1. Knowledge about child development and learning a. Developmental domains b. Factors that contribute to development Facilitating child development and learning a. The role of families b. Preschool development and learning c. Learning through play

1. Respect for all differences and similarities a. Cultural diversity of families b. Receptive to all families Cultural and language development and learning a. Approaches to learning b. Understanding cultural perspectives of self and others c. Culturally and linguistically inclusive communication and practices Culturally inclusive learning environments a. Visual representation of diversity b. Language diversity

1. Supporting children's emotional development a. Expression of emotions b , Empathy c. Self-regulation Social-emotional climate a. Positive relationships Socialization and guidance a. Appropriate expectations for behavior b. Encouraging children's efforts

1. Communication with families a. Home language b. Family preferences for communication Relationships with children and families a. Knowledge of families b. Families as community members Community resources a. Family functioning b. Use of community resources

1. Dual-language program models and strategies a. Engagement of young dual-language learners and their families Development of the home language and of English a, Home language and English b. knowledge of dual-language development Relationships with families of dual-language learners a. Linguistic and cultural diversity

1. Observation a. Concepts of observation Documentation a. Strategies for documentation Interpretation, planning and implementation a. Interpretation of documentation

1. Philosophy, policies and practices a. Policies and procedures Developmentally and individually appropriate practice a. Developmentally appropriate practice Collaboration with families and service providers a. Families b. Teamwork on inclusion

1. Curriculum and curriculum planning a. Principles of curriculum Environments, schedules and routines a. Schedules and daily routines b. Personal-care routines Strategies to support learning and development a. Infant}toddler learning and development b. Preschool learning and development

1. Environmental health and safety a. Environmental health and safety policies and practices b. Supervision of children Emergency preparedness a. Emergency plans Nutrition a. Mealtime routines Response to health requirements a. Illness policies and practices b. Child abuse and neglect c. Infant/child CPR and pediatric first aid

1. Systems and change development a. Team Building b. Cultivating leaders

1. Professional development a. New ideas b. Role models and mentors c. Individual early childhood career development d, Reflective practice Professional conduct and behaviors a, Modes of communication b. Collaboration c. Ethical conduct d. Confidentiality and privacy Competence in a specialized body of knowledge a. Domains of development b. Developmentally, culturally and linguistically appropriate practice c. Professional roles and responsibilities Commitment to lifelong learning

1. Program planning, development and operations a. Program philosophy b. Use of technology and related resources Human resources a. Personnel policies b. Reflective practice and supervision c. Support for ongoing adult learning, coaching and mentoring d, Performance evaluation e. Communications between and among staff and colleagues Organizational systems, policies and procedures a, Program policies and procedures

Students examine the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is 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.

Students examine the developing child in a societal context focusing on the inter-relationship of the family, school and community and emphasizing historical and sociocultural factors. The processes of socialization and identity development are highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Topics covered are: social influences on parenting styles, communication, child-rearing and the relationships between the child, family and the school is studied.

Principles and practices of play-based curriculum: Role of the teacher in facilitating children' s learning play-based activities; observation and assessment in planning curriculum.

Introduction to organizing and developing activities for children aged O- 3 years: Focus on practical learning experiences in areas such as arts and crafts, imaginative play, music and movement, learning games; also covers culturally-appropriate activities, room arrangement, and classroom management.

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.

This course introduces 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. This course also focuses on integrating the concepts into everyday planning and program development for all children. Students are required to participate in and pass the American Red Cross Infant/Child CPR and First Aid course.

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.

This course focuses on the appropriate use of a variety of assessment and observation strategies to document child development, growth, behaviors, play and learning, and to join with families Attachment E and professionals in promoting children's success, Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. Child observations will be conducted and analyzed.

English Composition(3-Units), Critical Thinking (3-Units), and Oral Communications (3 -Units)

Introduction to Statistics (3-Units)

Jazz, Blues, and Popular Music in American Culture A & B (6-Units), Introduction to Humanities (3-Units)

Child, Growth, Development (3-Units), Social Problems (3-Units), Introduction-to Psychology (3-Units)

Physical Science (3-LJnits), Biological Science (3-Units), Laboratory (I-Unit)

This course is designed to provide students with lifelong research and information literacy skills. Students will gain working knowledge of library resources as well as those within their profession. Coursework is designed to engage students as active researchers honing their ability to evaluate, analyze, organize, synthesize, and ethically use information.

This course is designed to support students to achieve success in upper division courses and realize their academic goals. Students will explore and analyze the multiple perspectives in liberal arts and higher education. Through personal reflection, students will apply their understanding of a liberal arts education to their own career goals and lives.

This course provides a broad orientation to the profession of early childhood education, including ethical responsibilities and effective communication.

This course introduces students to the field of early childhood special education as well as the legal and educational basis for intervention with an emphasis on serving children in their natural environment. Students will examine a variety of disabilities and at-risk conditions. They will explore ways to collaborate with families and other professionals to improve educational outcomes for young children with exceptionalities, disabilities and/or the gifted.

This course focuses on young children who are learning more than one language. Students will identify the paths to multilingualism, and factors affecting second language acquisition. Based on these understandings, students will implement strategies for fostering and assessing dual language learners' language, literacy, and learning.

This course focuses one understanding and implementing evidence-based practices for promoting children's social and emotional development and preventing challenging behaviors. Students will examine the critical nature of emotional support and responsive relationships as they relate to promoting the social and emotional competence of young children.

In this course, students will enhance their understanding of language and literacy development and use this knowledge to develop lessons and activities that promote language and literacy development and skills.

In this course, students will their understanding of mathematics development and science content in ECE. They will use this knowledge to develop lessons and activities that promote numeracy and math development and skills.

In this course, candidates focus on effective practices in early care and education. Candidates will explore the Classroom Assessment Scoring System (CLASS) and the ways the CLASS domains and dimensions connect with CA Early Childhood Educator Competencies.

In this course, students apply knowledge from previous coursework and develop skills in planning and implementing developmentally appropriate learning experiences, integrated instruction and learning environments. Candidates complete 60 hours of fieldwork in an Early Childhood Education setting.

Students will integrate understandings of child development, learning theory, assessment and learning foundations to develop and maintain healthy, safe, supportive and challenging learning environments and instruction for young children. Students will analyze research and develop a proposal to address a challenge they have identified within the early childhood setting.