The pathway below represents an efficient and effective course taking sequence for this program. Individual circumstances might require some changes to this pathway. It is always recommended that you meet with an academic counselor to develop a personalized educational plan.
The courses have been intentionally placed and should be prioritized in
the order
in which they appear. If you are unable to take all the courses in
a semester, you
should prioritize enrolling in the courses in the order below.
Some courses have
been noted as “Appropriate for Intersession” 
. Should you need (or want) to take
classes
in the summer and/or winter intersessions,
the program recommends these courses as appropriate for the condensed
schedule of
the intersessions.
Some pathways combine a “Certificate of Achievement” and an “Associate
Degree”. If
you are pursuing only the Certificate of Achievement, you are only
required to take
the courses marked “Program Requirement” 
.
All pathways include at least one “Gateway Course” 
which introduces you to the program and/or field of study and helps you
decide if you want to continue with this Academic and Career Path.
Most Associate degrees (though not Associate Degrees for Transfer)
require satisfying the SMC Global Citizenship requirement. If the Program
Requirements do not include a “Global Citizenship course” 
, be sure to select a General Education course that also satisfies Global Citizenship.
The Early Childhood Studies program focuses on educational practices that emphasize interpersonal relationships, cultural diversity, child-centered curriculum and the inclusion of children with special needs in all educational opportunities. The curriculum prepares students to teach or administer programs for young children that include: private early childhood programs, public programs such as school district children centers and Head Start Programs, Head Start, Infant and School Age Programs. The Early Childhood Studies program is geared toward students wishing to prepare for employment in early childhood programs. Emphasis is placed in preparing students for early entry into the workforce. The program provides a sequential path that allows students to obtain the academic requirements for various state permits – Associate Teacher, Assistant Teacher, and Teacher. Students may build on the courses provided by the Early Childhood Studies program to later transfer. However, the AS-T in ECE is the recommended option for students desiring to transfer.
Upon completion of the program, students will:
- Upon completion of the program, students will demonstrate the knowledge, skills and dispositions to meet the entry-level requirements for early childhood professionals working in programs regulated by the California Department of Social Services (Title 22). This degree is designed to meet the requirements for a California Child Development Teacher Permit.
Icon Key
-
Gateway Course
-
Program Requirement
-
General Education -
Appropriate for
Intersession
-
Available Online -
Global Citizenship
Semester 1
15 Units
This course will examine the major developmental milestones for children, both typically and atypically developing, from conception through adolescence in the areas of physical, psychosocial, and cognitive development. Emphasis will be on interactions between maturational and environmental factors within a culturally sensitive framework. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages.
should be taken in intersession PRIOR to ECE 2
- Advisory: Eligibility for English 1
- 4I: Psychology
- D9 - Psychology
- E - Lifelong Understanding and Self-Development
- Area II-B: Social Science (Group B)
This course examines the historical contexts and theoretical principles of developmentally appropriate and best practices in early care and education for children birth through age eight. It explores the typical roles and expectations of early childhood educators. It identifies professional ethics, career pathways, and professional standards. It 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. This class is appropriate for students wanting to work with young children in a variety of programs, including infant-toddler, preschool, transitional kindergarten, and kindergarten.
- Skills Advisory: PSYCH 11
This introductory course in rhetoric emphasizes clear, effective written communication and preparation of the research paper.
- Prerequisite: ENGL 21B or
- Prerequisite: ENGL 22
- Prerequisite: ESL 19B or
- Prerequisite: Group A on the Placement Test
- 1A: English Composition
- A2 - Written Communication
- Area IV-A: Language and Rationality (Group A)
This course provides an exploration of intellectual, psychological, social and physical factors that impact lifelong learning, well-being and success. Topics include motivation and self-efficacy; critical thinking, academic integrity and active study strategies; health issues and lifestyle choices; relating to others as a global citizen; written and oral communication; time management; career exploration; and educational planning.
- E - Lifelong Understanding and Self-Development
SMC GE Area II-A Course 3 units
Semester 2
15-17 Units
This course is an examination of the developing child in a societal context, focusing on the interrelationship of family, school and community and the influence of multiple societal contexts. It explores the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence. 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 (Latina/o 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.
- Skills Advisory: PSYCH 11
- 4G: Interdisciplinary, Social & Behavioral Sciences
- D7 - Interdisciplinary Social and Behavioral Science
- Area II-B: Social Science (Group B)
- Area V: Global Citizenship
This course provides a developmental framework for planning and implementing experiences that support and extend children¿s abilities to use 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 children's language skills and for developing a program to meet those needs through individual interactions and group activities. The course reviews the current research pertaining to language acquisition and pre-reading skills development within a culturally sensitive framework. Students will review children's literature and obtain practice in story selection, reading and storytelling to young children.
- Skills Advisory: PSYCH 11
This course applies child development principles to the planning of science, technology, engineering, and mathematics (STEM) 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 designing, planning for, participation in, and assessment of STEM challenges. These are created through classroom design, material selection, and learning to build upon a child's natural curiosity.
- Skills Advisory: PSYCH 11
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.
- Skills Advisory: PSYCH 11
This course covers developmentally appropriate curriculum and environments for children birth through age eight. Students will use knowledge of children’s development, theories of learning and development, observation and assessment, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas and support children’s development and learning, integrated throughout indoor and outdoor settings. It explores the teacher's role in supporting development and learning across the curriculum.
- Skills Advisory: PSYCH 11
SMC GE Area IV-B Course 3-5 units
ENGL 2 recommended for CSU transfer option
See the full list: SMC GE Area III Course
COM ST 11, 12, 16, or 21 recommended for CSU transfer options
Semester 3
16 Units
This course is a supervised field experience which focuses on the 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 is emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be practiced, along with strategies for collaboration with families and professionals. Students are required to have a current TB test, a Live Scan completed at SMC, and proof of immunizations, including T-Dap, MMR, and proof of a COVID vaccine for most placement sites, prior to the course start date. Students will also be required to complete 20 days of supervised field experience in an instructor-approved early childhood setting, (1 day equals 3 or more hours).
- Prerequisite: PSYCH 11 and
- Prerequisite: ECE 2 and
- Prerequisite: ECE 11 and
- Prerequisite: at least ONE of the following
- Prerequisite: ECE 4 or
- Prerequisite: ECE 5 or
- Prerequisite: ECE 8 or
- Prerequisite: ECE 17
The course provides an introduction to the laws, regulations, standards, policies, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. 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. Course discussion includes the teacher’s role in prevention strategies, nutrition and meal planning, integrating health, safety, and nutrition experiences into daily routines, and overall risk management.
This course provides a developmental framework for planning and implementing experiences that support and extend children¿s abilities to use 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 children's language skills and for developing a program to meet those needs through individual interactions and group activities. The course reviews the current research pertaining to language acquisition and pre-reading skills development within a culturally sensitive framework. Students will review children's literature and obtain practice in story selection, reading and storytelling to young children.
- Skills Advisory: PSYCH 11
This course applies child development principles to the planning of science, technology, engineering, and mathematics (STEM) 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 designing, planning for, participation in, and assessment of STEM challenges. These are created through classroom design, material selection, and learning to build upon a child's natural curiosity.
- Skills Advisory: PSYCH 11
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.
- Skills Advisory: PSYCH 11
This course covers developmentally appropriate curriculum and environments for children birth through age eight. Students will use knowledge of children’s development, theories of learning and development, observation and assessment, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas and support children’s development and learning, integrated throughout indoor and outdoor settings. It explores the teacher's role in supporting development and learning across the curriculum.
- Skills Advisory: PSYCH 11
SMC GE Area I Course 3 units
additional CSU GE Course recommended
Semester 4
14 Units
This course is a demonstration of developmentally appropriate early childhood planning and teaching competencies under the supervision of ECE faculty and other qualified early education professionals. 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. Reflective practice will be emphasized as student teachers design, implement, and evaluate approaches, strategies, and techniques that promote development and learning. The course includes exploration of career pathways, professional development, and teacher responsibilities. Students are required to have a current TB test, Livescan completed at SMC, and proof of immunizations, including T-Dap, MMR, and proof of a COVID vaccine for most placement sites, prior to the course start date. Students will be required to complete 30 days in an instructor-approved early childhood setting, (1 day equals 3 or more hours).
- Prerequisite: ECE 21
This course introduces students to the variations in development of individuals with special needs, with special emphasis on children ages birth through eight and the resulting impact on families. Content includes an overview of historical and societal influences, laws related to children with special needs, and identification and referral processes. The course covers various categories of disability, including learning disabilities, physical disabilities, autism spectrum disorder, intellectual disabilities, emotional and behavioral disorders, communication disorders, visual and hearing impairments, attention deficit hyperactivity disorder and giftedness.
- Skills Advisory: PSYCH 11
US History recommended for CSU transfer options
additional CSU GE Course recommended