Early Childhood Development (Associate Teacher) Certificate of Proficiency

This certificate of proficiency requires 13 units of coursework in ECD and will include those courses considered to be the “core” courses focusing on the principles of child development and hands-on application. This certificate aligns with Community Care Licensing requirements for a preschool teacher of young children and the Associate Teacher Child Development Permit requirements.

ECD 63-Early Childhood Curriculum course has two prerequisite courses.  In order to enroll in the ECD 63 students must complete ECD 50 and 56 with a grade of "C" or higher. 

Prerequisite Skills:

ECD 50-Early Childhood Principles and Practices

Measurable Objectives:

Upon completion of this course, the student should be able to:

1. describe the historical development of various group care systems for all young children;
   
2. define and describe the theories, philosophies, goals, objectives and methods associated with contemporary group care and educational systems - as related to developmentally appropriate practices for all young children with typical and atypical development in a play based environment;
3. examine the value of play as a vehicle for developing skills, knowledge, dispositions and strengthening relationships among young children;
4. describe children’s developmental stages as it relates to developmentally appropriate practices;
   
5. explain the licensing and educational requirements of working in early childhood education and the potential for employment in the field;
   
6. describe guidance and positive communication strategies which promote children’s social competence in a caring community;
   
7. describe how culture influences early childhood programs and practices;
   
8. identify strategies to promote communication with English learning families
   
9. identify program adaptations which may be needed to support children with diverse abilities; 
   
10. analyze the relationship between observation, planning, implementations and assessment in developing effective teaching strategies and positive learning and development.
11. demonstrate understanding of environmental rating instruments;
    
12. document written and objective observations;
    
13. explain the professional standards of early care and education and importance of establishing relationships with coworkers, families, children and the professional community;
    
14. develop a personal and professional philosophy using a theoretical perspective and Developmentally Appropriate Practices (DAP).

ECD 56-Child Growth and Development

Measurable Objectives:

Upon completion of this course, the student should be able to:

1. demonstrate objective techniques and skills when observing and evaluating behavior in children of all ages, taking into consideration bias;
   
2. identify techniques for studying children;
   
3. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant, toddler, preschool, and early primary child development and adolescence within a social-cultural context;
   
4. articulate connections between child development knowledge and appropriate practices;
   
5. describe current trends in research about early childhood;
   
6. investigate and describe risk factors that impact child’s development and their families;
   
7. describe typical development milestones of children birth through adolescence;
   
8. differentiate characteristics of typical and atypical development at various stages;
   
9. examine ways in which developmental domains are continuous, sequential and interrelated;
   
10. identify the strengths and exceptional needs of the child in the context of his/her family; 
    
11. assess through observation and identify children’s unique qualities, behaviors, skills, traits, and developmental level;
    
12. examine and evaluate the role of play and its relationship to development at various stages;
    
13. identify ethical responsibilities to children.

Student Learning Outcomes

ECD 50-Early Childhood Principles and Practices

1. Compare and contrast historical and current early childhood education perspectives, theories, program types and philosophies.
2. Describe the role of the early childhood educator, including development of relationships, ethical conduct and professionalism.
   
3. Identify the elements of quality in early childhood programs related to environments, opportunities for learning, and teaching strategies.
   

ECD 56-Child Growth and Development

1. Describe development of children from conception through adolescence in the physical, social, emotional, and cognitive domain.
2. Identify cultural, economic, political, and historical context that impact children's development.
   
3. Apply knowledge of development and major theoretical frameworks to child observations.
   

ECD 62-Child, Family and Community

1. Describe socialization of the child focusing on the interrelationship of family, school, and community.
2. Describe strategies and community resources that empower families and encourage family involvement in children’s learning.
   
3. Identify the educational, political, and socioeconomic impacts on children and families.
   

ECD 63-Early Childhood Curriculum

1.  Design and implement curriculum based on observation and assessment to support learning using developmental principles for a diverse and inclusive community of children.

2.  Differentiate between various curriculum models, approaches, environments, and standards for early learning including indicators of quality.

3.  Discuss the learning process in early childhood as it relates to play.

4.  Identify the teacher's role in early childhood programs, including planning, implementing, and evaluating activities and environments.

Number of completers of all 4 courses based on enrollment figures 110-160 students.

This certificate of proficiency is the first set of required courses for the sequential Certificate of Achievement Basic Teacher and the AA in Early Childhood Development and theAA-T in Early Childhood Education.

The Early Childhood Development program has aligned itself with the Mission, the Values Statement and the Goals of Chabot College. The ECD program at Chabot meets or exceeds all of the criteria listed in these documents. Individually the courses provide the knowledge base and skills that students will need in the field of early care and education. The ECD students are employed by a variety of programs including but not limited to preschools, early care and education settings, before and after school programs, paraprofessionals in the public-school system and family child care homes. There are other career opportunities for those students who transfer to a four-year college and receive a BA or teaching credential. The ECD program strives to meet or exceed the following goals: enhance the student’s learning by teaching the information, tools and techniques in the most meaningful teaching format; provide courses that reflect the current practice and research; provide theory and practice that can be applied to their professional work with children; remain current with local, regional, state and federal issues and opportunities; expand student’s knowledge and ability to work with diverse children, families and communities; model and integrate professional ethical standards into coursework; offer coursework that serves the specialized needs of the professional such as varied certificates and specializations; provide education, workshop, stipend and grant opportunities and trainings for those currently employed to reflect current theories and practice; collaboration between Chabot and community agencies including representing Chabot College at public functions and to support Alameda County efforts to create an integrated system of care and education that helps to maximize existing resources and minimizes duplication of services.

This certificate of proficiency requires 13 units of coursework in ECD and will include those courses considered to be the “core” courses focusing on the principles of child development and hands-on application. This certificate aligns with Community Care Licensing requirements for a preschool teacher of young children and the Associate Teacher Child Development Permit requirements.

Course	Title	Units	Year/Semester (Y1 or S1)
ECD 50	Early Childhood Principles and Practices	3	S1
ECD 56	Child Growth and Development	3	S1
ECD 62	Child, Family and Community	3	S2
ECD 63	Early Childhood Curriculum	4	S2
Total:		13

Course	Title	Units	Year/Semester (Y1 or S1)
ECD 50	Early Childhood Principles and Practices	3	S1
ECD 56	Child Growth and Development	3	S1
ECD 62	Child, Family and Community	3	S2
ECD 63	Early Childhood Curriculum	4	S2
Total:		13

A broad range of employment opportunities are available by fulfilling the various certificate and degree requirements listed. Family child care providers can benefit from courses designed to advance their skills both as providers and entrepreneurs of their own in-home business. The program is relevant for early childhood and transitional K school teachers, paraprofessionals, teachers in after school programs, those desiring to work with children with exceptional needs or special needs, school and educational program directors and those entering the field of mental health preparing to work with children and families.

Las Positas College, Merrit College and Ohlone College. On November 19 Chabot College Social Science Division Dean Dr. Paker emailed her counterparts and asked if they would like to provide any feedback that they might have on our Associate Teacher proficiency certificate however we haven't heard back as of today (November 27, 2018).