CHD 216 Master Syllabus


Division: Arts & Sciences                                                                                                              Date: Jananuary, 2015


Curricula in Which Course is Taught: Early Childhood Education

Course Number & Title: Child Development 216, Early Childhood Programs, Schools and Social Change


Credit Hours: 3 Hours/Wk       Lecture: 3 Hours/Wk       Lab: 0         Lec/Lab Comb: 3


I.              Catalog Description: Child Development 216, Early Childhood Programs, School and Social Change:  Explores methods of developing positive, effective relations with families to enhance their developmental goals for children. Considers culture and other diverse needs, perspectives, and abilities of families and educators. Emphasizes advocacy and public policy awareness as an important role of early childhood educators. Describes risk factors and identifies community resources.


II.                  Relationship of the course to curricula in which it is taught:

             The purpose of this class is to explore relationships that exist in the homes, schools, and communities of young children and methods of utilizing these effectively to enhance the development of children. This course relates to Program Goal 1 – family and community relationships.


III.                Required background (list any experience, prerequisites, co-requisites necessary to enroll in the course):

            Completion of (or exemption from) from ENF 2. Because students may have close contact with young children at the child care center located on the DCC campus, a negative TB screening test is required.


IV.               Course Content (list the major topics):

A.     History and development of early childhood education programs.

B.     Major philosophical perspectives concerning the purpose, organization and planning of family partnerships and relations.

C.    Specific practices related to working with families and teaching staff.

D.    Licensing requirements and other state-mandated rules and regulations for parent participation.

E.     Current trends in early childhood education and major issues affecting the future direction of early childhood programs, including issues related to the changing nature of the family.


V.                 Learner Outcomes:

The student will:

VI.               Evaluation

A.                       Research historical, philosophical, and theoretical bases for early childhood education programs.

B.                       List the practical components of different types of early childhood education programs.

C.                   Demonstrate a working knowledge of current issues and trends in the childcare field that are affected by the changing nature of family.

   D.               Review the requirements for a Director’s involvement in programs in order to constitute minimum and quality standards and to explore the role of the director in a community.

  1. Use clear communication skills and a variety of procedures to work with parents about child development, programs, and problem solving.
  2. Examine the advocacy roles of teachers of young children through local, state and national professional affiliations.
  3. Examine professional ethics in the early childhood profession as they relate to working with families.

Student performance will be evaluated by a combination of tests, quizzes, exams, papers, and other special projects or assignments as defined by the individual faculty member. This course includes a mandatory writing assignment defined by the instructor.


Possible assignments include but are not limited to the following:

·         Write a 1-2 page paper about an advocacy topic.

·         Design a parent communication tool (newsletter, monthly calendar, home learning activity, etc.)

·         Shadow a director to learn about standards of quality in programs.


VII.             This course supports the following objectives:

DCC Educational Objectives:



Critical thinking

Cultural and social understanding