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All courses are for unit credit and apply to a De Anza associate degree unless otherwise noted.
C C D 63 Math and Science Activities for the 3 Units Young Child
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 allows students to design and assess developmentally appropriate activities and environments that foster curiosity and problem-solving in young children. An emphasis will be placed on the constructivist theories of cognitive development as a foundation for planning and implementing Science, Technology, Engineering, and Math (STEM).
(This course meets NAEYC Standards 1a, 1b, 1c, 4b, 4c, 5a, 5b, 5c; NBPTS Standards I-VI; CED/DEC Standards CC4-S2, EC4-S1, CC7-K1, CC7-S1, CC7-S10, CC7-S11, CC7-S13, EC7-S4.)
C D 72 Partnerships with Families in Early 3 Units Childhood Education
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 examines key principles and effective approaches in joining with and involving families in promoting children's learning, development, and success in early childhood education settings.
(This course meets NAEYC Standard 2; NBPTS Generalist Standard VII; CEC/ DEC Standard 10; and CA Early Childhood Competencies: Family and Community Engagement, and Relationships, Interaction and Guidance.)
C D 73 Early Childhood Mental Health 3 Units
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
Examination of mental health milestones at each stage of a child’s development. Overview of psychological theory in infant/early childhood mental health. Assessment and screening to identify early childhood mental health challenges. Implementation of mental health interventions and strategies. An exploration of how early experiences in the first five-years of life can impact the physical and psychological development and well-being of children throughout the lifespan.
(This course meets National Association for the Education of Young Children (NAEYC) Standard 1: Promoting Child Development and Learning; Standard 3: Observing, Documenting and Assessing to Support Young Children and Families; National Board for Professional Teaching Standards (NBPTS) Early Childhood/General Standards, 2nd Ed. Standard I: Understanding Young Children, Standard III: Assessment, Standard VI: Multiple Teaching Strategies for Meaningful Learning; and Council for Exceptional Children (CEC) Special Education: Standard 2: Development and Characteristics of Learners, Standard 4 Instructional Strategies.) California Early Child Educators Competencies: Relationships, Interactions,and Guidance and Preschool Learning Foundations Vol 1- Child Development.)
C D 74 Early Childhood Mental Health 3 Units Seminar and Fieldwork
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Two hours lecture, three hours laboratory (60 hours total per quarter).
Provides an overview of different approaches to early identification and intervention with children and their families and will help students develop basic support skills for use in dealing with high-risk families, including those with exceptional emotional, social, or physical needs.
(This course meets National Association for the Education of Young Children (NAEYC) Standard 3, Standard 4b; National Board for Professional Teaching Standards (NBPTS) Early Childhood/Generalist Standard I, III, VI, IX; and Council for Exceptional Children (CEC) Special Education Content Standards, Standards 4, 5 and 8.)
C D 64 Health, Safety, and Nutrition for the Young Child
4 Units
(See general education pages for the requirements this course meets.)
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
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 is put on integrating the concepts into everyday planning and program development for all children.
(This course meets the California State requirements for health,safety and nutrition, National Association Education of Young Children (NAEYC) Standard 1. Promoting Child Development and Learning; 1a,1b and 1c and Standard 5. Using Content Knowledge to Build Meaningful Curriculum; 5a, 5b and 5c. National Board of Professional Teaching Standards (NBPTS) Standards 1, 3 and 4 and Council for Exceptional Children (CEC) Standards 1, 2 and 3.)
C D 67 Supervision and Administration of Child Development Programs
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 study of the methods and principles of supervising student teachers, assistant teachers, teachers, parents, and volunteers in early childhood classrooms. An emphasis is placed on the role of teachers supervising other adults while simultaneously addressing the classroom needs of children, parents, and the program.
C D 68 Teaching in a Diverse Society 4 Units
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Four hours lecture (48 hours total per quarter).
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. 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. Includes a self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling. (This course meets NAEYC Standards 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 5b, 5c; NBPTS Standards II, VII; CEC/DEC Standards CC2-K3, CC2-K4, EC2-K4, CC3-K3, CC3-K4, CC5-K9, CC5-K10, CC6-K1, CC6-K2, CC6-K3, CC9-K1, CC9-S6, CC10-S3.)
C D 70 Seminar in Parenting the Preschool Child 1 Unit
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
One hour lecture (12 hours total per quarter).
A seminar for parents, teachers and other adults interested in the parenting of children, primarily (but not exclusively) two to five years old. Students will explore and examine the ways to strengthen families. Students will also learn about optimal environments to support the healthy growth and development of children and parents. (This course meets NAEYC Standard 2; NBPTS Standard 7; and DEC/CEC Standard 3.)
C D 71
Constructive Guidance and Positive
3 Units
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Four and one-half hours lecture (54 hours total per quarter).
Provides an overview of trauma-informed care in early childhood education, including the impact of trauma on the developing child, protective and resiliency factors, and the benefits and opportunities of partnering families. It explores the impacts of early childhood traumatic experiences on physical, cognitive, and psychological development throughout the lifespan.
(This course meets NAEYC Standard 1: Promoting Child Development and Learning & Standard 3: Observing, Documenting and Assessing to Support Young Children and Families.)
(This course is aligned with California Early Childhood Educator Competencies 1, 2, 3 & 4. This course is aligned with California Center for Infant-Family and Early Childhood Mental Health- Reflective Practice Facilitator I.)
(Adult Supervision)
Discipline in Early Childhood
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
Explores the principals and techniques that promote high self-esteem and positive behaviors in young children.
(This course meets NAEYC Standards 1a,1c,2a,2b,2c,3a,3b,4a, 4b,4c,4d,5c,6b,6e, SS3,SS4,SS5; DEC/CEC Standards CC3-K3, EC3-S1, CC6-K3; NBPTS Standard 2; and EIA Reflective Practice 2, 3, 8, 9.)
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2O21-2O22 DE ANZA COLLEGE CATALOG
3 Units
C D 75
Social Emotional Development in
3 Units
C D 76
Trauma and Early Childhood
4 1/2 Units
Early Childhood
Advisory: EWRT 211 and READ 211, or ESL 272 and 273.
Three hours lecture (36 hours total per quarter).
Social emotional development and how peer, family, gender, teachers and society influence this development. The impact of variations in development on learning and life outcomes.
(This course meets National Association for the Education of Young Children (NAEYC) Standards 1a, 1b, 1c, 2b, 4a; Council for Exceptional Children/ Division for Early Childhood Standards CC2-K1; National Board for Professional Teaching Standards 1 and 4; the California Early Start Early Intervention Assistant competencies; and the California Personnel Competencies in Infant-Family and Early Childhood Mental Health.)
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