ECD Courses

These listings are sourced from Curricunet, and some courses may not be offered every semester. For additional information, contact the academic department, speak with counseling or refer to the current Class Schedule and College Catalog.

ECD 11 - Exploring Education    ( 3.00 - Units )
This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Pre-K, T-K, Kindergarten through the 12th grade. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary education issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school elementary classrooms that represent California's diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher.

Student Learning Outcomes (SLO)
  1. describe individual differences among students and identify strategies used to address these differences.
  2. examine personal characteristics and reflect upon why they want to become a teacher.
  3. identify and describe teaching methodologies observed during their field experience.

ECD 30 - California Preschool Learning Foundations: English Language Development    ( 1.00 - Units )
Introduction to the English language learners domain of the California Preschool Learning Foundations and Frameworks including strands of listening, speaking, reading and writing. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences, based on observation of children, to support children’s English language development.

ECD 31 - Performing Arts: Preschool Foundations    ( 1.00 - Units )
Introduction to the performing arts domain of the California Preschool Learning Foundations and Frameworks including strands of music, drama, and dance. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. 1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and opportunities to support children’s development of appreciation of the arts including opportunities to express themselves through music, dance, and dramatic play.
  3. Articulate the teacher’s role in collaborating with families to support children’s art awareness and expression.

ECD 32 - Math: Preschool Foundations    ( 1.00 - Units )
Introduction to the mathematics domain of the California Preschool Learning Foundations and Frameworks including the strands of number sense, algebra and functions, measurement, geometry, and mathematical reasoning. Provides strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences to support mathematical learning, based on the observation of children in classroom settings.
  3. Articulate the teacher’s role in collaborating with families to support children’s mathematical learning.

ECD 33 - Science: Preschool Foundations    ( 1.00 - Units )
Introduces the science domain of the California Preschool Learning Foundations and Frameworks including the strands of scientific inquiry, physical, life, and earth sciences and provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences, based on observation of children, to support children’s development of scientific concepts.
  3. Describe how teachers can collaborate with parents and other caregivers to support children’s understanding of scientific concepts.

ECD 34 - Literacy: Preschool Foundations    ( 1.00 - Units )
Introduction to the language and literacy development domain in the California Preschool Learning Foundations and Frameworks including the strands of listening and speaking, reading, and writing. Provides practical considerations for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences, based on observation of children, to support children’s language and literacy development.
  3. Describe how teachers can collaborate with parents and other caregivers to support children’s language and literacy development.

ECD 35 - Social and Emotional Preschool Foundations    ( 1.00 - Units )
Introduction to the social and emotional development domain of the California Preschool Learning Foundations and Frameworks including the strands of self, social interaction, and relationships. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences, based on observation of children, to support children’s development of self-regulation and social skills.
  3. Describe how teachers can collaborate with parents and other caregivers to support children’s social and emotional development.

ECD 36 - Visual Arts: Preschool Foundations    ( 1.00 - Units )
Introduction to the visual arts domain of the California Preschool Learning Foundations and Frameworks including artistic expression and response, and skills using various art mediums. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences, based on observation of children, to support children’s development of visual arts skills.
  3. Describe how teachers can collaborate with parents and other caregivers to support children’s development of artistic skills.

ECD 37 - Health: Preschool Foundations    ( 1.00 - Units )
Introduction to the health domain of the California Preschool Learning Foundations and Frameworks including strands of health habits, safety, and nutrition. Provides practical strategies for implementing the curriculum frameworks. Applicable to required or professional development units for Child Development Permit holders, as well as pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences related to the development of healthy habits, personal safety, and nutrition, based on the observation of children in classroom settings.
  3. Articulate the teacher’s role in collaboration with families to support the development of healthy habits in young children.

ECD 38 - History-Social Science: Preschool Foundations    ( 1.00 - Units )
Introduction to the history and social science domain of the California Preschool Learning Foundations and Frameworks including strands of self and society, civics, history, geography, ecology, and economics. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and experiences to support children’s concept development in the areas of history and social science.
  3. Describe how teachers can collaborate with parents and other caregivers to provide meaningful history and social studies learning experiences for young children.

ECD 39 - Physical Development: Preschool Foundations    ( 1.00 - Units )
Introduction to the physical development domain of the California Preschool Learning Foundations and Frameworks including strands of fundamental movement skills, perceptual-motor skills and movement concepts, and active physical play. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

Student Learning Outcomes (SLO)
  1. Use California Preschool Learning Foundations and Frameworks standards and sub-standards when planning developmentally appropriate environments and experiences for young children.
  2. Plan environments and opportunities to support physical development, based on the observation of children in classroom settings.
  3. Articulate the teacher’s role in collaborating with families to support children’s physical development.

ECD 41 - Strategies for Working with Challenging Behaviors    ( 3.00 - Units )
Appropriate for classroom teachers in various settings including Transitional Kindergarten, 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 strategies to make positive changes. Emphasizes the connection between children’s social and emotional development and their success in the classroom, and how the teachers’ perceptions, experiences, and behavior influence child behaviors.

Student Learning Outcomes (SLO)
  1. Differentiate between developmentally appropriate behaviors and challenging behaviors.
  2. Observe, document, and analyze students’ behaviors to identify patterns of challenging behaviors and select strategies and resources to address them.
  3. Explain how the teachers’ perceptions, experiences, and behavior influences the students’ behavior.

ECD 50 - Early Childhood Principles and Practices    ( 3.00 - Units )
Historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children and teaching strategies in supporting physical, social, 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 interactions. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development.

Student Learning Outcomes (SLO)
  1. Compare and contrast historical and current early childhood education perspectives, theories, program types and philosophies.
  2. Explain how foundational knowledge of child development and learning theories inform envvironments, pedagogy, and interactions in early care and education settings.
  3. Identify the roles, requirements, responsibilities, and ehtical conduct of early childhood teachers as professional educators.

ECD 52 - Childhood and Adolescence    ( 3.00 - Units )
Concentrating on the portions of the lifespan from middle childhood continuing through adolescence and addressing both typical and atypical children. Biological changes such as puberty, brain, cognitive development, changes in family and peer relationships, and identity development will be explored. Includes an understanding of the various contexts in which this age group develops, such as family, peer groups, school, and work. Emphasis will be on interactions between the maturational process, environmental factors, continuity, observation, scientific methods, and stages of development.

Student Learning Outcomes (SLO)
  1. analyze major developmental milestones for children from 8-18 years of age in areas of physical, psychosocial, cognitive and language development;
  2. explain how human development occurs as a result of the interaction of the physical, social, emotional, and cognitive systems;
  3. synthesize material to allow for critical thinking regarding contemporary issues impacting middle childhood and adolescence.

ECD 54 - Child Health, Safety and Nutrition    ( 3.00 - Units )
Laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. Includes the teacher’s role in prevention strategies, first aid, emergency preparedness, infectious illnesses, nutrition and meal planning, integrating health safety and nutrition experiences into daily routines, overall risk management, school and family collaboration.

Student Learning Outcomes (SLO)
  1. Describe strategies used to promote the health, safety, and nutrition of children and adults in care and education settings.
  2. Evaluate environments for both positive and negative impacts on children’s and adults’ health and safety.
  3. Identify regulations, standards, policies, and procedures related to health, safety, and nutrition in care and education settings.

ECD 56 - Child Growth and Development    ( 3.00 - Units )
Examines the progression of development in the physical, cognitive, social, and emotional domains and identifies developmental milestones for children both typical and atypical from conception through adolescence. Emphasis on interactions between biological processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Student Learning Outcomes (SLO)
  1. explain children’s development from conception through adolescence in the physical, social, emotional, and cognitive domains;
  2. describe cultural, economic, political, and historical contexts that impact children’s development;
  3. apply knowledge of development and major theoretical frameworks to child observations.

ECD 59 - Literacy in Early Childhood    ( 3.00 - Units )
This course provides overview of language and literacy development in children from infancy to school age. Practical aspects of fostering literacy development in children by improving teachers’ knowledge of literature in early years. It addresses the role of the literature, the relationship between early language development and literacy opportunities and methods for developing language and positive attitudes toward literature. The student will develop knowledge and understanding of the normal development of language in the young child and the teacher's role in fostering and facilitating this development by reading books, storytelling, story writing, and use of puppets, flannel boards and props.

Student Learning Outcomes (SLO)
  1. Define literacy and emergent/early literacy for young children
  2. Analyze appropriate literature and other learning materials for diverse learners that would promote language and early literacy skills
  3. Demonstrate an ability to read aloud both prose and poetry in an engaging fashion and to develop storytelling techniques
  4. Understand developmental stages and types of books, early literacy activities appropriate to use within each stage.

ECD 60 - Introduction to the Young Child With Exceptional Needs    ( 3.00 - Units )
Introduces the variations in development of infants and children with exceptional needs and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with exceptional needs, and the identification and referral process. Assessments, interventions, and learning environments for infants and children with exceptional needs.

Student Learning Outcomes (SLO)
  1. Demonstrate the ability to compare and contrast children’s various exceptionalities and characteristics in development for planning and implementing an inclusive program that is embedded with appropriate adaptations, modifications and accommodations in which all children succeed to the best of their abilities.
  2. Describe and explain the important societal evolution of inclusion through the incorporation of key concepts stated and supported in laws such as Individual Development Education Act (IDEA) and use of Individual Educational Plan (IEP) and Individual Family Service Plan (IFSP), and American Disabilities Act (ADA) to protect the rights of people with disabilities in all environments.
  3. Collaborate with other school personnel, families, community members and resources in advocating for positive and sensitive attitudes for inclusion an the equal accessibility to participate in all activities to insure a high quality of life.

ECD 62 - Child, Family and Community    ( 3.00 - Units )
The processes of socialization focusing on development of identity and the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence.

Student Learning Outcomes (SLO)
  1. explain socialization of the child focusing on the interrelationship of family, culture, teachers, and the community;
  2. describe strategies for collaboration with families to support children's development and learning that are respectful, reciprocal, and engaging;
  3. describe strategies and community resources that empower families and encourage family involvement in children’s learning.

ECD 63 - Early Childhood Curriculum    ( 4.00 - Units )
Professional application of the principles of human growth and development, learning theories, and examples from various models of developmentally appropriate practice in the study of a play-based and inclusive curriculum. Students will plan learning experiences in all content areas, including indoor and outdoor settings, the facilitation and guidance of all children’s experiences based on developmentally appropriate principles, and to support children’s physical, social, emotional, cognitive, and creative needs from birth to age eight within a cultural context.

Student Learning Outcomes (SLO)
  1. Design and implement curriculum based on observation and assessment to support learning and developmental needs in all content areas using developmental principles for a diverse and inclusive community of children.
  2. Discuss the learning process in early childhood as it relates to play.
  3. Apply elements of various curriculum models, approaches, theories, and standards for early learning including indicators of quality to plan and individualize curriculum for children ages birth through eight.
  4. Plan indoor and outdoor environments based on knowledge and understanding of children’s development and needs.

ECD 65 - Administration I: Programs in Early Childhood Education    ( 3.00 - Units )
Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Focuses on building relationships with families and the community. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program.

Student Learning Outcomes (SLO)
  1. Apply administration skills in various types of early care and education programs.
  2. Demonstrate knowledge of strategic and fiscal planning.
  3. Evaluate components of quality programs, facilities and operations.

ECD 67 - Infant and Toddler Development and Caregiving    ( 3.00 - 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.

Student Learning Outcomes (SLO)
  1. Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social and emotional domains.
  2. Apply the principles of infant/toddler development to create safe and healthy environments which meet licensing requirements and are responsive to the needs of individual infants and toddlers.
  3. Analyze the multiple contextual influences on infant and toddler development including diverse family practices and environment.

ECD 68 - Administration II: Personnel and Leadership in Early Childhood Education    ( 3.00 - 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.

Student Learning Outcomes (SLO)
  1. Demonstrate effective practices for managing and leading staff and administering early care and education programs.
  2. Implement ongoing professional development plans based on evaluation of staff and administrator needs.
  3. Establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.

ECD 69 - Child Study: Observation and Assessment    ( 3.00 - 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.

Student Learning Outcomes (SLO)
  1. evaluate the characteristics, strengths, limitations, and applications of contemporary observation and assessment tools and apply child development principles across all domains using authentic assessment, quantitative and observational skills to the preparation of a child's developmental profile and portfolio;
  2. complete systematic observations and assessments of children’s development and learning using a variety of data collection methods to inform classroom teaching, environment design, interactions, and curriculum to support individual needs of children;
  3. describe the ethical and professional responsibilities for educators in observing and assessing young children's development and learning.

ECD 79 - Teaching in a Diverse Society    ( 3.00 - 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.

Student Learning Outcomes (SLO)
  1. examine the impact of various societal influences on the development of children's personal and social identity;
  2. describe and evaluate the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development;
  3. identify and evaluate the influence of teachers' own culture and life experiences on teaching approaches and interactions with children and families.

ECD 83 - Adult Mentoring and Supervision    ( 2.00 - 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.

Student Learning Outcomes (SLO)
  1. Individualize mentoring and supervision strategies based on the roles and developmental stages of adult learners.
  2. Use a variety of personnel, program, and environmental assessment tools to inform leadership decisions.

ECD 87 - Infant and Toddler Environments, Care and Education    ( 3.00 - 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.

Student Learning Outcomes (SLO)
  1. demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers.
  2. summarize the essential policies and practices of quality infant and toddler programs.
  3. evaluate infant and toddler curriculum and environments based on environmental rating scale, observation, documentation and reflection.

ECD 90 - Practicum: Supervised Experience    ( 4.00 - 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.

Student Learning Outcomes (SLO)
  1. Apply a variety of effective approaches, teaching strategies, manage the classroom, monitor children’s development and learning, guide behavior, and use reflection on teaching practice to guide future planning.
  2. Design, implement, and evaluate curriculum and environments that are developmentally and linguistically appropriate, engaging, and supportive of development that are developmentally and linguistically appropriate, engaging, and supportive of development and learning based on observation, assessment and foundations of early childhood education and knowledge of individual children.
  3. Use knowledge of current research and understanding of how children learn to plan and implement curriculum.
  4. Demonstrate the skills of a professional teacher including effective communication, ethical practice, responsibilities to children and families, and commitment to ongoing professional development.

ECD 91 - Adaptive Curriculum for Children With Exceptional Needs    ( 3.00 - 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.

Student Learning Outcomes (SLO)
  1. Evaluate program, educational and professional policies, based on special education laws and evidence-based practices.
  2. Design and implement curriculum strategies based on children’s individualized needs in inclusive and natural environments.
  3. Advocate for effective partnerships with families, interdisciplinary team members, and community resource specialists.

ECD 95 - Work Experience    ( 1.00 - Units )
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. Cooperative effort between student, supervisor and instructor to accomplish professional work objectives, build competencies and broaden experiences 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.

Student Learning Outcomes (SLO)
  1. demonstrate Early Childhood knowledge and professional skills by compiling an Early Childhood Development program portfolio;
  2. demonstrate ability to plan and implement a learning activity for young children at their work site, based on observation of children’s needs;
  3. apply professional skills in preparation for employment by completing a resume.

ECD 96 - Work Experience Seminar    ( 1.00 - Units )
Provides the focal point for the coordination of the student's curriculum 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.

Student Learning Outcomes (SLO)
  1. apply concepts encountered in ECD instruction to problems and situations occurring in early care and education.

ECD 208 - Introduction to Careers in Education    ( Units )
This course will provide students with an introduction to teaching and education as a profession. It will provide an overview of teaching opportunities, requirements, educational pathways and certifications in California in a range of school settings including early childhood education, Transitional Kindergarten, K-12 (elementary, middle and high school), and community college. The course will address the qualities, skills and dispositions of an effective teacher, and critical issues in diverse contemporary classrooms. Career opportunities and labor market demand for teachers as well as other career pathways in education will be covered. ECD 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 ECD courses. This course is free and students may repeat this course until mastery of the skills is met.

Student Learning Outcomes (SLO)
  1. Develop a personal career plan based on knowledge of teaching qualifications and requirements, and reflection on one’s personal characteristics, experiences and goals.

ECD 209 - Introduction to Working with Children    ( Units )
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, realistic behavior expectations, and a discussion of what is considered developmentally appropriate practice. Effective communication, positive behavior guidance, and social and cultural factors related to equity in educational settings will also be addressed. ECD 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 ECD courses. This course is free and students may repeat this course until mastery of the skills is met.

Student Learning Outcomes (SLO)
  1. describe developmentally appropriate behavior expectations, and identify effective communication and behavior guidance strategies for diverse groups of children.

ECD 210 - Introduction to Infant/Toddler Care    ( Units )
Growth and development of infants/toddlers aged 0-36 months: Physical, cognitive, psycho-social, 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 social-emotional development and socialization and guidance, and practices/program policies that best support the healthy social-emotional development. The course also looks into families and family culture. ECD 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 ECD courses. This course is free and students may repeat this course until mastery of the skills is met.

Student Learning Outcomes (SLO)
  1. identify and analyze specific stages of development for infants and toddlers.

ECD 211 - Introduction to Infant/Toddler Curriculum    ( Units )
The essential policies, principles, and effective practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months are examined. The course introduces principles of developmentally appropriate curriculum for infants/toddlers. Play, language and learning experiences including use of materials and equipment in infant/toddler settings will be introduced. ECD 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 ECD courses. This course is free and students may repeat this course until mastery of the skills is met.

Student Learning Outcomes (SLO)
  1. demonstrate planning techniques for appropriate activities that promote the cognitive, social, emotional, and physical development of infants/toddlers.