ECHS 1200 - Early Childhood Curriculums

Prerequisite: ECHS-1100 with grade C or better

Objectives:

1. Define early childhood education and describe a variety of early childhood programs.
2. Identify social forces and trends in early childhood.
3. Identify the pioneers in early childhood and be able to state their contributions.

Outcome 2: Upon completion of this course, students will be able to describe the major principles of early childhood curriculum models.

Objectives:

1. Define the elements of active learning.
2. State what children do in an active learning environment.
3. Describe how adults support active learning.
4. Be familiar with Erikson’s building blocks of human relations.
5. Compare a variety of learning environments.
6. Describe strategies for supporting families.
7. Describe how adults can share control in conversation with children.

Outcome 3: Upon completion of this course, students will be able to critique an early childhood classroom and schedule utilizing principles for optimal learning.

Objectives:

1. Describe the general guidelines for organizing space and materials.
2. Describe the architectural elements of the room.
3. Describe the curriculum of the room.
4. Observe, document, and assess a preschool classroom using the “Preschool Program Quality Assessment”.

Outcome 4: Upon completion of this course, students will be able to evaluate learning centers and activities and maximize the degree of active learning for optimal learning in all curriculum areas.

Objectives:

1. Be familiar with preschool learning outcomes.
2. State how the outcomes can be achieved in all areas of the classroom.
3. Be able to recognize, give an example of, and state adult activities that support preschool learning outcomes.
4. Describe how materials and activities can support achievement of learning outcomes.
5. Know the difference between product and process art experiences.

Outcome 5: Upon completion of this course, students will be able to identify guidance techniques that enable children to become problem solvers.

Objectives:

1. State how language and cognitive development influence social and emotional growth.
2. List factors that determine a child’s social competence and what social expectations the ECH workers should have for the young child.
3. Know the difference between general and specific praise.
4. Describe the steps in problem solving.
5. Describe other methods of behavior guidance and when they are most effective.

Outcome 6: Upon completion of this course, students will be able to identify appropriate techniques that promote the child’s expression of ideas and thoughts in language.

Objectives:

1. Understand the relationship between language and cognitive development.
2. Define and give examples of divergent and convergent thinking.
3. Understand how use of questions can guide children to new understanding.
4. Critique conversations between adults and children.
5. Write a personal philosophy statement of early childhood education.