Page 149 - Catalog 2019-2020 Flipbook

CHEM 30A
Introduction to General, Organic
5 Units
processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. (Applicable standards to this course: National Association for the Education Young Children Standards; Standard 2 Building Family and Community Relationship, Standard 4 Using developmentally effective approaches, and Standard 5 6 Becoming a Professional; National Board for Professional Teaching Standards Early Childhood Generalist Standard 2 Equity, Fairness and Diversity, Standard 7 Family, Community Partnerships and Standard 9 Reflective Practice; Council for Exceptional Children/ Division for Early Childhood Standard 9 Professional and Ethical Practice and Standard 10 Collaboration; California Early Childhood Competencies: Culture, Diversity & Equity, Family & Community Engagement, Professionalism.)
C D 50 Principles and Practices of 4 Units Teaching Young Children
Advisory: EWRT 211 and READ 211 (or LART 211), or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
The underlying theoretical principles of developmentally appropriate practices applied to programs, environments, and teaching strategies, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all young children. Includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics, and professional identity. (Applicable standards for this course: National Association Education Of Young Children (NAEYC) Standard 1. Promoting Child Development and Learning; 1a, 1b, and 1c; Standard 4 Using Developmentally Effective Approaches 4a, 4b, 4c and 4d; Standard 6 Becoming a Professional 6a, 6b, 6c, 6d and 6e; National Association Education of Young Children (NBPTS) Standard IV promoting Child Development and Learning; Standard IX Reflective Practice; Council for Exceptional (CEC)/ Division for Early Childhood Special Education (DEC) Standard 3 Individual learning differences; Standard 5 Learning environments and social interactions; Standard 9 Professional and ethical practice).
C D 51A Basic Student Teaching Practicum 5 Units
Prerequisite: C D 10G (or PSYC 10G), 12, 50 and 54.
Two and one-half hours lecture, eight hours laboratory (126 hours total per quarter). 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. (This course meets the NAEYC Standards 1, 2, 3, 4, and 5; and NBPTS Standards 1 through 9.)
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 52 Observation and Assessment of Children 4 Units
Advisory: EWRT 211 and READ 211 (or LART 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
Advisory: EWRT 211 and READ 211 (or LART 211), or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
An overview of creative activities for children from infancy through the school years. Emphasis is 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 each 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.)
and Biochemistry I
C
(See general education pages for the requirement this course meets.) Prerequisite: MATH 114 or equivalent.
Advisory: EWRT 211 and READ 211 (or LART 211), or ESL 272 and 273.
Four hours lecture, three hours laboratory (84 hours total per quarter).
This is a two-part class to be taken in sequence by students entering allied health fields. The focus of the first part of this class is an introduction to general chemistry. This course begins with a discussion of various measurement tools. This will be followed with a discussion of energy and matter which will be followed by a discussion of the discovery of an atom. The next set of topics will cover an introduction to elements, compounds, and types of bonding in compounds followed by various types of chemical reactions and stoichiometric calculations based on chemical equations. Properties of gases and solutions will be discussed. The course concludes with a discussion of acid-base chemistry and nuclear chemistry.
CHEM 30B Introduction to General, Organic 5 Units and Biochemistry II
(See general education pages for the requirement this course meets.) Prerequisite: CHEM 1A, 25 or 30A.
Advisory: EWRT 211 and READ 211 (or LART 211), or ESL 272 and 273.
Four hours lecture, three hours laboratory (84 hours total per quarter).
This class is for students entering the allied health fields. The focus of the second part of Introduction to General, Organic, and Biochemistry is organic and biochemistry. The topics included in organic chemistry are: hydrocarbons, alcohols, thiols, ethers, carboxylic acids, esters, amines, and amides. Various physical and chemical properties of these organic substances will be studied along with nomenclature and structural features. The topics included in biochemistry are: carbohydrates, fatty acids and lipids, amino acids and proteins, nucleic acids and DNA. Various physical and chemical properties of these biological molecules will be studied. A brief introduction to metabolism will also be discussed.
CHEM 77
CHEM 77X
CHEM 77Y
Prerequisite: Consent of instructor and division dean.
Three hours laboratory for each unit of credit (36 hours total for each unit of credit per quarter).
Pass-No Pass (P-NP) course.
Individual research in the chemical sciences. Specific projects determined in consultation with the instructor. Outside reading and written report required.
Child Development
C D 10G Child Development (The Early Years) 4 Units
(See general education pages for the requirement this course meets.)
Advisory: EWRT 211 and READ 211 (or LART 211), or ESL 272 and 273.
(Also listed as PSYC 10G. Students may enroll in either department, but not both, for credit.)
Four hours lecture (48 hours total per quarter).
An introductory course that examines the major physical, psychosocial and cognitive/language developmental milestones for children, both typical and atypical, from conception through middle childhood. 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. (This course meets NAEYC Standards 1 and 3; NBPTS Standards 1 and 4; and CEC Standards 1, 2 and 3.)
C D 10H Child Growth and Development 4 Units (Middle Childhood and Adolescence)
(See general education pages for the requirement this course meets.)
Advisory: EWRT 211 and READ 211 (or LART 211), or ESL 272 and 273.
(Also listed as PSYC 10H. Students may enroll in either department, but not both, for credit.)
Four hours lecture (48 hours total per quarter).
An introductory course that examines the major physical, psychosocial and cognitive/language developmental milestones for children, both typical and atypical, from school age 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. (This course meets NAEYC Standards 1 and 3; NBPTS Standards 1 and 4; and CEC Standards 1, 2 and 3.)
Special Projects in Chemistry
1 Unit 2 Units 3 Units
All courses are for unit credit and apply to a De Anza associate degree unless otherwise noted.
C D 12 Child, Family and Community Interrelationships
4 Units
(See general education pages for the requirement this course meets.)
Advisory: EWRT 211 and READ 211 (or LART 211), or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
An introduction to the study of the developing person in a societal context including the interrelationship of family, schools and community. Emphasis on how ecology and socialization impact development, as well as historical and socio-cultural factors. The
2O19-2O2O DE ANZA COLLEGE CATALOG
147