Psych11: Child Growth and Development 
This course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence.  There will be an emphasis on interactions between maturational processes and environmental factors.  While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages.

ECE 2: Principles and Practices of Teaching Young Children
*Prerequisite: Psych 11.  An examination of the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all children.  This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity.

ECE 4: Language and Literature for the Young Child
*Prerequisite: Psych 11 and ECE 2.  This course provides a developmental framework for planning and implementing experiences that support and extend children's ability to sue language as a means of communication, as a medium of creative expression, and as a tool in the development of logical thought.  It introduces techniques for assessing the language skills of both typically and atypically developing young children, and for designing programs to meet children's unique needs through interactions and group activities.  The course reviews the field of children's literature and provides practice in skills of story selection, story reading, and storytelling for young children.

ECE 5: Science for the Young Child 
*Prerequisite: Psych 11 and ECE 2. This course applies child development principles to the planning of science and mathematics experiences for both typically and atypically developing young children.  Emphasis is placed on understanding how children develop problem-solving skills, and on recognizing how teachers can facilitate inquiry-discovery experiences for young children with diverse learning styles and needs.  Course work includes participation in experiments and field experiences in the sciences.  Students are required to develop and provide developmentally and culturally appropriate activities in science and mathematics activities for young children. 

ECE 8: Creative Experience - Art, Music, and Movement
Prerequisite: Psych 11 and ECE 2.  This course applies child development principles to planning multicultural art, music, and movement experiences for young children.  It covers the role of art, music, and movement in developing children's physical-motor, social-emotional, and cognitive skills, with emphasis on providing conditions that encourage development of creativity and aesthetic awareness.  Class work includes workshops and field experiences in planning and implementing appropriate creative experiences with young children.

ECE  9: Introduction to School-Age Child Care
*Prerequisite: Psych 11. This introductory course in programs for school-age childcare begins with the cultural needs for this care. This course reviews developmental stages and tasks for middle childhood and covers appropriate activities for children between the ages for six and twelve. In addition, through lecture, class discussion and student presentation, relevant state regulations, community resources, multi-cultural perspective, nutrition/behavior relationships, behavior management and staff development objectives are covered. By the end of this course, the student should be able to demonstrate the ability to function in all aspects of a school-age child program.

ECE 11: Child, Family and the Community 
*Prerequisite: Psych 11 or ECE 2. This course is an examination of the developing child in a societal context focusing on the interrelationship of family, school and community with an emphasis on historical and socio-cultural factors.  Studies of family systems in contemporary society as they impact children and their individual heritage, diverse culture, ability and language will be examined highlighting at least three major American cultures (Latino American, African American, Asian American, Native American, and European American).  The processes of socialization and identity development will be highlighted showing the importance of respectful, reciprocal relationships that support and empower families.

ECE 17: Introduction to Curriculum
This course presents an overview of knowledge and skills related to providing appropriate curriculum and environments for young children from birth to age 6.  Students will examine a teacher's role in supporting development and fostering the joy of learning and the role of play.  An overview of content areas will include but are not limited to: language and literacy, social and emotional learning, sensory learning, art, music and creativity, math and science.  

Psych  18: Childhood: Culture and Personality 
This course summarizes psychological and anthropological theories, methods and data.  These are used to  examine the relationship between critical aspects of culture and the personality development of children, adolescents and adults.  Comparisons of child-rearing practices in different societies illustrate the role of family, nutrition, education, economic status and play in socialization.  Cross-cultural contact is discussed in relation to growth and conflict among individuals in the U.S.  ECE 18 is the same course as Psychology 18.  Students may earn credit for one, but not for both.

ECE 19: Teaching in a Diverse Society
Examination of the development of social identities in diverse societies including theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms and teaching.  Students will recognize and contrast cultural and historical perspectives of at least 2 3 American cultural groups (Latino America, African American, Asian American, Native American and European American) to promote understanding, knowledge, attitudes and skills for educating children in a pluralistic society.  Various classroom strategies will be explored emphasizing culturally and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society.  Course includes self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling.

ECE 21: Observation and Assessment  
Prerequisite: Psychology 11, ECE 2, ECE 11, One of the following: ECE 4, 5, 8, 17 
This course  is a supervised field experience which focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning to join with families and professionals in promoting children's success.  Recording strategies, rating systems, portfolios, and multiple assessment tools are explored.  Students will also be required to complete 17 days of supervised field experience in an early childhood setting ( a minimum of 51 hours, 1 day equals 3 or more hours). Students are required to have a current TB test and Current Livescan completed at SMC OR a current California Commission on Teacher Credentialing Certificate of Clearance OR a Current CA Child Development Permit. Students must bring a copy of their TB test and Livescan to class by the second class meeting. NOTE: These hours of this course may be applied toward the Experience Requirement of the Child Development Teacher Permit.

ECE 22: Early Childhood Education Practicum-Field Experience 
*Prerequisite: ECE 21  This course is 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.  Students will also be required to complete 90 hours of work in an early childhood setting.

ECE  23: Fieldwork in Early Intervention 5 units  TRANSFER:CSU
*Prerequisite: ECE 45 and 49. This course provides students with fieldwork experience working with infants, toddlers and young children with special needs in a variety of early intervention and educational settings, including natural environments, self-contained and fully-included early childhood classrooms.  It integrates learned theoretical models to real-life situations and affords students opportunities for supervised practice as an assistant in an early childhood special education setting, home visiting program or as an early intervention support person in a general education classroom.  Students will be required to do 90 hours of supervised fieldwork in an early intervention setting.

ECE 30: Children with Challenging Behaviors
3 units Transfer: CSU
Prerequisite: None.
This course provides an overview of the developmental, environmental and cultural factors that impact the behavior
of children, including family stressors, temperament, violence, attachment disorders, and special needs. Topics include reasons for misbehavior, the importance of documented observation, and creating positive environments to encourage appropriate behavior. Intervention techniques for highly aggressive, antisocial, disruptive, destructive, emotional and dependant behaviors s well as proactive intervention and prevention techniques will
be presented. 

ECE 32: Communicating with Families
3 units Transfer: CSU
Prerequisite: None.
This course will enhance the capacity of early childhood educators to communicate effectively with families about
development and developmental concerns. Topics covered will include an overview of typical and atypical child development, parenting and social challenges faced by families of children with special needs, the importance of developmental screening and effective communication strategies for working with families. The ultimate goal of the course is to enhance the relationships between parents and the providers who serve them.

ECE 41: Supervision and Administration of Early Childhood Programs
*Prerequisite: ECE 2, 11, 21, and 21• Advisory: Experience as an early childhood teacher. This course introduces nursery school supervision and administration to the experienced teacher planning to become an administrator. Basics of establishing goals, policies, job descriptions, budgets and records will be explored. Personnel policies, staff selection, training and evaluation will be presented, with an overview of California laws governing early childhood programs. This course meets the requirements of the State Department of Health for directors of programs under their supervision.

ECE 43: Supervision and Administration 2
3 units Transfer: CSU
Prerequisite: Early Childhood Education 41.
This course builds on the content from ECE 41 and further defines the director’s role in an Early Childhood Education
Center for infant, preschool and school age programs. Topics include legislative policies, fiscal management, leadership, code of ethics, assessment, staff development, and the supervisor as a change agent. This course provides in-depth examination of the California Department of Education Title 5 expectations
and requirements pertaining to children developing typically and atypically.

ECE 45: Children with Special Needs 
Prerequisite: None.
This introductory course in the education of children with special needs provides an overview of laws, definitions, methodologies, trends and issues, and current research in early childhood special education. The course covers various categories of disability, including learning and physical disabilities, autism, mental retardation, behavioral disorders, communication disorders, visual and/or hearing impairments, attention deficit disorders and giftedness. Topics are examined from a culturally sensitive, family-focused perspective that emphasizes the importance of understanding children with special needs in order to education them effectively.

ECE  46: Infant through Toddler Studies
Prerequisite: Psychology 11 
This course includes an overview of the physical, social, emotional, and cognitive development of both typically and atypically developing infants and toddlers, birth to three years of age.  It will include basic principles of care giving, arrangement and accommodation of the environment; working with other staff, early interventionists, parents and the community; identifying young children with characteristics of special needs and those who may be at risk for disabilities, and making appropriate referrals; and providing culturally sensitive and consistent care.  This course is designed for caregivers of infants and toddlers so that they will have greater understanding of the diverse needs and abilities of the young children they care for and to increase their knowledge and awareness of the issues that impact the youngest children's lives in today's families.

ECE 47: Developing Family Childcare
3 units Transfer: CSU
Prerequisite: None.
This course is designed to assist with planning and implementing a family child care business serving children from
birth to school-age. Aspects of family childcare from both a care giving and business perspective will be addressed. Topics covered include environment, guidance, curriculum, legal implications, governing regulations, and business requirements. Another focus will be the development of a culturally sensitive and inclusive child-centered program. Effective communication methods between parents and providers as well as the connection of developmental theory to practice will be emphasized.

ECE 48: Adult Supervision & Mentoring
3 units*Prerequisite: ECE2 • Advisory: ECE 21

Completing this course is one of the steps required to become a California Mentor Teacher. It does not guarantee automatic selection as a California Mentor Teacher.
This course is required by the State of California Commission on Teacher Credentialing for Master Teachers, Site Supervisors and Program Directors. Included in the course is the study of the methods and principles of supervising student teachers, assistant teachers, parents and volunteers in early childhood/child development classrooms. Emphasis is on the role of classroom teachers and site directors who function as mentors to new teachers while simultaneously addressing the needs of children, parents and other staff. This course requires 4 hours of outside time to complete an infant/toddler or preschool observation and assessment tool.

ECE 49: Early Intervention Strategies 
*Advisory: Psych 11 and ECE 45. This course focuses on the theories, research, and practical applications from the field of early intervention.  Special education topics covered include curriculum modification strategies to facilitate the development of cognitive, motor, social, emotional and language skills in infants, toddlers, and young children with special needs.  Specific attention will be aimed at developing behavior management plans, collaborative teaching, lesson planning strategies, and methods for working with parents of young children with special needs.

ECE 50A: Parenting Skills Development
1 unit

Prerequisite: None.
An introductory course in parenting skills based on principles of child development, with a focus on active listening,
problem solving, developmentally appropriate expectations and discipline techniques. Course will include assessment of parenting programs, strategies and techniques. The course will highlight components for creating a nurturing home environment through the life cycle. This course offers up-to-date information on human development, mental health, and social health as it relates to parenting.

ECE 51: The Reggio Approach    
In cooperation with the State Commission on Teacher Credentialing, this course will focus on the theories, research, and practical application of the Reggio Emilia Approach as applicable to early childhood education in the U.S. The key concepts of collaboration between parents, teachers, and children; observation of how children construct theories; documentation and reflection on the learning process; the expanded role of the teacher as a co-constructor of knowledge; examination of the impact of the environment in facilitating children’s learning will be studied.

ECE 54: Documentation: Making Learning Visible
3 unit Transfer: CSU
Prerequisite: None.
This course highlights documentation as a process focusing on children’s experiences, thoughts and ideas during the course of their projects. Documentation sharpens and focuses teacher’s awareness of their role in children’s experiences and development. Students will be introduced to the forms, tools, and uses of documentation as well as the elements by which effective documentation can make learning visible to children, parents
and teachers.

ECE 55: Environment as the Third Teacher
3 unit Transfer: CSU
Prerequisite: None.
This course highlights the elements that can stimulate, sustain, enhance, or detract from learning in an early childhood classroom or outdoor space. Based on principles of architecture, design and actual experiences of educators using space, the elements of the environment as they support relationships, comfort, osmosis, sensory integration, community, constructivism, narration, and rich imagination will be explored.

ECE 61:Teacher/Child Interactions
3 units Transfer: CSU
Prerequisite: None.
The early childhood years are critical for children to gain knowledge and skills that provide the foundation for later learning. young children learn through the interactions they have with their teachers. This course is intended to increase students’ knowledge about the vital role that teacher-child interactions lay in learning and skill acquisition. Because language and early literacy skills are the gatekeepers for later school success, his course will also provide students with the knowledge they need to effectively implement language and literacy curricula through meaningful and intentional teacher-child interactions.

ECE  64: Heath, Safety and Nutrition for Young Children
Prerequisite: none
Introduction to the laws, regulations, standards, policies and procedures and early childhood curriculum related to child health safety and nutrition. The key components that ensure physical health, mental health and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. Focus on integrating the concepts into everyday planning and program development
for all children.

ECE 70, The Hanen Language Program

3 units Transfer: CSU
Prerequisite: None.
This course teaches the methods of the Hanen Centre’s “Learning Language and Loving It” research based program
designed to facilitate language acquisition skills in young children. It provides students with a step-by-step approach to promoting children’s social, language and literacy development within everyday activities in early childhood settings. Students will learn how to create enriched interactive language-learning environments that include children with special needs, second language learners and those who are typically developing. This class requires students to have ongoing access to young children (any age from birth to 8) in a family child care or early childhood
education program. Students will need access to a digital video camera in order to document their interactions with
young children.

ECE 71, Infant and Toddler Education and Care
3 units Transfer: CSU
Prerequisite: None.
This course applies current theory and research to the care and education of Infants and Toddlersin group settings. It examines essential policie, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months. It will include basic principles of caregiving, arrangement and equipping the enviornment, working with other staff, parents and the community, identifying children with specials needs and making appropriate referrals, and providing culturally consistent care.

Dance 75, Dance for Children
3 units Transfer: CSU
Prerequisite: None.
This course, the study of developmentally appropriate creative movement experiences for children, gives students methods to guide creativity in the pre-K and elementary classroom and to develop dance lessons tied to specific subject areas. Students gain knowledge of the movement aspect of child development and how to use creative dance to research and teach subject matter across the pre- K and elementary curriculum. It
covers the role of movement in developing children’s physical, motor, emotional, and cognitive skills, and includes workshops and field experience in planning and implementing appropriate creative experiences with young children.