This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Pre-K, T-K, Kindergarten through the 12th grade. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary education 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.

Introduction to the English language learners domain of the California Preschool Learning Foundations and Frameworks including strands of listening, speaking, reading and writing. 为实现为此领域开发的课程框架提供实用策略. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the performing arts domain of the California Preschool Learning Foundations and Frameworks including strands of music, drama, and dance. 为实现为此领域开发的课程框架提供实用策略. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the mathematics domain of the California Preschool Learning Foundations and Frameworks including the strands of number sense, algebra and functions, measurement, geometry, and mathematical reasoning. 提供实现为此领域开发的课程框架的策略. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduces the science domain of the California Preschool Learning Foundations and Frameworks including the strands of scientific inquiry, physical, life, and earth sciences and provides practical strategies for implementing the curriculum frameworks developed for this domain. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the language and literacy development domain in the California Preschool Learning Foundations and Frameworks including the strands of listening and speaking, reading, and writing. 为实现为此领域开发的课程框架提供实际考虑. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the social and emotional development domain of the California Preschool Learning Foundations and Frameworks including the strands of self, social interaction, and relationships. 为实现为此领域开发的课程框架提供实用策略. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the visual arts domain of the California Preschool Learning Foundations and Frameworks including artistic expression and response, and skills using various art mediums. 为实现为此领域开发的课程框架提供实用策略. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the health domain of the California Preschool Learning Foundations and Frameworks including strands of health habits, safety, and nutrition. Provides practical strategies for implementing the curriculum frameworks. 适用于儿童发展许可证持有人所需或专业发展单位, as well as pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the history and social science domain of the California Preschool Learning Foundations and Frameworks including strands of self and society, civics, history, geography, ecology, and economics. 为实现为此领域开发的课程框架提供实用策略. 适用于儿童发展许可证持有人所需或专业发展单位, pre-school, transitional kindergarten, and early-primary teachers.

Introduction to the physical development domain of the California Preschool Learning Foundations and Frameworks including strands of fundamental movement skills, perceptual-motor skills and movement concepts, and active physical play. 为实现为此领域开发的课程框架提供实用策略. Applicable to required or Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.

适合不同环境的课堂教师，包括过渡幼儿园, students will identify developmentally appropriate behaviors, challenging behaviors and the various influences that affect children’s behavior. 学生将分析孩子们的行为，并选择策略来做出积极的改变. Emphasizes the connection between children’s social and emotional development and their success in the classroom, and how the teachers’ perceptions, experiences, and behavior influence child behaviors.

Historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children and teaching strategies in supporting physical, social, creative and intellectual development of children birth through age eight. 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, 以及对幼儿的有效教育，包括游戏如何促进儿童的学习, growth, and development.

Concentrating on the portions of the lifespan from middle childhood continuing through adolescence and addressing both typical and atypical children. Biological changes such as puberty, brain, cognitive development, changes in family and peer relationships, and identity development will be explored. Includes an understanding of the various contexts in which this age group develops, such as family, peer groups, school, and work. Emphasis will be on interactions between the maturational process, environmental factors, continuity, observation, scientific methods, and stages of development.

Laws, regulations, standards, policies, procedures, and best practices related to health, safety, 以及从出生到儿童中期的护理和教育环境中的营养问题. Includes the teacher’s role in prevention strategies, first aid, emergency preparedness, infectious illnesses, nutrition and meal planning, integrating health safety and nutrition experiences into daily routines, overall risk management, school and family collaboration.

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. Emphasis on interactions between biological processes and environmental factors. Students will observe children, evaluate individual differences, 并根据发展理论分析了各阶段的发展特征.

This course provides overview of language and literacy development in children from infancy to school age. Practical aspects of fostering literacy development in children by improving teachers’ knowledge of literature in early years. It addresses the role of the literature, the relationship between early language development and literacy opportunities and methods for developing language and positive attitudes toward literature. The student will develop knowledge and understanding of the normal development of language in the young child and the teacher's role in fostering and facilitating this development by reading books, storytelling, story writing, and use of puppets, flannel boards and props.

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.

社会化的过程侧重于身份的发展和家庭的相互关系, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence.

Professional application of the principles of human growth and development, learning theories, and examples from various models of developmentally appropriate practice in the study of a play-based and inclusive curriculum. Students will plan learning experiences in all content areas, including indoor and outdoor settings, the facilitation and guidance of all children’s experiences based on developmentally appropriate principles, and to support children’s physical, social, emotional, cognitive, and creative needs from birth to age eight within a cultural context.

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.

A study of infants and toddlers from preconception to 36 months including physical, cognitive, language, social, and emotional growth and development. 应用理论框架来解释遗传和环境之间的行为和相互作用. Examination of best practices, responsive caregiving techniques, environments, infant/toddler learning foundations, health, safety, and licensing requirements.

在早期护理和教育环境中人员管理和领导的有效战略. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.

Introduces the current and appropriate use of assessment and observation tools and strategies to document young children’s development and learning. 强调使用调查结果来通知和规划学习环境和经验. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals. 建立在尊重和培养所有儿童能力的基础上的有效观察, striving for objectivity and individualizing programs to meet individual children’s learning and developmental assessment. Direct observational experience and application of methods is required weekly.

Examines the historical and current perspectives on diversity and inclusion and the impact of various systemic societal influences on children's development, learning and school experiences. Critical examination of societal and personal attitudes and beliefs, values, assumptions and biases about culture, race, language, identity, family structures, ability, socio-economic status and other issues influenced by systemic oppression. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored as well as approaches to promote inclusive and anti-racist classroom communities. Includes self-reflection on the influence of teachers' own culture and life experiences on teaching and interactions with children and families. Issues related to social identity, stereotypes, and bias will be explored; learn to recognize and confront barriers that interfere with one’s ability to work effectively with diverse populations of children and families. Ethnic/cultural groups referenced within course from the United States of America, including African American, Asian American, Chicano/Latino, European American, Indigenous People of the Americas and Americans of Middle Eastern origin.

指导和监督成人在早期护理和教育设置的方法和原则. Emphasis on the role of experienced classroom teachers who function as mentors and leaders to new teachers and other adults while simultaneously addressing the needs of children, families and other staff.

将当前的理论和研究应用于婴幼儿群体护理和教育. 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.

Practicum lab experience with young children under the supervision of an ECE/CD faculty and other qualified early education professionals where students will demonstrate developmentally appropriate early childhood program planning and teaching competencies. 学生将利用实际的课堂经验，建立理论与实践之间的联系, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning and assessment; knowledge of curriculum content areas, and reflective practice will be emphasized as student teachers design, implement and evaluate approaches, strategies, techniques, and experiences that promote positive development and learning for all young children. 包括探索职业道路、专业发展和教师责任.

Direct experience working with young children in special day classes or inclusive settings; application of intervention strategies and best practices of early childhood development and special education in adapting curriculum to meet the individual needs of children. Observation of the assessment process by the special education team and assisting in the implementation of the educational plan. 包括教师作为与家庭合作的专业人员的角色, collaboration with interdisciplinary teams, and cultural competence. Lab hours required in an inclusive classroom setting.

Supervised employment of students extending classroom-based occupational learning at an on-the-job learning station relating to the students’ educational or occupational goals including paid or volunteer work experience or an internship. Cooperative effort between student, supervisor and instructor to accomplish professional work objectives, 培养在照顾和教育环境中与儿童一起工作的能力和经验. Course study under this section may be repeated for a maximum of 16 units for occupational or a combination of general and occupational work experience education. 每学期完成75小时的有偿工作或60小时的志愿工作可获得1个学分.

Provides the focal point for the coordination of the student's curriculum with college supervised employment/volunteering in the student's major field. 强调与上级、下属、同事建立牢固的工作关系. Issues pertaining to the modern workplace, including problems often encountered by employees in care and education settings involving ethical dilemmas and conflicts.

本课程将向学生介绍教学和教育作为一种职业. It will provide an overview of teaching opportunities, requirements, educational pathways and certifications in California in a range of school settings including early childhood education, Transitional Kindergarten, K-12 (elementary, middle and high school), and community college. The course will address the qualities, skills and dispositions of an effective teacher, and critical issues in diverse contemporary classrooms. Career opportunities and labor market demand for teachers as well as other career pathways in education will be covered. ECD 208 is an introductory level (non-credit) course and is intended to provide students exposure to vocabulary and concepts in education and teacher preparation. 学生可以使用从本课程中获得的技能过渡到学分级别的ECD课程. 这门课程是免费的，学生可以重复这门课程，直到掌握技能为止.

This course is for those who are interested in working with children and want to gain a basic understanding of child development and how to effectively interact with and supervise children. It will include an introduction to the concepts of child development, major developmental milestones from 0-18, realistic behavior expectations, and a discussion of what is considered developmentally appropriate practice. Effective communication, positive behavior guidance, 与教育公平相关的社会和文化因素也将被讨论. ECD 209 is an introductory level (non-credit) course and is intended to provide students exposure to vocabulary and concepts in child development and education. 学生可以使用从本课程中获得的技能过渡到学分级别的ECD课程. 这门课程是免费的，学生可以重复这门课程，直到掌握技能为止.

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. Course topics include an introduction of different temperament tendencies; stages of social-emotional development and socialization and guidance, 以及最能支持健康社会情感发展的实践/项目政策. The course also looks into families and family culture. ECD 210 is an introductory level (noncredit) course and is intended to provide students exposure to vocabulary and concepts in infant/toddler care. 学生可以使用从本课程中获得的技能过渡到学分级别的ECD课程. 这门课程是免费的，学生可以重复这门课程，直到掌握技能为止.

The essential policies, principles, and effective practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months are examined. 本课程介绍适合婴幼儿发展的课程原则. Play, language and learning experiences including use of materials and equipment in infant/toddler settings will be introduced. ECD 211 is an introductory level (noncredit) course and is intended to provide students exposure to vocabulary and concepts in infant/toddler care and care setting. 学生可以使用从本课程中获得的技能过渡到学分级别的ECD课程. 这门课程是免费的，学生可以重复这门课程，直到掌握技能为止.