Jun 22, 2024  
College Catalog 2023-2024 
College Catalog 2023-2024 [ARCHIVED CATALOG]

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ECHS 1200 - Early Childhood Curriculums

Credit Hours: 4.00

Prerequisites: ECHS 1100  with grade C or better

This course will explore curriculum models, program types, and underlying theories utilized in designing early childhood curriculum. Students will learn the goals, benefits, and uses of assessment to evaluate environments, routines, activities, and child guidance techniques. Students will design, implement, and evaluate curriculum developmentally appropriate for children ages 2 ½ to 5. Students will complete 30 hours of observation in a preschool or child care center with preschool age children.

Billable Contact Hours: 4

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Transfer Possibilities
Michigan Transfer Network (MiTransfer) - Utilize this website to easily search how your credits transfer to colleges and universities.
Outcome 1: Upon completion of this course, students will be able to state the contribution of historical educational leaders to early childhood education.


  1. Define early childhood education.
  2. Compare a variety of early childhood programs.
  3. Identify social forces and trends in early childhood.
  4. 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.


  1. Define the elements of active learning.
  2. State what children do in an active learning environment.
  3. Describe the teachers’ role in supporting 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 all families to encourage relationship building while respecting diversity in culture, language, and ethnicity.
  7. Describe characteristics of effective teacher-child relationships.


Outcome 3: Upon completion of this course, students will be able to utilize the principles of Developmentally Appropriate Practice (DAP) when observing and assessing an early childhood environment and routine. 


  1. Define Developmentally Appropriate Practice (DAP)
  2. Describe the general guidelines for organizing space and materials.
  3. Describe the architectural elements of the room.
  4. Describe room components that recognize diverse family and community characteristics.
  5. Define objective assessment.
  6. Observe, document, and assess a preschool classroom.
  7. Develop a personal philosophy of the early childhood environment and daily routine.


Outcome 4: Upon completion of this course, students will be able to evaluate curriculum based on content knowledge of academic and developmental disciplines.


  1. Be familiar with learning outcomes for children 2 1/2 to 5 years old.
  2. State how the outcomes can be achieved throughout the learning environment.
  3. Design, implement and evaluate activities (Large Group and Small Group) that support learning outcomes.
  4. Describe how materials and activities can support the achievement of learning outcomes.


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


  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 early educator should have for the young child.
  3. Know the difference between general and specific praise.
  4. Describe the steps in problem-solving.
  5. Describe a variety of guidance techniques and state when they are most effective.
  6. Use an assessment tool to assess adult/child interactions in an early childhood classroom.

  • Communication: The graduate can communicate effectively for the intended purpose and audience.
  • Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
  • Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
  • Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
  • Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
  • Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.
CDO marked YES apply to this course:
Communication: YES
Critical Thinking: YES
Global Literacy: YES
Information Literacy: YES

Week Topic
1, 2 Philosophy and Trends in ECH
3, 4 Active Learning, Key Experiences, Suporting Families
5 Developmentally Appropriate Practice and the Early Childhood Environment
6, 7 The Daily Routine, Planning, Work and Recall
8 Creative Representation
9 Language
10, 11 Social Competence
12 Classification
13 Numbers and Spatial Relations
14 Time and Planning Special Events
15 Selecting a Primary Curriculum Model

Primary Faculty
Boni, Lisa
Secondary Faculty

Associate Dean
Primeau, Paula
Mirijanian, Narine

Primary Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088

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