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Course Criteria
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3.00 Credits
Class content will consist of analyses of diverse approaches to infant-rearing with special emphasis on the Pikler methods. Topics will include: sensorymotor development, manipulation, human relationships and problem solving; infants', parents' and carers' needswhat is an "educarer;" how, what, andwhen do infants learn; how, what, and when to teach; effects of environments ranging from neglectful to over-stimulating. Instruction will include lectures and discussions. Students will observe environments where infants are reared; discussion and evaluations will follow.
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3.00 Credits
The assessment of children's development and learning is a public issue challenging teachers and administrators in schools and early childhood programs. Assessment includes establishing and communicating learning goals, collecting and using multiple sources of information to plan program, involving children in documenting their learning and being accountable to families. Class members will be encouraged to critically analyze observational techniques, developmental assessments, standardized tests, teachermade tests and portfolio documentation models. The class will discuss strategies for effective response to community demands for accountability.
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3.00 Credits
This class will focus on the key theories, philosophies, regulations and programs that have been developed to respond to the needs of (a) children who are developing atypically; and (b) children deemed at risk from family dysfunction, abuse and neglect, prenatal drug exposure and community violence. Early childhood special education, therapeutic and social services will be observed and discussed as resources that offer support for early childhood programs and families.
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3.00 Credits
Often teachers encounter children who challenge their teaching skills and understanding. This class will help teachers stretch their skills, develop a better understanding of children who challenge them, and also identify those children whose behavior extends beyond their expertise and may require different or specialized help. Students will use and critique observational and assessment strategies while creating an intervention plan for the support of an individual child. Atypical development, family instability, differences in cultural expectations, and the limitations of the student's own experiences will all be considered as possible influences on the teacher's difficulties with a particular child.
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3.00 Credits
How do young children develop the skills they need to grow up competent in a literate society-language, dramatic play, using tools and materials to represent their experience, and reading? An examination of the development of symbolic behaviors and the role of adults in supporting children's play, language and literacy. Students will examine developmentally appropriate curriculum and assessment design for diverse literacy learners. Observation of children required.
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3.00 Credits
Required for this class is a willingness to be both adult and child as we explore and examine the impact of books upon young minds. We will create positive and memorable curriculum experiences for children by group exposure to a wide variety of children's books and methods. We will explore when and how to use books and language to meet specific needs, and how to create an environment that encourages a magical encounter between children and literacy.
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3.00 Credits
This class will identify approaches and techniques for working with parents, issues concerning programming, supervision of staff, and providing on-going growth and training of staff. We will discuss the skills and techniques necessary to administer a variety of early childhood education programs, including preschool and day care. Such issues as budgeting, record keeping, authority, communication and creativity will be discussed.
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3.00 Credits
Students study the many avenues for family collaboration with preschool and elementary programs, both direct class room participation and program support activities. Cultural and socioeconomic factors, the realities of working and single-parent families, and variations among program types are considered. This class meets the three-unit Home, School and Community requirement for state licensing for Early Childhood Education/School Director.
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3.00 Credits
Designed for administrators, teachers, staff, and parents to create an effective team which values working together with mutual respect. Among the issues addressed will be: 1) including parents as members of the team working for the growth and support of the children; 2) developing clear communication, written and oral, formal and informal and 3) exploring experiences of power and powerlessness among people with diverse roles, perceptions, and histories. Questions will include: What can you do from where you are? What is your responsibility when you are caught in the middle of a problem? How can you deal with issues that are not clear? How can you enable people to deal directly with others? This is an equivalent class for HD 440/640, Models & Methods of Family/School Collaboration, with permission of advisor.
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3.00 Credits
Pacific Oaks students bring a breadth of diverse life experience to the college. They learn through telling and writing their stories about these experiences and develop in-depth knowledge through reflecting on them with others. To be effective in facilitating young children's beginning writing, teachers must have experiences themselves with writing. They must model literacy behaviors, by writing where children can see, scribing children's words, and representing children'splay in writing. Writing Our Stories will bridge between the kind of writing that people may be comfortable with before they entered the program with writing that encourages people to express their own culture through writing. Students will practice reflecting on this writing with others to discover how they became literate writers, and what their stories can tell them about what they have learned from their experiences.
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