STEAM FOR EARLY CHILDHOOD EDUCATORS

This course allows students to pursue an in-depth study in Early Childhood Education with a focus on Science, Technology, Engineering, Art and Mathematics (STEAM). Examination of child development theoretical approaches to teaching STEAM will be applied in a developmentally appropriate and culturally relevant environment. Students will complete hours of field-based experiences at an approved setting. Course content will align with federal, state and local standards.

CoreCourses:

CH DEV 2 – 20 sections offered per year – 800 students

CH DEV 36 and CH DEV 37 – 2-4 sections offered per year – 30 students

CH DEV 3 – 20 sections offered per year – 840 students

CH DEV 4 – 18 sections offered per year – 756 students

CH DEV  7 – 15 sections offered per year – 630 students

CH DEV 34 – 8 sections offered per year – 320 students

CH DEV 18 – 1 section per semester until demand increases – 20 students

 

Total Estimated Potential Enrollment in core courses annually: 3396 students

Estimated completers by the end of year 2: 40 students

Estimated completers by the end of year 5: 250students 

PLO: Create a developmentally appropriate and culturally relevant curriculum experiences and quality environments. 

CLO: Design and implement developmentally appropriate Science, Engineering, Technology, Art and Mathematics (STEAM) learning experiences for young children. 

The overarching goal is to develop a regional “Careers in Education” pathway model with a particular focus on STEAM (science, technology, engineering & mathematics) and CTE (Career Technical Education), to be integrated into the Guided Pathways initiative through the completion of the Child Development STEAM Certificate of Achievement. This certificate will prepare students to design and implement developmentally appropriate Science, Technology, Engineering, Art and Mathematics (STEAM) learning experiences for young children. 

Course Objectives: 

Identify and distinguish the principles of Science, Technology, Engineering, Arts and Mathematics (STEAM). 

Explain and analyze the integration of STEAM to encourage and include all genders and abilities in an Early Education learning environment. 

Design and apply developmentally and culturally relevant SCIENCE activities and environmental set-ups. 

Design and apply developmentally and culturally relevant TECHNOLOGY activities and environmental set-ups. 

Design and apply developmentally and culturally relevant ENGENIEERING activities and environmental set-ups. 

Design and apply developmentally and culturally relevant ART activities and environmental set-ups. 

Design and apply developmentally and culturally relevant MATHEMATICS activities and environmental set-ups.

Evaluate and assess educational standards towards the facilitation of a STEAM curriculum within the role of the early childhood educator. 

College competencies: 

I. Academic Skills · Critical Thought- Analyze and synthesize information, draw reasoned conclusions · Communication- Listen critically in order to receive, interpret and respond to verbal information, speak coherently and appropriately for various audiences and situations, read with understanding, present ideas and information effectively for specific purposes through written statements · Information Competency and Research- Recognize and articulate the need for information, find data effectively and efficiently in a variety of sources 

II. Personal Growth and Enrichment · Civic Engagement- Take responsibility to serve others in the community · Enrichment of Life- Appreciate diverse creativity in art, dance, music, theatre, and literature, Enjoy the stimulation resulting from intellectual curiosity and the acquisition of knowledge, manage time and resources effectively, develop leadership skills 

III. Cultural and Global Awareness · Cultural Respect and Tolerance- Respect individual racial, ethnic, gender, and sexual orientation differences, and those with physical, mental and emotional disabilities, practice tolerance toward individuals from different religions, cultures and traditions, and those who express differing political views

This program requires 16 units of courses focused on theory, curriculum and observation within STEAM. Students will sequence the courses to also work toward teaching permits and degrees simultaneously. 

Students will start with more basic courses without prerequisites, then move onto the STEAM course and observation courses. 

Course	Title	Units	Year/Semester (Y1 or S1)
CH DEV 2	Early Childhood Principles and Practices	3	s1
CH DEV 3 OR CH DEV 36 CH DEV 37	Creative Experiences for Children I Literature for Early Childhood Literature for School Aged Children	3 1 2	s1 s1 s1
AND
Ch DEV 4	Creative Experiences for Children II	3	s1
Ch DEV 7	Introduction to Curriculum in Early Childhood Education	3	s2
CH DEV 34	Observing and Recording Children's Behavior	3	s2
CH DEV 18	STEAM for Early Childhood Educators	2	s2

Currently the college has various STEM related programs, such as: MESA (Mathematics, Engineering, Science Achievement) is based on a rigorous academic program that uses various components to support students pursuing science, technology, engineering or mathematics (STEM) degrees. STEM Cohort employs an inquiry-based approach, group work, and hand-on activities in the classroom, supported throughout the academic year with STEM counseling, book loans, supplemental instruction, tutoring, and peer mentoring. This structure allows for enrolled students to gain a better foundation in mathematics, preparing them to be calculus ready within two major semesters. Coding Academy participants will use MIT App Inventor, an application development environment originally created by Google and MIT to create their own custom mobile apps. The program has an intuitive graphical drag and drop interface which allows students to easily create applications for mobile devices. Students will learn to design and develop real, downloadable apps. Additionally, students will use Raspberry Pi and Arduino platforms to work in groups and learn fundamentals of computer programming and software development (Python and C++). Each group will be tasked to develop ‘self-driving’ vehicle supported by the mobile app, pre-programmed to navigate through a ‘difficult’ terrain (city map rug). The academy introduces students to inventing, engineering and coding in a fun and exciting way that is both interactive and creative, providing students with an opportunity to experiment in a collaborative environment where they learn by doing. STEMinars are workshops specifically designed for STEM students, and are created, developed and facilitated by the STEM counselor and counseling assistants. Topics vary, but include personal care, time management, resume and personal statement development, and the transfer process. The existing programs fulfill the needs high school, college and transfer students. Elementary school age children participate in STEM academies provided by the college. Our certificate program will meet the needs in the early childhood field to lay the foundation for life-long STEAM learning. STEM funding in the early childhood field has increased and has become a focus of curriculum development. This program will entice enrolled students, graduates and current teachers in the field to become specialized in STEM and continue their professional development. Students can be working towards multiple certificates, degrees, and permits simultaneously.

Pacific Oaks College offers a STEAM certificate at a Bachelor Degree level Pasadena City College offers a Child Development-Science and Math Integration Certificate Within the Los Angeles Community College District there is currently no STEAM certificate being offered

Core Courses: CH DEV 2 – 20 per year – 800 students CH DEV 36 and CDEV 37 – 2-4 sections per year – 30 students CH DEV 3 – 20 per year – 840 students CH DEV 4 – 18 per year – 756 students CH DEV 7 – 15 per year – 630 students CH DEV 34 – 8 per year – 320 students CH DEV 18 – 1 section per semester until demand increases – 20 students Total Estimated Enrollment in core courses annually: 3396 students Estimated completers by the end of year 2: 40 students Estimated completers by the end of year 5: 250 students

Updated the LMI data attachment to be current.