker Certificate. One unit of credit is earned for 54 hours of unpaid or paid work.
Demonstration of early childhood teaching competencies under guided supervision. Practical classroom experiences linking theory and practice, professionalism, and comprehensive understanding of children and families. Child centered, play-oriented teaching, learning, assessment and curriculum as students design, implement and evaluate experiences for development and learning for young children. One unit of credit is earned for 54 hours of unpaid or paid work.
Overview of theories, issues, concerns and concepts related to the origins of stress; exploration of stress reduction techniques and coping strategies designed for young children and teachers in early childhood and elementary school programs.
Overview of the Classroom Assessment Scoring System (CLASS) with an emphasis on the importance of adult-child interactions for development and learning outcomes, the analysis of classroom practice, and the use of the scoring instrument.
An overview of the range of developmental differences of children with special needs with an emphasis on the role of the family child care provider in designing environments to include children with special needs; creating appropriate accommodations; sharing community support strategies and resources with families; and participating in the Individualized Education Plan (IEP) and Individual Family Support Plan (IFSP) process.
Overview of the Child Development Permit Matrix, including the application process, recent changes and requirements for education and experience. Emphasis on the role of the Professional Growth Advisor using the "California Early Childhood Educator (ECE) Competencies". Utilizing the CA ECE Registry and the role of the Registry in tracking professional development and academic coursework will also be covered.