Foothill CollegeApproved Course Outlines

Business and Social Sciences Division
CHLD 86BPRACTICUM STUDENT TEACHING IN AN EARLY CHILDHOOD PROGRAMWinter 2014
2 hours lecture, 10 hours laboratory.5 Units

Total Quarter Learning Hours: 144 (Total of All Lecture, Lecture/Lab, and Lab hours X 12)
 
 Lecture Hours: 2 Lab Hours: 10 Lecture/Lab:
 Note: If Lab hours are specified, see item 10. Lab Content below.

Repeatability -
Statement: Not Repeatable.

Status -
 Course Status: ActiveGrading: Letter Grade with P/NP option
 Degree Status: ApplicableCredit Status: Credit
 Degree or Certificate Requirement: AA Degree
 GE Status: Non-GE

Articulation Office Information -
 Transferability: CSUValidation: 12/10;3/8/2011;10/2013

1. Description -
A demonstration of developmentally appropriate early childhood teaching competencies under guided supervision. 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; and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children.
Prerequisites: CHLD 1, 56N, 88 and 89.
Co-requisite: None
Advisory: None

2. Course Objectives -
The student will be able to:
  1. Define the role of the teacher in an early childhood program.
  2. Plan, facilitate and evaluate developmentally appropriate activities in various learning areas that are based on observation and assessment of young children.
  3. Evaluate the effectiveness of early childhood curriculum, classrooms, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children.
  4. Apply ethical standards and professional behaviors that demonstrate understanding, knowledge and commitment to the early childhood profession
  5. Recognize the importance of respectful, reciprocal relationships with children and families that show sensitivity to family values, cultural, linguistic, sexual orientation, and ethnic differences.
  6. Evaluate one's effectiveness within a collaborative teaching environment
  7. Integrate understanding of children's development and needs to establish and maintain healthy, safe, respectful, supportive and challenging learning environments for all children.
  8. Apply a variety of effective approaches, strategies and techniques supporting positive relationships with children and adults.
3. Special Facilities and/or Equipment -
Lab will be completed in a state licensed early care and education facility.

4. Course Content (Body of knowledge) -
  1. Define the role of the teacher in an early childhood program.
    1. Personal/professional qualities
    2. Career ladder and state qualifications
    3. Relationships with children
    4. Program implementation
    5. Working with staff, parents and other adults
    6. Classroom guidance strategies
    7. Teaching and non-teaching responsibilities
    8. Professionalism
    9. Advocacy
  2. Plan, facilitate and evaluate developmentally appropriate activities in various learning areas that are based on observation and assessment of young children.
    1. Preparation, planning and documentation of experiences emerging from the children's interests
    2. Provision of developmentally appropriate resources and materials for children of varying abilities
    3. Development of written activity plans based on assessment and observation
    4. Observation, documentation and evaluation of learning experiences for children.
    5. Selection of experiences and materials based on the developmental needs of individual children and of the group.
    6. Curriculum content areas: language, literacy, math, science, social studies, and visual and performing arts.
    7. Health and safety requirements in the classroom
    8. Participation in early intervention curriculum adaptations.
  3. Evaluate the effectiveness of early childhood curriculum, classrooms, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children.
    1. Application of developmentally appropriate, culturally, linguistically appropriate practices
    2. Organization of physical environment and daily schedule in terms of their effect on the behavior of children.
    3. Integration across curriculum and in collaboration with teaching team
    4. Involvement of families in early childhood programs
    5. California state learning standards and tools
  4. Apply ethical standards and professional behaviors that demonstrate understanding, knowledge and commitment to the early childhood profession
    1. Sensitivity and responsiveness to cultural, linguistic, sexual orientation and ethnic differences
    2. Professional responsibilities of a teacher
    3. Professional behavior adhering to NAEYC's Code of Ethical Conduct
    4. Attitudes and skills in team teaching
    5. Culture and values as a factor in relationship building
    6. Professional standards, organizations and assessments
    7. Ongoing self-reflection as a critical quality of effective teaching
    8. Role of parents and volunteers in the classroom
  5. Recognize the importance of respectful, reciprocal relationships with children and families showing sensitivity to family values, cultural, linguistic, sexual orientation, and ethnic differences.
    1. Sensitivity and responsiveness to cultural, linguistic, sexual orientation and ethnic differences
    2. Discussion of differences in viewpoints in mutually respectful ways
    3. The environment as a learning community
    4. Addressing bias and labeling in the early childhood program
  6. Evaluate one's effectiveness within a collaborative teaching environment.
    1. Qualities of a good teacher
    2. Documentation of relationship building techniques
    3. Self reflection and assessment of teaching skills and strategies
    4. Developing and evaluation of teaching goals
    5. Evaluation and analysis of teaching strategies received from master teacher interview
    6. Implementation of feedback received from master teacher during teaching practicum
  7. Integrate understandings of children's development and needs to establish and maintain healthy, safe, respectful, supportive and challenging learning environments for all children.
    1. Building relationships with children, teachers and families
      1. Trust, power, communication as applied to relationships
      2. Developmentally appropriate interaction strategies
    2. Observation as a tool for understanding and responding to children and curriculum planning
    3. Communication skills in all aspects of teaching including cross-cultural communication
    4. Guidance strategies to manage the classroom and promote pro-social behavior
    5. Health and safety requirements
    6. Effective interaction in a child centered, child initiated, play based learning environment
  8. Apply a variety of effective approaches, strategies and techniques supporting positive relationships with children and adults.
    1. Creating an environment and daily schedule which allows for frequent interactions
    2. Positive guidance techniques that encourage social problem solving
    3. Role of the adult as a facilitator supporting child initiated social/emotional development
    4. Modeling and facilitation of appropriate language and social behavior with children
5. Repeatability - Moved to header area.
 
6. Methods of Evaluation -
  1. Demonstration of knowledge and skills through completion of all class assignments
  2. Observation by instructor of student's teaching in classroom environment
  3. Participation and completion of required student teaching hours and requirements
  4. Self-evaluation and evaluation by mentor teacher and course instructor
  5. Participation in seminar
  6. Final Self assessment
7. Representative Text(s) -
Browne, Kathryn Williams. To Teach Well: An Early Childhood Practicum Guide. 2nd Ed. Upper Saddle River, New Jersey: Pearson Education, Inc., 2012.
Copple, C and Bredecamp, S. The Basics of Early Childhood Practice. Washington D.C.: NAEYC, 2006. (Text content remains a standard)

8. Disciplines -
Child Development
 
9. Method of Instruction -
Lecture, Discussion, Field work, Oral presentations, Laboratory, Demonstration.
 
10. Lab Content -
Student participates in an early care and education program under observation of an approved mentor teacher.
 
11. Honors Description - No longer used. Integrated into main description section.
 
12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Weekly reading assignments and study of text
  2. Writing assignments which require critical thinking skills in response to classroom experiences, self-assessment, lectures and reading
  3. Written observations, evaluation and assessment of children
  4. Final written self evaluation to critically analyze student's professional development
13. Need/Justification -
This course is a restricted support course for AA degree in Child Development. This course is required by California Community Care Licensing Title 22 for early care and education professionals to work in the field and is one of 8 lower division courses endorsed by Academic Senate of California Community Colleges as the basis for Early Childhood Education/Child Development certificate and degree programs.


Course status: Active
Last updated: 2013-12-05 14:37:59


Foothill CollegeApproved Course Outlines