This is the course catalog for the current academic year. When you have finished click the BACK button on your browser or the Return to CLASS-Web link at the bottom of the page
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This is the course catalog for the current academic year. When you have finished click the BACK button on your browser or the Return to CLASS-Web link at the bottom of the page |
| Early Childhood Development |
| ECD 11 | Exploring Education | 3.00 Units | ||
| In this course you will get an introduction to the field of K-12 teaching and education. We will be looking at changing issues in education and their implications for teaching practice and theory. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school elementary classrooms. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 30 | English Language Dev PTK Found | 1.00 Unit | ||
| Introduction to the English language development sub-domain of the language and literacy development domain in the California Preschool/Transitional Kindergarten Learning Foundations. It includes the strands of listening and speaking, foundational literacy skills, reading, and writing. Provides practical considerations for implementing curriculum developed for this sub-domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 31 | Performing Arts: PTK Fndtns | 1.00 Unit | ||
| Introduction to the performing arts domain of the California P/TK Learning Foundations; gain practical strategies for implementing music, drama and dance curriculum. Use for required units/professional development for Child Development Permit holders, pre-school, TK, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 32 | Math: Preschool/TK Foundations | 1.00 Unit | ||
| Introduction to the mathematics domain of the California Preschool/Transitional Kindergarten Learning Foundations including the strands of counting and cardinality; operations and algebraic thinking; measurement and data; and geometry and spatial thinking. Provides strategies for implementing curriculum developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 33 | Science: PTK Foundations | 1.00 Unit | ||
| Introduces the science domain of the California Preschool/Transitional Kindergarten Learning Foundations including the strands of Science and Engineering Practices; Physical Science; Life Science; Earth and Space Science; and Engineering, Technology, and Applications of Science. Provides practical strategies for implementing curriculum developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 34 | Found Lang Dev. PTK Found | 1.00 Unit | ||
| Introduction to the foundational language development sub-domain of the California P/TK Learning Foundations; learn about language development from listening and speaking to reading and writing, and gain practical strategies for implementing curriculum. Use for required units/professional development for Child Development Permit holders, pre-school, TK, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 35 | Social/Emotional PTK Found. | 1.00 Unit | ||
| Introduction to the social and emotional development domain of the California Preschool/Transitional Kindergarten Learning Foundations including the strands of self, interactions and relationships with adults, and interactions relationships with peers. Provides practical strategies for implementing curriculum developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 36 | Visual Arts: PTK Foundations | 1.00 Unit | ||
| Introduction to the visual arts substrand of the California Preschool/Transitional Kindergarten Learning Foundations including artistic expression and response, and skills using various art mediums. Provides practical strategies for implementing curriculum developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 37 | Health: PTK Foundations | 1.00 Unit | ||
| Introduction to the health domain of the California Preschool/Transitional Kindergarten Learning Foundations including strands of understanding health and wellness and health and safety habits. Provides practical strategies for implementing curriculum. Applicable to required or professional development units for Child Development Permit holders, as well as pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 38 | Hist Soc Sci: PTK Foundations | 1.00 Unit | ||
| Introduction to the history and social science domain of the California Preschool/Transitional Kindergarten Learning Foundations including strands of social inquiry skills; self and social systems; skills for democracy and being a community member (civics); time, continuity and change; sense of place and environment; and economic systems. Provides practical strategies for implementing curriculum developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50 | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 39 | Physical Dev: PTK Foundations | 1.00 Unit | ||
| Introduction to the physical development domain of the California Preschool/Transitional Kindergarten Learning Foundations including strands of fundamental movement skills, perceptual-motor skills and movement concepts, and active physical play. Provides practical strategies for implementing curriculum developed for this domain. Applicable to required or Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. Strongly Recommended: ECD 50. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 41 | Strat Work Challenge Behavior | 3.00 Units | ||
| Appropriate for classroom teachers in various settings including Transitional Kindergarten, students will identify appropriate behaviors, challenging behaviors and the various influences that affect children's behavior. Students will analyze children's behaviors and select strategies to make positive changes. Emphasizes the connection between children social and emotional development and their success in the classroom, and how the teachers' perceptions, experiences, and behavior influence child behaviors. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 50 | ECD Principles and Practices | 3.00 Units | ||
| Explores the typical roles and expectations of early childhood educators emphasizing the key role of relationships, constructive adult-child interactions. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 52 | Childhood and Adolescence | 3.00 Units | ||
| Concentrating on the portions of the lifespan from middle childhood continuing through adolescence and addressing both typical and atypical children's progress across all developmental domains. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 54 | Child Health/Safety/Nutrition | 3.00 Units | ||
| Course covers the regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. Includes the teacher's role in prevention strategies, first aid, emergency preparedness, infectious illnesses, nutrition and meal planning. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 56 | Child Growth and Development | 3.00 Units | ||
| Examines the progression of development in the physical, cognitive, social, and emotional domains and identifies developmental milestones for children both typical and atypical from conception through adolescence. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 59 | Literacy in Early Childhood | 3.00 Units | ||
| Learn about language and literacy development improving teachers' knowledge of early literacy development in children from infancy to school age. We will discuss the how to support language development, prompt a love of books and build pre-literacy skills in a play-based setting. The student will develop knowledge and understanding of the normal development of language and literacy in young children, including multi-language learners. Explore the teacher's role in fostering and facilitating emergent literacy by reading books, storytelling, story writing, and using puppets, flannel boards and props. Acquire skills and strategies to help children develop phonemic and phonological awareness, learn to decode. Strongly Recommended: ECD 56. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 60 | Young Child/Exceptional Needs | 3.00 Units | ||
| Introduces the variations in development of infants and children with exceptional needs and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with exceptional needs, and the identification and referral process. Assessments, interventions, and learning environments for infants and children with exceptional needs. Prerequisite: ECD 56 (completed with a grade of "C" or higher). | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 62 | Child, Family and Community | 3.00 Units | ||
| Explores the role of collaboration between family, community, and schools in supporting children's development, birth through adolescence. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 63 | Early Childhood Curriculum | 4.00 Units | ||
| Students in a supervised lab setting will plan learning experiences in all content areas based on developmentally appropriate practices and learning theories which support children's physical, social, emotional, cognitive, and creative needs birth to age eight within a play based, inclusive and cultural setting. Prerequisite: ECD 50 and ECD 56. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 65 | Administration 1: Programs | 3.00 Units | ||
| Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Focuses on building relationships with families and the community. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program. Prerequisite: ECD 62 (completed with a grade of "C" or higher) and , ECD 63 (completed with a grade of "C" or higher) | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 67 | Infant/Toddler Development | 3.00 Units | ||
| A study of infants and toddlers from preconception to 36 months including physical, cognitive, language, social, and emotional growth and development. Applies theoretical frameworks to interpret behavior and interactions between heredity and environment. Examination of best practices, responsive caregiving techniques, environments, infant/toddler learning foundations, health, safety, and licensing requirements. Prerequisite: ECD 56 (completed with a grade of "C" or higher). | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 68 | Admin II: Personl & Leadership | 3.00 Units | ||
| Effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program. Prerequisite: ECD 62 (completed with a grade of "C" or higher) and , ECD 63 (completed with a grade of "C" or higher). | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 69 | Child Stdy Through Observation | 3.00 Units | ||
| Learn about tools and strategies to document young children's development and learning, and how to use your findings to plan learning environments and experiences. Get direct experience with recording strategies, portfolios, and methods for collaboration with families and professionals. Prerequisite: ECD 56. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 79 | Teach in a Diverse Society | 3.00 Units | ||
| In this course, you will learn to create inclusive and anti-racist classroom communities, and explore strategies for developmentally, culturally and linguistically appropriate anti-bias curriculum. Through self-reflection and discussion, find out how to recognize and confront barriers that might interfere with your ability to work effectively with diverse populations of children and families. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 83 | Adult Mentoring & Supervision | 2.00 Units | ||
| Methods and principles of mentoring and supervising adults in Early Care and Education settings. Emphasis on the role of experienced classroom teachers who function as mentors to new teachers while simultaneously addressing the needs of children, families and other staff. Prerequisite: ECD 62 (completed with a grade of "C" or higher) and , ECD 63 (completed with a grade of "C" or higher) | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 87 | Infant &Toddler Environments | 3.00 Units | ||
| Applies current theory and research to the care and education of infants and toddlers in group care. Examines essential policies, classroom environments, caregiving principles and practices that lead to quality care and developmentally appropriate curriculum for infants and toddlers which is culturally sensitive and supports families. Strongly recommended: ECD 67 | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 90 | Practicum/Supervise Experience | 4.00 Units | ||
| Practicum lab experience with young children under the supervision of an ECE/CD faculty and other qualified early education professionals where student will demonstrate developmentally appropriate early childhood program planning and teaching competencies. Students will explore career pathways, develop professional behaviors, and make connections between theory and practice. Child centered, play-oriented approaches to teaching, utilizing assessment tools, knowledge of curriculum content areas, and reflective practice will be emphasized as student teachers design, implement and evaluate learning experiences that promote positive development and learning for all young children. Prerequisite: ECD 50 and ECD 56 and ECD 62 and ECD 63. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 95 | Work Experience | 1.00 to 14.00 Units | ||
| Apply theory to practice in a supervised paid or volunteer work experience or internship. Collaborate with your instructor and your supervisor to set goals, establish learning objectives, and build your competencies while working with children in care and education settings. Within the academic term, students must complete 54 hours of paid or non-paid work for 1.00 unit. Students can earn a maximum of 14 units of Work Experience. Corequisite: ECD 96. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| Co-Requisites: ECD 96 | ||||
| ECD 96 | Work Experience Seminar | 1.00 Unit | ||
| While working with children in a care and education setting, develop professional skills and explore issues pertaining to the modern workplace, including ethical dilemmas and conflicts often encountered by teachers and caregivers. Corequisite: ECD 95 | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| Co-Requisites: ECD 95 | ||||
| ECD 210 | Intro to Infant/Toddler Care | .00 Units | ||
| Growth and development of infants/toddlers aged 0-36 months: Physical, cognitive, psycho-social, and creative development; influence of environment on development; feeding concerns; and the child's impact on the family. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
| ECD 211 | Intro to Inf/Tod Curriculum | .00 Units | ||
| The essential policies, principles, and effective practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months are examined. | ||||
| College: Chabot College | ||||
| Division: Social Sciences | ||||
Last Updated 04/25/2025 19:17