Classes in cd

CD 1 Principles and Practices of Early Childhood Education 3.0 units
Description: An overview of the developing child, current theories and research within the context of family, school, and community, and a historical perspective on the development of early childhood programs which are developmentally appropriate. The processes of socialization and identity development will be highlighted. 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. Observations in schools are to be arranged. (C-ID: ECE 120) ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. Compare and contrast current and historical early childhood educational practices; including delivery systems, program types and philosophies, and theoretical frameworks.
2. Describe the role of the early childhood educator, including assessing one’s own philosophy, skills and goals related to a career in early childhood education.
3. Link early childhood setting, curriculum, and teaching strategies with philosophy to recognize indicators of quality that meet the diversity and developmental needs of all children and their families.
4. Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children and their providers.
5. Describe a variety of guidance and interaction strategies to increase children's social competence and promote a caring classroom community.
6. Analyze the relationship between observation, planning, implementation and assessment in developing curriculum, effective teaching strategies and a positive learning environment.


CD 2 Early Child Development 3.0 units
Description: This course examines typical and atypical development within the psychosocial, cognitive, and physical domains from conception through the preschool years. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. This course is also listed as PSYC 2. This course has the option of a letter grade or pass/no pass. (C-ID: CDEV 100: CD 2 + CD 3) ADVISORY: Eligible for English 1A; transfer students consult with advisor.

Student Learning Outcomes:

1. Analyze major developmental milestones for children from conception through age six in the areas of physical, psychosocial, cognitive, and language development using standard research methodologies.
2. Analyze how cultural, economic, political, historical contexts affect children's development within the first five years.
3. Compare and contrastvarious theoretical frameworks that relate to the study of human development.
4. Apply developmental theory to the analysis of child observations, surveys, and/or interviews using valid and ethical investigative research methodologies.
5. Differentiate characteristics of typical and atypical development at various stages.
6. Analyze the importance of the early years, the interaction between maturational processes and social/environmental factors, and the effects on various areas of development.


CD 3 Child Growth and Development During the School Years 3.0 units
Description: This course examines typical and atypical development within the psychosocial, cognitive, and physical domains from middle childhood through adolescence. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. This course has the option of a letter grade or pass/no pass. This course is also listed as PSYC 3. (C-ID: CDEV 100: CD 2 + CD 3).

Student Learning Outcomes:

1. Analyze major developmental milestones for children from school age through adolescence in the areas of physical, psycho-social, cognitive, and language development using standard research methodologies.
2. Analyze how cultural, economic, political, historical contexts affect children's development from middle childhood through adolescence.
3. Compare and contrast various theoretical frameworks that relate to the study of human development.
4. Apply developmental theory to the analysis of child observations, surveys, and/or interviews using valid and ethical investigative research methodologies.
5. Differentiate characteristics of typical and atypical development at various stages.
6. Analyze the importance of the early years, the interaction between maturational processes and social/environmental factors, and the effects on various areas of development.


CD 4 Observing and Assessing Children 3.0 units
Description: Provides training in a variety of naturalistic and formal observation techniques, and discusses the use of standardized testing in children. Students learn to use formal observation tools, make a case study portfolio and give a parent conference. Observing children in classroom settings is required. This course has the option of a letter grade or pass/no pass. (C-ID: ECE 200)

Student Learning Outcomes:

1. Describe and evaluate the characteristics, strengths and limitations of common assessment tools related to children's developmental, cultural and linguistic characteristics.
2. Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children's learning and development.
3. Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development.
4. Develop activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children.


CD 5 Child/Family and Community 3.0 units
Description: An examination of the developing child in a societal context focusing on the interrelationship of family, school and community and emphasizing historical and socio-cultural factors. Discussing patterns of development, childrearing, and the value of education in contemporary American society. Highlights the processes of socialization and identity development, showing the importance of respectful, reciprocal relationships that support and empower families and respond to all children's developmental needs. (C-ID: CDEV 110)

Student Learning Outcomes:

1. Analyze theories of socialization that address the interrelationship of child, family, and community.
2. Critically assess how educational, political, psychological, and socioeconomic factors, directly impact the lives of children and families.
3. Synthesize and analyze research regarding social issues, changes and transitions that impact children, families, schools and communities .
4. Critique strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children's development and learning.
5. Identify and critically assess community support services, agencies, and other resources that are available to children and families.


CD 6 Games & Rhythms Child’s Physical Development:Foundation/Framework 3.0 units
Description: Nature, function and organization of physical activities for children. Introduction to the physical domain of the California Preschool Learning Foundations and Frameworks. Emphasis is given to the understanding of movement skills and concepts. Designed for those planning to work with children. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Also listed as Kinesiology 6. This course has the option of a letter grade or pass/no pass. ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. Analyze and describe the progression of motor skills and movement concepts learned by children.
2. Develop a lesson plan and teach their fellow classmates a game/activity utilizing the knowledge and skills learned throughout the semester.
3. Explain the roles of the California Preschool Learning Foundations and Frameworks in the education of young children and their relationship to the Desired Results Developmental (DRDP), California Common Core State Standards for kindergarten and Content Standards for California Public Schools (kindergarten).
4. Plan environments and opportunities to support physical development, based on the observation of children in classroom settings.
5. Articulate the teacher’s role in collaborating with families to support children’s physical development.


CD 7 Cultural Context of Child and Family in a Diverse Society 3.0 units
Description: Examines cultural influences on child-rearing practices, family values, and human development. Perspectives from the social sciences will be used to critique and review theoretical and practical implications of oppression and privilege as they apply to families, schools, and communities, including historical and socio-cultural factors. The processes of socialization and identity development, and the importance of respectful, reciprocal relationships that support and empower families. Self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling. Also listed as PSYC 7. (C-ID: ECE 230)

Student Learning Outcomes:

1. Analyze and explain aspects of children's experience as members of families targeted by social bias considering the significant role of education in reinforcing or contradicting such experiences.
2. Critique theories and review the multiple impacts of educational, political, and socioeconomic factors directly impact the lives of children and families, especially on young children's experiences and social identity.
3. Compare and contrast the components of linguistically and culturally relevant, inclusive, age-appropriate, anti-bias approaches in promoting optimum learning and development.
4. Evaluate the impact of personal experiences on teaching approaches and interactions with children.


CD 8A American Education in a Changing World 3.0 units
Description: This course provides an overview of education in the United States. It examines the issues, problems, and solutions to teaching in a pluralistic society by viewing schools as social institutions that reflect the values and dynamics of a society. It focuses on the history, politics, theories and approaches to teaching culturally and linguistically diverse children and analyzes career opportunities and new directions in education. For students who wish to expand their knowledge of education in America, and those who wish to explore careers in teaching. This course includes a Service Learning component that will encourage students to explore and apply concepts from the class. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Compare schools in the United States from the historical past to current times, encompassing the multiple issues of inequality that include social, cultural, and political-philosophical problems and their effects on specific groups in American society.
2. Integrate the silenced perspectives of non-Eurocentric, underrepresented voices on the topics of history and philosophy of American education with the traditionally held Eurocentric views.
3. Assess parent/community/school dynamics in the context of a culturally and linguistically diverse society and their relationship to students, and to teaching and learning.
4. Analyze the political, economic, social, and technological trends (in terms of culture and equity) and their potential impact on educational institutions as they relate to multicultural and multilingual students' achievement including how schools contribute to and perpetuate sex-role, racial, ethnic and other stereotyping.
5. Analyze the responsibilities and professional commitments expected of classroom teachers including formulating a critical social consciousness in the classroom.
6. Participate in and contribute to the success of classroom(s) and a school site.


CD 8B Teaching Reading and Writing to Children 3.0 units
Description: This course is designed to teach prospective teachers how a child learns to read and write successfully in school. Specific techniques will be taught. Students will be expected to work 24 hours with a child or children in order to practice their skills and techniques. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Identify and select appropriate and effective techniques to use with individual children and small groups to teach reading and writing.
2. Analyze and record children's progress and levels in reading and writing.
3. Design and describe appropriate environments to support children's reading and writing skills acquisition.
4. Match techniques and materials to adequately support special needs children, second language learners and culturally diverse populations..
5. Describe and explain the reading/writing skill acquisition continuum.


CD 8C Introduction to Elementary Education 3.0 units
Description: This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Kindergarten through grade 12 (K-12). Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school elementary classrooms that represent California's diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher.

Student Learning Outcomes:

1. Identify personal meanings related to teaching, reflecting upon why they want to be teachers; examine personal characteristics, assumptions and beliefs, subject matter knowledge, experiences and goals which could affect their development as teachers
2. Articulate basic purposes of schooling and trace the history of their development, encompassing issues of inequality that include social, cultural and political -philosophical problems and their effects on specific groups in society.
3. Describe the multiple roles and functions of teachers and other school personnel in meeting the diverse needs of students.
4. Demonstrate knowledge of professional standards, ethics, and professionalism in classroom and school visits.
5. Demonstrate an understanding of educational issues in a culturally and linguistically diverse society, including parent/community/school dynamics.
6. Demonstrate knowledge of the impact of cultural contexts on learning.
7. Analyze ecological challenges outside the classroom that impact student learning and identify school and community resources that address these issues.
8. Demonstrate skills in implementing established protocols for visiting schools and classrooms; discuss how students can participate in and contribute to the success of classrooms and school sites.
9. Demonstrate skill in implementing observation protocols.
10. Relate course content to real classrooms through satisfactory completion of a minimum of 45 hours of approved fieldwork including structured assignments, observations, and reflections that demonstrate the observer's ability to: (a) recognize and describe examples of teaching events that implement some elements of the California Standards for the Teaching Profession (CSTP) and state adopted Teaching Performance Expectations (TPEs), (b) observe the use of state-adopted academic content and performance standards (Common Core), (c) compare and contrast classroom environments, (d) recognize and describe individual differences among students and identify strategies and accommodations used to address these differences.


CD 9 Child Health/Nutrition and Safety-Foundations and Frameworks 3.0 units
Description: The key components that promote 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. Introduction to the laws, regulations, standards, policies, procedures, curriculum, and to the health domain of the California Preschool Learning Foundations and Frameworks related to early childhood health habits, safety and nutrition. Focus on integrating the concepts into curriculum planning and program development. Applicable to required or professional development units for Child Development Permit holders, as well as pre-school, transitional kindergarten, and early-primary teachers. This course may be taken for a letter grade or pass/no pass. (C-ID: ECE 220) ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. Assess strategies to maximize the mental and physical health of children and adults in programs for all young children in accordance with culturally, linguistic and developmentally sound practice.
2. Evaluate regulations, standards, policies and procedures related to health, safety, and nutrition in support of young children, teachers and families.
3. Identify health, safety, and environmental risks in children's programs.
4. Analyze the nutritional needs of children at various ages and evaluate the relationship between healthy development and nutrition.
5. Articulate the teacher’s role in collaboration with families and the community to support the development of healthy habits in young children and distinguish aspects of quality in programs for young children as related to health and safety.
6. Explain the roles of the California Preschool Learning Foundations and Frameworks in the education of young children and their relationship to the Desired Results Developmental (DRDP), California Common Core State Standards for kindergarten and Content Standards for California Public Schools (kindergarten).
7. Plan environments and experiences related to the development of healthy habits, personal safety, and nutrition, based on the observation of children in classroom settings.


CD 10 Children with Special Needs 3.0 units
Description: An introductory course in which includes a survey of special needs such as learning disabilities, emotional disturbances, developmental delays, physical limitations, cognitive differences, and giftedness. Students will study the influences of history and society, of special education and legislation in the USA, ethical assessment and family-based intervention techniques, diversity and family issues, advocacy for special needs children, and the use of technology in special education environments. This course has the option of a letter grade or pass/no pass. ADVISORY: Eligible for English 250 and English 260. Completion of CD 2.

Student Learning Outcomes:

1. Recognize various exceptionalities and conditions of children and identify the best interventions for them based on the developmental continuum.
2. Evaluate the role of history and society in shaping current policies related to best practices of inclusion and serving children with special needs.
3. Investigate local and national special needs organizations and detail how their services can support inclusion of children with special needs and their families.


CD 11A Administration of Programs for Young Children 3.0 units
Description: The principles and practices of the organization and administration of early childhood programs. Covers program types, budgets, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open and operate an early care and education program. ADVISORY: Child Development 1 and 2 or 40.

Student Learning Outcomes:

1. Describe major management theories and child development theories relevant to establishing and maintaining a child development program and how such theories relate to a program's philosophy and practices.
2. Apply administration skills in various types of early care and education programs.
3. Demonstrate knowledge of strategic and fiscal planning
4. Evaluate components of quality programs, facilities and operations.


CD 11B Leadership and Administration of Early Childhood Programs 3.0 units
Description: This course is designed to meet the State Department of Education requirements for directors of publicly funded child development programs, and the Supervisory Child Development Permit. Topics covered include development of personnel policies that reflect the philosophy, goals and objectives of the program; effective strategies for personnel management and leadership; classroom management and record keeping; assessment and curriculum planning; and parent involvement/education. Financial record keeping will be discussed from the perspective of the granting agency. ADVISORY: Completion of 12 units in Child Development or working in an administrative capacity in a children's program.

Student Learning Outcomes:

1. Demonstrate effective practices for managing and leading staff and administering early care and education programs.
2. Implement ongoing professional development plans based on evaluation of staff and administrator needs.
3. Establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.
4. Identify the requirements placed upon them by the receipt of public funds and design and explain a financial management system that tracts and reports the use of those public monies.
5. Demonstrate cultural awareness and respect for participants and staff of publicly funded programs.


CD 11C Adult Supervision and Mentoring in Early Childhood Program 2.0 units
Description: A study of the methods and principles of supervising student teachers, volunteers, staff and other adults in early childhood programs. Emphasis is on the roles and development of early childhood professionals as mentors and leaders. This course meets the requirement for the State Development Permit matrix:"2 unit adult supervision class"and Mentor Teacher program. Lectures, discussions, in class and out of class activities, role-play simulations, readings, individual and group assignments as well as video and guest presenters will be used. ADVISORY: Prefer that students meet the requirements for the State Child Development Teacher Permit or completion of a college-level course of study in child development or early childhood education, or equivalent, or permission of instructor.

Student Learning Outcomes:

1. Individualize mentoring and supervision strategies based on the roles and developmental stages of adult learners.
2. Demonstrate competency in communication and reflective practices when working with diverse populations.
3. Use a variety of personnel, program, and environmental assessment tools to inform leadership decisions
4. Distinguish cultural and diversity issues in the supervisor-supervisee relationship and develop appropriate strategies to avoid bias
5. Describe and examine the role of ethics in the supervisor-supervisee relationships
6. Summarize the role of mentor in leadership and advocacy in the field of early childhood education
7. Utilize technological resources to improve classroom environments


CD 12 Technology Education for Teachers 3.0 units
Description: The uses of technology in education. Computer skills and terminology as well as other classroom technology will be taught in the context of teacher education. Students who successfully complete this course will gain general and specific skills and knowledge required to meet the Technology Standard for Multiple and Single Subject Credential Candidates. This course has the option of a letter grade or pass/no pass. This course is also listed as CSIS 9. ADVISORY: CSIS 122 Computer Keyboarding, or equivalent; English 250 with a grade of C or better.

Student Learning Outcomes:

1. Meet or exceed the current Teacher Technology Proficiency standards.
2. Identify reasons to use technology in the classroom.
3. Design lesson plans that utilize technology tools.


CD 13 Infant and Toddler Development and Care 3.0 units
Description: Students will apply current theory and research to the care and education of infants and toddlers in group settings. Through studying the developmental stages of growth specific to infants and toddlers students will learn how to foster positive techniques for nurturing infants and toddlers in group settings. Students will examine essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Summarize the essential policies and practices of quality infant toddler programs.
2. Define and explain infant/toddler caregiving as education and the curriculum of a caregiving environment based on observation, documentation, and reflection.
3. Demonstrate strategies to promote healthy relationships in the care and education of infants and toddlers.
4. Demonstrate cultural competency by respecting and valuing diverse cultures, beliefs, and behaviors.
5. Observe, diagram, and compare infant and toddler classrooms, in centers and family child care homes.


CD 13B Infant and Toddler Development units
Description: A study of infants and toddlers from pre conception to age 3 including physical, cognitive, language, social and emotional growth and development. Applies theoretical frameworks to interpret behavior and interactions between heredity and environment. Emphasizes the role of family and relationships in development.

Student Learning Outcomes:

1. Demonstrate knowledge of biological and environmental factors that influence preconception and prenatal health and development.
2. Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social and emotional domains.
3. Analyze the multiple contextual influences on infant and toddler development including diverse family practices and environment.


CD 14A Working with School Age Children 3.0 units
Description: Students will learn the developmental characteristics of school aged children, issues relating to before and after school programs for children from kindergarten to grade eight, and specific details of administering and leading such a program. Other topics include recreation versus academic enrichment, staffing requirements, age groupings, program content, and community resources. This course has the option of a letter grade or pass/no pass. ADVISORY: Eligible for English 250 and 260. Child Development 3.

Student Learning Outcomes:

1. Students will observe and demonstrate strategies to establish productive relationships between children, staff and families.
2. Students will review and explain the principles of growth and development for 5 to 12 year old children.
3. Students will develop and plan an appropriate environment and curriculum for 5 to 12 year old children.
4. Students will demonstrate appropriate discipline and guidance techniques for use in after school and recreational environments.
5. Students will demonstrate the ability to advance children's physical, cognitive, social, and emotional development through personal interaction and curriculum planning.
6. Students will identify major issues affecting children and their families and demonstrate the ability to develop appropriate responses.
7. Students will identify, understand and develop the elements of a high quality after school program.


CD 14B Behavior Management Strategies for School Age Classrooms 3.0 units
Description: The nature of children's development stages causes school age children to act in different ways at different ages. This course helps students understand the relationship of development, environment, culture and social circumstances to children's behavior. This is an overview of guidance theories that analyze children's behaviors and lead to strategies for positive changes. This course is appropriate for those working with students in transitional kindergarten, kindergarten, and early education classrooms. This course has the option of a letter grade or pass/no pass. ADVISORY: English 250, English 260, and CD 3

Student Learning Outcomes:

1. Differentiate between developmentally appropriate behaviors and challenging behaviors.
2. Observe, document, and analyze students’ behaviors to identify patterns of challenging behaviors and select strategies to address them, both from an individual student’s needs and overall classroom management.
3. Explain how the teachers’ perceptions, experiences, and behavior influence the students’ behavior.


CD 15 Music and Performing Arts for Children-Foundations and Frameworks 1.0 units
Description: An introduction to music and the performing arts curriculum within the social, cultural, and developmental context of young children. Provides practical strategies for implementing the curriculum frameworks developed for this domain, including strands of music, drama, and dance. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. Explain the roles of the California Preschool Learning Foundations and Frameworks in the education of young children and their relationship to the Desired Results Developmental Profile (DRDP), and Content Standards for California Public Schools (kindergarten).
2. Plan environments and opportunities to support children’s development of appreciation of the arts including opportunities to express themselves through music, dance, and dramatic play.
3. Articulate the teacher’s role in collaborating with families to support children’s art awareness and expression.


CD 16 Exploring Mathematics with Children-Foundations and Frameworks 1.0 units
Description: Introduces math experiences for children and presents an organized, sequential approach for developing a math curriculum. Provides strategies for implementing the California Preschool Learning Foundations and Frameworks developed for this domain. Focuses on including the strands of number sense, algebra and functions, measurement, geometry, and mathematical reasoning. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. Explain the roles of the California Preschool Learning Foundations and Frameworks in the education of young children and their relationship to the Desired Results Developmental (DRDP), California Common Core State Standards for kindergarten and Content Standards for California Public Schools (kindergarten).
2. Produce math lessons and activity plans for use with children aged 2-8 through the use of planned environments and experiences to support mathematical learning, based on the observation of children in classroom settings.
3. Articulate the teacher’s role in collaborating with families to support children’s mathematical learning.


CD 17 Exploring Science with Children-Foundations and Frameworks 1.0 units
Description: Learn to teach a coordinated science curriculum covering the strands of scientific inquiry, physical, life, and earth science concepts familiar and interesting to children age 2-8. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. ADVISORY: Eligible for English 250 or 260.

Student Learning Outcomes:

1. Explain the roles of the California Preschool Learning Foundations and Frameworks in the education of young children and their relationship to the Desired Results Developmental (DRDP), California Common Core State Standards for kindergarten and Content Standards for California Public Schools (kindergarten).
2. Produce an integrated curriculum of earth, physical and life science explorations with children through the use of planned environments and experiences to support children’s development of scientific concepts, based on the observation of children.
3. Describe how teachers can collaborate with parents and other caregivers to support children’s understanding of scientific concepts.


CD 18 The Outdoor Classroom 3.0 units
Description: In light of the evidence linking the lack of nature in children's lives to the rise in obesity, attention disorders, and depression, this course will teach participants how to create developmentally appropriate outdoor play and nature learning experiences for children from birth to age eight, ensure that outdoor environments are accessible and safe, and methodically observe and assess children's outdoor play.

Student Learning Outcomes:

1. Summarize current research regarding the relationship of the absence of nature in children's lives and the rise in obesity, attention disorders, and depression.
2. Develop and evaluate an integrated thematic unit that can take place entirely outdoors.
3. Describe the evolution of outdoor programs for children, the compare/contrast appropriate outdoor environments for infants/toddlers, preschoolers, kindergarten and primary aged children.
4. Synthesize and critically analyze research on the importance of observing and assessing children's outdoor play.


CD 19 Introduction to Careers with Children 2.0 units
Description: An overview of Department of Social Services and Department of Education regulations regarding early childhood professionals in California. Self-assessment techniques with emphasis on building relationships with children, families and colleagues. National standards, Code of Ethics, Public Policy and CA Early Childhood Foundations will be discussed as essential ingredients for effective early childhood programs. This course has the option of a letter grade or pass/no pass. ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. Describe developmentally appropriate child development programs including variations in style, curriculum and key components of each.
2. Explain the differences between Title 5, Title 22 and accreditation of early childhood programs.
3. Explore career options in the educational field and develop a comprehensive educational plan.
4. Describe employment options in early childhood education, compensation, workplace rights, and professional ethics.


CD 20 Children's Language and Literature-Foundations and Frameworks 3.0 units
Description: A developmental view of children's language and literacy learning in a framework of children's literature, including the strands of listening and speaking, reading, and writing. Provides practical considerations for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Explain the roles of the California Preschool Learning Foundations and Frameworks in the education of young children and their relationship to the Desired Results Developmental (DRDP), California Common Core State Standards for kindergarten and Content Standards for California Public Schools (kindergarten).
2. Plan environments and experiences, based on observation of children, to support children’s language and literacy development.
3. Describe how teachers can collaborate with parents and other caregivers to support children’s language and literacy development.
4. Select, evaluate, and present appropriate developmental reading books and materials for young children.


CD 22 Field Work and Service 0.5 units
Description: Supervised field work within the college and with local agencies. Students serve in useful group activities in leadership roles prescribed for them by faculty or community agencies. A maximum of six units may be completed. REQUIRED: Learning contracts must be filled out and signed by the student and the supervising instructor.

Student Learning Outcomes:

1. These will be determined if the class is brought back.


CD 23 Independent Study 1.0 units
Description: Designed to afford selected students specialized opportunities for exploring areas at the independent study level. The courses may involve extensive library work, research in the community, or special projects. May be repeated three times or until six units of credit are accrued. This course has the option of a letter grade or pass/no pass. REQUIRED: The study outline prepared by the student and the instructor must be approved by the department and the dean.

Student Learning Outcomes:



CD 25A Art Methods 3.0 units
Description: Art methods and learning theory for those planning to work with preschool, elementary and secondary students. Includes art therapy as well as gifted and special learner projects. Two dimensional work in printing, painting, drawing, collage. Also listed as ART 25A.

Student Learning Outcomes:

1. Create crafts and artworks utilizing design elements and principles such as: line, shape, volume, balance, emphasis, economy, variety, repetition, rhythm, space, texture, value, and color.
2. Create a visual design utilizing the schemes and harmonies of color.
3. Create art lesson plans, art lesson observations, and art project presentations.
4. Create a cumulative artwork portfolio.
5. Analyze and discuss learning theories and write essays based on child development theory.


CD 25B Art Methods 3.0 units
Description: Art methods, creativity and learning theory for those planning to work with preschool, elementary, and secondary school students. Includes art therapy as well as gifted and special learner projects. Three dimensional work in sculpture, bas relief, mobiles, paper mache', plaster, and various 3-D materials. Also listed as ART 25B.

Student Learning Outcomes:

1. Create 3-d crafts and artworks utilizing design elements and principles such as: line, shape, volume, balance, emphasis, economy, variety, repetition, rhythm, space, texture, value, and color.
2. Create a 3-d visual design utilizing the schemes and harmonies of color.
3. Create art lesson plans, art lesson observations, and art project presentations dealing with three dimensional arts.
4. Create a cumulative artwork portfolio of three dimensional arts.
5. Analyze and discuss learning theories and write essays based on child development theory.


CD 28A Child Development and Guidance for Family Child Care 1.0 units
Description: An overview of the development of young children from pre-birth through age twelve, primarily designed for the family child care provider or foster parent. Students will be exposed to appropriate expectations and developmentally appropriate learning experiences for each stage of development. Six 3-hour sessions, or may be taught on three Saturdays. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Describe the relationship between quality child care and emotional well being.
2. Describe what normal growth and development means.
3. Explain the relationship between parents and caregivers in care giving and attachment.
4. Explain three major theoretical perspectives on child development.
5. Describe three major temperament types and strategies for working with each temperament.
6. List stages of prenatal development and risks to developing child during each stage.
7. Describe how the curriculum of an infant center is based on care-giving routines. Describe the value of talking to infants and toddlers while caring for them.
8. Describe the developmental characteristics of the 3-5 year old in motor, perceptual, cognitive, speech and language domains.
9. 12. Describe the developmental characteristics of the 6-12 year old child. List the differences in appropriate environment, expectations, and guidance techniques for use with younger and older children.


CD 28B Developing Learning Activities for Family Child Care 1.0 units
Description: A practical curriculum development course for child care providers. Includes a brief overview of children's learning processes and practical activities. Students will study appropriate curriculum for infants, toddlers, preschool, and school-age children in all areas of development. Students will learn how to set up a family child care environment. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Describe the difference between appropriate curriculum for infants, toddlers, preschool, and school-age children.
2. Describe how a home may be adapted for use as child care facility.
3. Describe how to set up a family child care home and how to equip it.
4. Describe how to provide learning and care for children of multi-ages.
5. Describe similarities and differences between a family child care home and a center.
6. Describe a schedule for children in a family child care home.
7. Describe why activities are important and how they help children - infants, toddlers, preschool, and school-age to develop emotionally, socially, cognitively, and physically.


CD 28C Administering A Family Child Care Home 1.0 units
Description: Learning to establish and enforce contracts and policies, marketing your business, being professional in a caring profession, child abuse reporting requirements, licensing regulations, and the basics of record keeping techniques for family child care. Six 3-hour sessions, or may be taught on three Saturdays. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Describe Child Abuse Reporting.
2. List five ways to be a professional in a caring business.
3. List which licensing forms are required for family child care home
4. Describe the marketing process.
5. Describe what should be included in a contract for family child care providers
6. Describe what should be included in provider policies.
7. Describe business expenses that would be included in a family child care home
8. Describe the basics of record keeping for family child care.


CD 30A Practicum I - EC Field Experience/Reflective Practice Seminar 4.0 units
Description: In this course the student will practice and demonstrate developmentally appropriate early childhood program planning and teaching competencies under the supervision of ECE/CD faculty and other qualified early education professionals. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and develop professional behaviors working with 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. (C-ID: ECE 210) ADVISORY: English 1A. PREREQUISITE: Completion of CD 1, CD 2 or CD/PSDYC 40, CD 5 or CD 7, and CD 32, with a grade of "C" of better.

Student Learning Outcomes:

1. Integrate understanding of children's development and needs to develop and maintain healthy, safe, respectful, supportive and challenging learning environments for all children.
2. Evaluate the effectiveness of an early childhood curriculum, classroom, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children.
3. Creating/designing, implementation, and evaluation of curriculum activities that are based on observation and assessment of young children.
4. Select, apply, and evaluate a variety of effective approaches, strategies, and techniques; including purposeful play; supporting students' learning and development and positive relationships with children and adults.
5. Critically assess one's own teaching experiences to guide and inform practice.
6. Implement the cycle of reflective practice.


CD 30B Practicum II: Advanced Early Childhood/TK Field Experience 4.0 units
Description: Advance practicum, continuation of CD 30A. Designed for students at the end of their Early Childhood certificate program and/or Transitional Kindergarten certificate program. Student teachers will participate in 108 hours of supervised clinical practice. Designing, developing and implementing contemporary curriculum and instructional methods for early childhood education/transitional kindergarten programs. PREREQUISITE: Completion of Child Development CD 30A with a grade of "C" or higher.

Student Learning Outcomes:

1. Utilize observational data as the basis for differentiated instruction.
2. Utilize self-assessment to inform changes in teaching strategies.
3. Visually document classroom learning.


CD 31 Tutoring School-Age Children 1.0 units
Description: An introductory course for students who wish to work as tutors in classroom settings. Students will gain and apply skills needed to function within a public school setting and develop effective strategies for helping children learn to read and write. Additionally, students will be encouraged to explore related career options, while developing and practicing social awareness and the ability to learn from field experiences in a self-directed manner. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Analyze how schools and school districts are organized, and how to contact people within the school system.
2. Develop and explain the tutoring/teaching relationship including the tutor's role in relation to the teacher and the student.
3. Demonstrate how to carry out the instructions of a teacher with regard to assisting children's learning concepts and practicing of basic skills.
4. Demonstrate skills in teaching strategies, attendance and other procedures, interpersonal communication, and collaborative curriculum development.


CD 32 Introduction to Curriculum 3.0 units
Description: This foundational curriculum course presents an overview of knowledge and skills needed for designing curriculum and environments for infants and young children. Students examine the teacher's role in supporting development, fostering creativity, and modeling a joy of learning for children and parents. Students will design and implement a developmentally appropriate curriculum based on observation and assessments which emphasizes play in the learning centers for language, literacy, social, emotional, sensory, art, perceptual development, math, and science. Students complete an activity portfolio of observations, curriculum/environment plans as well as participate in skill demonstrations and observations. Previously listed as CD 21. (C-ID: ECE 130)

Student Learning Outcomes:

1. Recognize and apply developmentally appropriate principles/ strategies in supervised settings to positively influence all young children's development and acquisition of knowledge and skills.
2. Evaluate the teacher's role in providing intentional and best practices in early childhood programs for all young children.
3. Compare and contrast various early childhood environment designs that support all children's cognitive, language, creative, physical, and social/emotional development.
4. Design and implement play-based curriculum based on (a) observation and assessment, (b) developmental, inclusive, and anti-bias principles, and (c) in collaboration with families to support play and learning to support all children.
5. Identify and analyze theoretical and program implications for curriculum models, approaches, environments, and standards for early learning including indicators of quality..


CD 35 Establishing Positive Behavior in the Classroom 3.0 units
Description: Introduces the student to realistic and effective strategies for guiding all young children's behavior. This course demonstrates best practices for establishing and maintaining age and developmentally-appropriate productive behaviors among all children in a classroom setting. ADVISORY: Eligible for English 1A.

Student Learning Outcomes:

1. Develop strategies and personal communication skills that build positive relationships with children, parents and paraprofessionals.
2. Identify and develop strategies for positive approaches to reduce or eliminate challenging, destructive and maladaptive behaviors in children.
3. Design and modify classroom environments to support and encourage adaptive and cooperative behaviors in all children.


CD 36 Curriculum Strategies for Inclusive Classrooms 3.0 units
Description: This course covers curriculum and intervention strategies for working with children with special needs in partnership with their families. Students will use their observation, assessment and communication skills to meet the individualized needs of children in inclusive and natural environments. Includes the role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence. ADVISORY: Eligible for English 1A.

Student Learning Outcomes:

1. Evaluate program, educational and professional policies, based on special education laws and evidence-based practices.
2. Recognize learning and behavioral differences in each child in the inclusive classroom and individualize instructional strategies to meet these needs.
3. Advocate for effective partnerships with families, interdisciplinary team members, and community resource specialists.


CD 40 Child Development 3.0 units
Description: This course examines the development within the psychosocial, cognitive/language development, and physical domains, both typical and atypical, from conception 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 is appropriate for those working with students in transitional kindergarten, kindergarten, and early education classrooms. Also listed as PSYC 40. (C-ID: CDEV 100) ADVISORY: Eligible for English 1A; transfer students consult with advisor.

Student Learning Outcomes:

1. Describe the major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive and language development using standard research methodologies.
2. Analyze how cultural, economic, political and historical contexts affect children's development.
3. Compare, contrast and apply various theoretical frameworks that relate to the study of human development.
4. Apply developmental theory to the analysis of child observations, surveys and/or interviews using valid and ethical investigative research methodologies.
5. Differentiate characteristics of typical and atypical development at various stages.
6. Analyze the importance of the early years, the interaction between maturational processes and social/environmental factors and the effects on various areas of development.


CD 97 Introduction to Service Learning with Children 3.0 units
Description: Service Learning is a method through which community participation, academic subjects, skills, and awareness are linked. Through a combination of community-based learning experiences, reading and writing assignments, and classroom-based learning experiences, this course seeks to foster the development of self-reflective, culturally aware and responsive community participants. Students will complete a minimum of 30 hours of community service work during the semester. This course has the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Demonstrate critical self-reflection of one's own assumptions and stereotypes.
2. Comprehend one's own social and cultural group identities and the relative privilege or marginalization of each.
3. Demonstrate intercultural communication skills.
4. Demonstrate knowledge of the demographics, socio-cultural dynamics and assets of a specific local community.
5. Examine and analyze a community issue in the context of systemic inequities.
6. Enger, participate in, and exit a community of children in ways that do not reinforce systemic injustice.
7. Demonstrate reciprocity and responsiveness in service work with community.


CD 98 Special Topics 0.5 units
Description: Special topics courses examine current problems or issues of interest to students within a specific discipline area. For topic content information, consult with the appropriate department chairperson. For transfer status, check with a counselor. This course has the option of a letter grade or pass/no pass and may be repeated three times for credit with different topics.

Student Learning Outcomes:

1. Students will be able to describe, analyze and apply concepts presented and demonstrated in course. Specific goals will differ for each special topic.


CD 160 Child Care First Aid and CPR 1.0 units
Description: First aid training to prepare child care professionals to meet the need of emergencies when medical assistance is delayed. Includes information on the prevention of childhood injuries and the prevention of communicable diseases including HIV/AIDS and the use of Standard Precautions. (Satisfies the California Community Care Licensing requirement for 16 hours of specialized health and safety training.) This is a pass/no pass course. $12.00 course material fee.

Student Learning Outcomes:

1. Students will list the setup action steps and know the purpose of Good Samaritan laws.
2. Students will identify the difference between consent and implied consent; identify when and how to move an ill or injured person; and how to minimize the risk of disease transmission.
3. Students will recognize how to control and prevent communicable diseases in a child care setting.
4. Student will perform CPR/First Aid as directed by Medic First Aid Standards.


CD 190 Occupational Work Experience/Child Development 1.0 units
Description: Occupational work experience for students who have a job related to their work. A training plan is developed cooperatively between the employer, college and student. (P/NP grading) 75 hours per semester paid work = 1 unit. 60 hours non-paid (volunteer) work per semester = 1 unit. Student repetition is allowed per Title 5 Section 55253. Minimum 2.00 GPA. REQUIRED: Declared vocational major.

Student Learning Outcomes:

1. The student will increase job skills in at least one of the following transferable skill sets: Communication, Research and Planning, Human Relations, Organization, Management and Leadership, Work Survival


CD 191A Workplace Skills 1.0 units
Description: Workplace Skills teaches skills vital to workplace success. The topic for 191A is Interpersonal Communication. Need not be taken in sequence. This is a pass/no pass course.

Student Learning Outcomes:

1. Compare three different styles of interpersonal communication.
2. Demonstrate effectively stating own needs and opinions.
3. Examine four roadblocks to good listening.
4. Compare four basic personality types.
5. Illustrate three methods of active listening.


CD 191B Workplace Skills 1.0 units
Description: Workplace Skills teaches skills vital to workplace success. The topic for 191B is Team Building. Need not be taken is sequence. This is a pass/no pass course.

Student Learning Outcomes:

1. Demonstrate holding effective meetings.
2. Contrast helpful and harmful team roles.
3. Illustrate communication and managing conflict within a team.
4. Practice setting team goals: mission, vision, and strategy.
5. Demonstrate decision-making skills.


CD 191C Workplace Skills 1.0 units
Description: Workplace Skills teaches skills vital to workplace success. The topic for 191C is Problem Solving. Need not be taken is sequence. This is a pass/no pass course.

Student Learning Outcomes:

1. Select three problems and prepare solutions.
2. Assess the cause of three problems.
3. List four customer expectations.
4. Demonstrate action steps and follow-up plans for dealing with customer expectations.
5. Create and interpret two charts and graphs.


CD 202 Early Child Development en Espanol 3.0 units
Description: This course examines typical and atypical development within the psychosocial, cognitive, and physical domains from conception through the preschool years. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. Recommended COREQUISITE: ESL 704A or 704B, ESL in the Workplace, or ESL/English course based on assessment scores or completion of prerequisites of sequenced ESL/English courses. NOTE: This course will be taught in Spanish.

Student Learning Outcomes:

1. Discuss major developmental milestones for children from conception through ages six in the areas of physical, psychosocial, cognitive, and language development using standard research methodologies
2. Describe how cultural, economic, political, historical contexts affect children?s development within the first five years
3. Identify various theoretical frameworks that relate to the study of human development
4. Complete child development assignment using at least one of the following research methods: child observations, surveys, interviews, and /or experiments with ethical parameters
5. Differentiate characteristics of typical and atypical development at various stages.
6. Analyze the importance of the early years, the interaction between maturationalprocesses and social/environmental factors, and the effects on various areas of development


CD 219 Introduction to Child Development en Espanol 1.0 units
Description: This course will orient mono-lingual (Spanish) Child Development students to Gavilan College and the Child Development and Educational Studies (CDES) departments. Students will be provided an overview of campus academic and support services and programs, explore the professional opportunities in the field of Child Development and learn effective strategies for college success. This course has the option of a letter grade or pass/no pass. NOTE: This course is taught in Spanish.

Student Learning Outcomes:

1. Student will list and describe the various Gavilan College academic and financial student support services for student success.
2. Student will explain the various Child Development certificates and degrees offered at Gavilan College.
3. Student will compare the Title 22 teacher requirements and the Title V Child Development Teacher matrix
4. Students will complete an Education Plan leading to a Child Development Certificate and/or associate teacher permit with one financial aid application.
5. Student will describe career pathways from community college certificates to 2-year and 4-year college degrees
6. Students will identify various jobs, titles and related coursework for a variety of careers with children and identify potential careers for themselves.


CD 291A Power Skills for the Workplace 1.0 units
Description: Power Skills for the Workplace teaches skills vital to workplace success. The topic for 291A is Interpersonal Communication. Need not be taken in sequence. This is a pass/no pass course. Course was previously listed as 191A.

Student Learning Outcomes:

1. Compare and contrast three different styles of interpersonal communication.
2. Examine listening skills, including listing three methods of active listening and four roadblocks to good listening.


CD 291B Power Skills for the Workplace 1.0 units
Description: Power Skills for the Workplace teaches skills vital to workplace success. The topic for 291B is Team Building. Need not be taken is sequence. This is a pass/no pass course. Course was previously listed as 191B.

Student Learning Outcomes:

1. Demonstrate holding effective meetings, including utilizing communication, conflict management, and decision-making skills.
2. Compare and contrast helpful and harmful team roles.


CD 291C Power Skills for the Workplace 1.0 units
Description: Power Skills for the Workplace teaches skills vital to workplace success. The topic for 291C is Problem Solving. Need not be taken is sequence. This is a pass/no pass course. Course was previously listed as 191C.

Student Learning Outcomes:

1. Select three problems, assess their cause. and prepare solutions.
2. List four customer expectations and demonstrate action steps and follow-up plans for dealing with these expectations.