Bachelor of Arts in Early Childhood Studies

Composition

This is a process-based writing class that focuses on academic writing, reading, and critical thinking as expressed in expository and analytical writing assignments through 5 to 7 substantial essays over the course of the semester. Develops fluency, coherence, style, effectiveness, and literary analysis. Students must pass this course with a C- or better or demonstrate a comparable level of writing competence to fulfill general competency requirements and to proceed to ENG 123 - Intermediate Composition. Students may only earn credit for ENG 113 or ENG 113E - Composition Enriched with Lab. (3 units)

Intermediate Composition

Continued practice in writing and research strategies, with emphasis on critical thinking, information literacy, argument, analysis, and interpretation of multicultural and interdisciplinary readings. Includes the writing of a major research paper in addition to several shorter essays. Students may earn credit for either ENG 123 or ENG 123E - Intermediate Composition Enriched with Lab. Prerequisite: ENG 113 with a grade of C- or better or evidence of comparable level of writing competency. Note: Students must successfully complete this course with a grade of C- or better to fulfill general education requirements and to begin any literature course. (3 units)

Cognitive Development in Infancy and Early Childhood

This course describes how the cognitive processes of thought, perception, attention, and problem-solving develop in infants and young children. Students will have the opportunity to explore the value of active learning in the development of knowledge, the specific ways in which children construct knowledge, and the theoretical models that support cognitive development at home and in school. (3 units)

Perceptual Motor Development in Infancy and Early Childhood

This course explores the concept of active learning and its importance to children's construction of knowledge through perception and movement, essentials of every learning experience. (3 units)

Social & Emotional Development in Infancy and Early Childhood

This course introduces students to the process through which a child develops a sense of self within a socio-cultural system. Students will learn the significance of a supportive interpersonal environment for personality development. They will evaluate theories of emotional and personality development in infants and young children. They will describe the effects of social and emotional development on learning. (3 units)

Assessment of Young Children including Children with Disabilities

Assessment procedures for use with infants, toddlers, and preschool children with disabilities. Includes information on basic assessment issues and concerns, specialized assessment instruments for particular developmental domains, and recommended procedures for assessing young children with mild to moderate disabilities. Students will become familiar with a wide range of assessment approaches and understand how assessment results can be used in curriculum planning and program evaluation for general and special education. (3 units)

Spiritual Development in Young Children

This course will explore spiritual development in young children from a biblical perspective including the role of Scripture in spiritual formation. Students will learn how to facilitate effectively the spiritual growth of children through a comprehensive understanding of the process of spiritual formation. (3 units)

Theories and Models of Understanding Behavior in Young Children with Disabilities

Students will examine theories of learning as they apply in special education, particularly as they apply to behavior management in young children with disabilities. Principles of applied behavior analysis will be used in a case study. (3 units)

Learning Environments for Young Children including Children with Disabilities

Students will investigate learning environments for young children including home learning, hospital intervention programs, childcare centers, public school environments, and residential programs. They will examine the characteristics of model learning environments and how to plan for non-disabled children as well as children with various types of disabilities. (3 units)

Consultation & Collaboration in Early Childhood Intervention

Students will examine the role of the early childhood intervention specialist as a member of interdisciplinary teams through readings, observations, interviews with professionals and family members. They will acquire skills in working with interdisciplinary team members. (3 units)

Cross Cultural Perspectives of Young Children including Children with Disabilities

Students will investigate how issues of culture affect beliefs and relationships among professionals and families with young children including children with disabilities and how multiple perspectives can affect child outcomes. Students will choose an area of interest to investigate using problem-based learning and present the result of their research to class members. (3 units)

Research Seminar in Early Childhood including Early Childhood Intervention

Students will gain understanding of research in the area of early childhood intervention. Using the topic of inclusion as a focus, students will read and critique research in the areas of special education policy, professionals' beliefs and relationships, family concerns, issues of culture, and child outcomes. In addition student will write an integrative research review in an area of interest, and they will orally present their review to class members. Senior status required. (3 units)

Adult Supervision

This course is a study of the methods and principles of supervising teachers, assistant teachers, student teachers, parents and volunteers in early childhood/child development classrooms. Emphasis is on the role of administrators and classroom teachers who function as mentors to new personnel while simultaneously addressing the needs of administrative concerns, other staff, children and parents. Practical experience is attained in verbal and written communication. Attention is given to the role of communication as the conduit for establishing good interpersonal relations. This course is designed to be in alignment with the California Child Development Permit training requirements which state a Master Teacher must have a minimum of 2 units in adult supervision. Prerequisites: ECH 320, 340, and 350. (3 units)

Administration of Early Childhood Programs I

This course involves an introduction to management skills and administrative responsibilities pertaining to the successful operation of care and educational environments for early childhood programs. Emphasis is on the administration of programs for infants, toddlers, preschool, and school-age children. Content areas include: child/program development, adult supervision and management, family and community relationships, human resources development, business/fiscal management, and technological skill development. This course satisfies the Child Development Permit Requirement for Site Supervisor and Program Director Levels. Pre- or Co-requisite: ECH 460. (3 units)

Administration of Early Childhood Programs II

This course examines the dynamics of management behavior and responsibilities, and the communication process within the organization. It includes the essentials of curriculum design, and its implementation and maintenance through systems of professional staff accountability. Quality program standards are reviewed and their link to professional growth planning and development are addressed. Presented as the foundation for effective management is skill building in leadership, team work, time management, sensitivity toward diversity, and advocating for the principles of developmentally appropriate practices. This course satisfies the Child Development Permit Requirement for Site Supervisor and Program Director Levels. Prerequisite: ECH 461. (3 units)

Early Childhood Curriculum

This course provides an introduction to the theory and practice of curriculum development in early childhood educational settings. Students will examine the principles involved in planning, implementing and evaluating developmentally appropriate curriculum in all developmental domains. Course content will emphasize the teacher?s role in providing educational experiences that foster optimal growth and development of the individual child. (3 units)

STEM Integrated with the Arts

This course will provide an introduction to the theory and practice of curriculum development in Pre-K settings with a specific focus on STEM integrated with the Arts. Students will learn how to design, implement and evaluate developmentally appropriate programming (DAP) as well as the educator's responsibility in providing experiences that cultivate development of the whole child. Prerequisites: ECH 320, 340, and 350. (3 units)

Overview of the Bible

A general survey of the Hebrew Bible and the Christian writings (New Testament) with special emphasis to the religious and national life of the Hebrew people, the life of Jesus, and the development of the early church. An Online and Professional Studies requirement for Online and Professional Studies degree programs only. (3 units)

Foundations of Christian Thought

An introduction and primer to Christian theology with special emphasis on identifying the importance and development of a Christian worldview, understanding the doctrine of scripture and biblical authority, learning to do theology, comprehending the relationship between truth, faith and reason, and applying a biblical worldview to the Christian life. (3 units)