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C D 51B Advanced Student Teaching Practicum 5 Units
Prerequisite: C D 51A.
Two and one-half hours lecture, eight hours laboratory (126 hours total per quarter). A demonstration of advanced developmentally appropriate early childhood teaching competencies under guided supervision. Students will build on the basic teaching skills in a classroom experience to make more advanced connections between theory and practice, develop professional behaviors, and build a more comprehensive understanding of children and families. Advanced competency will include completing a child assessment.
(This course meets the NAEYC Standards 1, 2, 3, 4, and 5; and NBPTS Standards 1 through 9.)
C D 57
Self-Assessment for Teachers of
Young Children Using Reflective Practice: Field Experience
5 Units
C
C D 52 Observation and Assessment of Children
4 Units
Prerequisite: C D 10G or PSYC 10G.
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Two hours lecture, ten hours laboratory (144 hours total per quarter).
An examination of the use of self-assessment and reflective practice techniques for individualized teacher preparation with emphasis on specific types of environments, interactions that support the development of children's social-emotional, cognitive, and early academic skills. Student will use field placement to practice and develop skills.
(This course meets NAEYC Standards 1, 2, 3, 4 and 5; NBPTS Standards 1 and 4; CEC Standards 2, 4, 5, 7, 9 and 10 and ECE Competencies Standards 1, 3, 4 and 7.)
C D 58 Infant/Toddler Development 5 Units
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Five hours lecture (60 hours total per quarter).
Study of physical, cognitive, language, social and emotional development from preconception to age three, with emphasis on cultural diversity, the role of family and relationships in development. Application of theoretical frameworks to interpret behavior and the interaction between heredity and environment. Program and Individualized Family Service Plan planning based on observation of infants and communication with parents will be explored. Ways to implement assessment tool results (such as from Desired Results Developmental Profile and/or Ages and Stages surveys) will be discussed. Methods for infant and toddler care routines, the role of administration, and interpretation of observations will be explored. Best practices, responsive care giving techniques, environments, infant/toddler foundations, health, safety, and licensing requirements will be examined.
(This course meets NAEYC Standards 1-5; NBPTS Standards 4 and 5; and DEC Standard 5 Family Based Practices.)
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
The appropriate use of assessment and observational strategies to understand and document development and behavior. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored.
(This course meets NAEYC Standards 1a,1b,2a,2c,3a,3b,3c, 3d,6b,6c SS3, SS5 ; NBPTS Standards 3 and 4; DEC Standard 8 Assessment; CA Early Childhood Educator Competency Focus 1: Observation, Screening, Assessment and Documentation; CA ECE/Infant Family Early Childhood Mental Health Competencies Areas B and E.)
C D 53 Creative Art for the Young Child 3 Units
Prerequisite: C D 10G or PSYC 10G (may be taken concurrently) and C D 50 (may be taken concurrently).
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
This course provides an overview of creative activities for children from infancy through the school years with an emphasis on design, presentation, and assessment of developmentally appropriate activities that use sensory, child-centered materials to enhance imagination, creative thinking, problem-solving, divergent thinking, and self-expression in young children. Special attention is given to creating a climate that supports creative exploration and the role of the teacher in promoting growth and development of creativity in every child.
(This course meets NAEYC Standards 1a, 1b, 1c; 4a, 4b, 4d; NBPTS Standards I, II, IV, VI; and CDE/DEC Standards CC1- K10, CC4-S2; EC4-S1; CC7, S10, S11, S13; EC7-S2.)
C D 59G
Supervision and Administration of Child Development Programs (Management Systems)
4 Units
C D 54 Curriculum for Early Childhood Programs
4 Units
Prerequisite: C D 10G or PSYC 10G (may be taken concurrently) and C D 50 (may be taken concurrently).
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
This course is an introduction to the administration of early childhood programs and covers program types, budget, management, regulations, laws, and the development and implementation of policies and procedures. It examines administrative tools, philosophies, and the techniques needed to organize, open, and operate an early care and education program.
(This course meets NAEYC Standard 6 and California ECE Competencies: Administration & Supervision.)
Prerequisite: C D 10G or PSYC 10G (may be taken concurrently).
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
Curriculum development with emphasis on planning curriculum that is emergent, developmentally and individually appropriate and inclusive for all young children through age six. Students will examine the teacher’s role in supporting development by using observation and assessment strategies and emphasizing the essential role of play. Curricular areas included to be explored are: language and literacy, social and emotional learning, sensory learning, art and creativity, and math and science. (This course meets NAEYC Standards 1 and 4; and NBPTS Standards 4, 5 and 6.)
C D 59H
Supervision and Administration of Child Development Programs (Leadership Skills)
4 Units
C D 55 Literacy Development and Activities for the Young Child
3 Units
Prerequisite: C D 10G or PSYC 10G (may be taken concurrently) and C D 50 (may be taken concurrently).
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
This course studies the methods and principles of supervision and management as they apply to the administration of programs in early childhood settings. An emphasis is placed on personnel management, supervision styles and skills, interpersonal communication, ethical and professional standards, and an awareness of the sociopolitical context of early childhood programs.
(This course meets NAEYC Standard 6.)
C D 60 Introduction to Children with 3 Units Special Needs
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
Introduces the variations in development of children with special needs ages birth through eight and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with special needs, and the identification and referral process.
C D 61 Music and Movement 3 Units (Developmental Foundations)
(See general education pages for the requirements this course meets.) Prerequisite: C D 10G or PSYC 10G (may be taken concurrently) and C D 50 (may be taken concurrently).
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
This course is a developmental introduction to music and movement experiences. Students will have opportunities to engage in and to reflect on how music and movement foster healthy development in children and adults. Students will also have opportunities to see how music and movement define and are linked to cultural experience and to who we are as individuals.
(This course meets the NAEYC Standards 2,3 and 4; CCA Standards 3, 7, 8 and 11; NBPTS Standards 1, 2, 3 and 4.)
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
Theories of language acquisition and the process of language development in young children. Introduction to methods and materials that enhance emerging language and literacy for infants through school-age children in a culturally diverse society. (This course meets NAEYC Standards: 1a,1b,1c; 3a, 3b, 3c; 4b, 4c, 4d; NBPTS Standards 1-10 for ECE-Middle Years; DEC/CEC standards 1-8; and CA ECE Standards 1, 2, 5 and 8.)
C D 56 Understanding and Working with English Learners
3 Units
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
Developmental and cultural examination of the dual language learner in early childhood programs. Theories and developmental sequence of bilingual language acquisition. Role of teacher and methods for supporting the young English learner. (This course meets National Association for the Education of Young Children (NAEYC) Standard 4b: Teaching and learning: Using developmentally effective approaches; National Board for Professional Teaching Standards (NBPTS) Early childhood/ Generalist Standard II: Equity, Fairness and Diversity; Council for Exceptional Children (CEC) Special Education Content Standards, Standard 2: Development & Characteristics of Learners; Standard 6: Language. California Early Child Educators Competencies: Culture, Diversity and Equity and Dual Language Development.
2O21-2O22 DE ANZA COLLEGE CATALOG
185
All courses are for unit credit and apply to a De Anza associate degree unless otherwise noted.























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