CHD 215 Syllabus
Division: Arts & Sciences †††††††††††††††††††††††††††††††††††††††††††††††† ††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† ††††††††††† ††††††††††† Date: August 2014
Which Course is Taught: Early Childhood Education
Course Number & Title: CHD 215, Models of Early Childhood Education Programs
3 Hours/Wk ††††† Lecture: 3 Hours/Wk
0 ††††††† Lec/Lab Comb: 3
I. Catalog Description: CHD 215 Models of Early Childhood Education Programs (3 cr.) Studies and discusses the various models and theories of early childhood education programs including current trends and issues. Presents state licensing and staff requirements.
Lecture 3 hours per week.
Functional literacy in the English language; reading at the 12th grade level.
of the course to curricula objectives in which it is taught: This course
surveys several of the more prominent theoretical frameworks used for
designing, organizing and administering early childhood education programs.
Students become familiar with the specific practices associated with each of
these theoretical frameworks, as well as with licensing requirements and other
state-mandated rules and regulations for administering early childhood
education programs. This course also prepares students for making informed
decisions about their own careers in early childhood education. This course
addresses Program Goal 3, focusing on Licensing Standards.
III. Required background (list any experience, prerequisites, co-requisites necessary to enroll in the course): Completion of (or exemption from) ENF 2 and MTE 2 developmental requirement. Note: CHD 215 should be completed during a studentís last semester of study in the Early Childhood Development Associate Degree Program.
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 administration of programs.
C. Specific practices related to various models of early childhood education.
D. Licensing requirements and other state-mandated rules and regulations.
E. Current trends in early childhood education and major issues affecting the future direction of early childhood programs, including issues related to diversity and the need for an awareness of multicultural issues in early childhood education programs.
V. Learner Outcomes:
The student will:
A. Research historical, philosophical, and theoretical bases for early childhood education programs.
B. State the practical components of different types of early childhood education programs.
C. Compare and contrast programs based on purpose, population served, stated philosophy, and evaluative components of the curriculum.
D. Review important issues and trends affecting current early childhood education programs, including issues related to diversity and the need for an awareness of multicultural issues in early childhood education programs.
E. State specific responsibilities and roles of the early childhood educator and professional, including state-mandated rules, regulations, and licensing requirements.
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:
∑ Visit several program types and compare/contrast their vision, mission, goals, etc.
∑ Read and discuss several current events articles that reflect current issues and trends in Early Childhood Education.
∑ Compile a final project that compares program types.
VII. This course supports the following competencies and objectives:
DCC Educational Objectives:
Cultural and Social understanding