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Early Childhood Education

Course Descriptions

ECE 102: S.T.A.R.S. Childcare Basics

Credits: 2.0

Provides the opportunity to deepen an understanding of specific areas related to health and safety, child development, guidance, and child abuse recognition. This course satisfies the basic 20-hour S.T.A.R.S. Washington State licensing training requirement. S/U grade option.

Course Level Objectives

  1. Document beginning knowledge of child growth and development for children age birth to five years.  [REASON] 
  2. Document foundational knowledge of developmentally appropriate practices for teachers of children birth to five years, including cultural, individual, and age-appropriate practices.  [EXPLORE] 
  3. Document understanding of positive guidance strategies for children birth to five years of age.  [COMMUNICATE] 
  4. Describe beginning knowledge of health and safety needs and concerns for young children ages birth to five years; including prevention, handling and reporting of illnesses and accidents.  [REASON] 
  5. Document understanding of information that is required when making a report of suspected child abuse and/or neglect to Child Protective Services.  [REASON] 
  6. Document beginning knowledge of the professionalism required to build quality early learning programs including maintaining licensing standards and working with families.  [EXPLORE] 

ECE 120: Mathematics for Early Childhood Education

Credits: 5.0

Mathematical knowledge and skills that strengthen an appreciation and basic competency in mathematics. Investigation of math concepts and strategies based on content relevant to teaching mathematics at the early childhood level. Prerequisite(s): Placement into MATH 060.

Course Level Objectives

  1. Demonstrate understanding of the meaning, use, and connections of math operations: addition, multiplication, subtraction and division; add, subtract, multiply and divide whole numbers, fractions and decimals; convert decimals to percents and percents to decimals.  [REASON] 
  2. Document a process of investigation, generalization and reasoning about patterns in number, space and data; read, write and understand the meaning and ordering of whole numbers, fractions, and decimals, with flexible movement between equivalent forms; use different strategies to analyze and solve word problems.  [REASON] 
  3. Document understanding of probability based on experiments and analysis; plan and undertake data collection; represent and summarize data for interpretation and communication.  [REASON] 
  4. Demonstrate ability to visualize, draw and model shapes and understand transformations.  [COMMUNICATE] 
  5. Demonstrate the ability to read and write symbolic expressions with variables and their equivalent transformations; demonstrate the nature of variation and ability to use different forms of representation; provide evidence of ability to read, write and solve equations and problems regarding inequalities.  [COMMUNICATE] 
  6. Document understanding of direct and indirect measurement and estimation skills to describe, compare, evaluate, plan and construct.  [REASON] 
  7. Demonstrate the use of application and language of mathematics to situations that are not obviously mathematical; problem solve by using math strategies; identify relevant variables and pose questions to guide the investigation of a problem.  [ACT] 
  8. Demonstrate understanding of mathematical origins in diverse cultures and their application in daily experiences.  [EXPLORE] 
  9. Document an increased level of appreciation of, and confidence in, mathematics.  [ACT] 

ECE 130: Science for Early Childhood Education

Credits: 3.0

Focuses on strengthening knowledge of life and physical sciences that build a foundation for young children's understanding of science. Students actively learn strategies that encourage inquiry and problem-solving in teaching science at the early childhood level.

Course Level Objectives

  1. Document understanding of the role of science in everyday life for adults and young children.  [REASON] 
  2. Demonstrate how scientific communication and investigation presents information to increase young children's understanding of scientific principles.  [COMMUNICATE] 
  3. Demonstrate scientific methods of inquiry, observation, exploration, hypothesis, data collection and analysis.  [COMMUNICATE] 
  4. Investigate and interpret foundational elements of life sciences that apply to young children's learning.  [REASON] 
  5. Demonstrate beginning understanding of life processes of plants, animals and people and their interdependence.  [ACT] 
  6. Demonstrate foundational knowledge (appropriate for young children) of conditions that sustain life on earth, and include explanations of air, heat, water, food, protection, and gravity.  [REASON] 
  7. Demonstrate beginning knowledge (appropriate for adults and young children) of the spatial relationships that affect the sun, earth, and moon.  [ACT] 
  8. Investigate and interpret how natural and processed materials are used and ways that materials can change.  [ACT] 
  9. Demonstrate knowledge of similarities and differences between common sources of energy: electricity, heat, motion, sound, light, magnetism and chemistry.  [REASON] 
  10. Document a personal and professional perspective of the value of integrating of foundational knowledge of science into the practice of teaching young children.  [EXPLORE] 

ECE 134: Workshop in Early Childhood Education

Credits: Maximum of 2.0 possible

Consists of day seminars during the quarter with a special focus on topics of current interest in the early childhood field. Instructors are recognized early childhood professionals with a high level of expertise and experience on their topic. S/U grade option.

Course Level Objectives

  1. Provide evidence of self-reflection concerning the focus topic, goals, and format of workshop.  [ACT] 
  2. Document knowledge of the topic and related issues.  [COMMUNICATE] 
  3. Demonstrate how the topic applies to early childhood educators and children.  [REASON] 
  4. Document experiences and resources that support children's and teachers' learning of the topic.  [REASON] 

ECE 140: Special Topics

Credits: Maximum of 5.0 possible

Workshops for educators who are employed in an early childhood setting. Course content and design will vary each quarter. S/U grade only.

Course Level Objectives

  1. Demonstrate understanding of course goals and format as related to professional development in early childhood education.  [REASON] 
  2. Demonstrate application for course focus to an educational setting for young children and their families.  [ACT] 
  3. Identify elements of course content that support best practices in early childhood.  [COMMUNICATE] 
  4. Identify strategies and resources relevant to professional roles.  [EXPLORE] 

ECE 155: Special Topics

Credits: Maximum of 5.0 possible

An introductory level workshop in early childhood education. Course content and design will vary each quarter. S/U grade only.

Course Level Objectives

  1. Demonstrate understanding of course goals and format as related to early childhood settings.  [COMMUNICATE] 
  2. Demonstrate knowledge of course concepts.  [REASON] 
  3. Identify strategies and experiences for application to the professional role as an educator of young children.  [EXPLORE] 
  4. Demonstrate understanding of the topic to professional best practices.  [ACT] 
  5. Identification of resources that reinforce concepts and teaching practice.  [COMMUNICATE] 

ECE 208: Early Childhood Field Practicum

Credits: 5.0

A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. S/U grade option.

Course Level Objectives

  1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation.  [REASON] 
  2. Utilize a continuum of teaching strategies based on a professional knowledge base that is adapted to developmental, individual, and cultural characteristics.  [ACT] 
  3. Construct connections between what has been learned in completed courses and past experiences in active work with young children and families.  [REASON] 
  4. Demonstrate the foundational teaching strategies of developmental principles: reciprocal learning, play as a leading activity of development, scaffolding, planning an environment and experiences in all developmental domains, encouraging learning through child-child and child-adult relationships.  [COMMUNICATE] 
  5. Provide evidence of being a reflective thinker to guide planning of experiences and the environment, teaching roles, interactions, and decision making, based on children's responses, ideas and interests.  [REASON] 
  6. Demonstrate teaching practices in professionally defined content areas.  [ACT] 
  7. Use the process of self-assessment to define: knowledge of themselves as individuals and developing teachers; knowledge of children and how they grow, develop and learn; role as teacher in ensuring inclusiveness and respect for children and families; and teaching skills and strategies practiced throughout the practicum experience.  [REASON] 

ECE 209: Early Childhood Practicum

Credits: 5.0

A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. S/U grade option.

Course Level Objectives

  1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation.  [REASON] 
  2. Utilize a continuum of teaching strategies and curriculum planning based on a professional knowledge base that is adapted to development and individual, family and cultural characteristics.  [ACT] 
  3. Demonstrate knowledge of connections between what has been learned in ECE courses and past experiences about teaching young children through an instructor's use of knowledge, observations, and interactions to plan classroom experiences; apply research findings, curriculum content guidance and defined best practices; and understand the role of teacher as developmental specialist.  [REASON] 
  4. Demonstrate teaching strategies of supporting children's learning in: all domains of development; children's construction of meaning; exploration, inquiry and play as leading experiences of development; planning a weeklong curriculum and environment from a child-centered approach; and, using intentional interactions, scaffolding and reciprocal learning.  [ACT] 
  5. Apply professional knowledge and skills in a leadership role in an early learning classroom.  [REASON] 
  6. Provide evidence of being a reflective thinker to understand and analyze themselves and children and to use reflection as a basis for planning.  [COMMUNICATE] 
  7. Use the process of self-assessment to define knowledge of themselves as individuals and developing teachers; knowledge about children and how they grow, develop and learn; understanding of the role as a teacher in ensuring inclusiveness and respect of diversity in children and families; and teaching skills and professionally defined teaching practices used throughout the quarter practicum experience.  [REASON] 

ECE 210: Early Childhood Practicum

Credits: 5.0

A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. S/U grade option.

Course Level Objectives

  1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation in the teaching role in an early childhood program.  [REASON] 
  2. Demonstrate a continuum of teaching strategies based on a professional knowledge base that is adapted to development, individual, and cultural characteristics.  [ACT] 
  3. Demonstrate assimilation of what has been learned in completed ECE courses, previous practicums, past experiences and personal teaching philosophy in work with young children and families.  [REASON] 
  4. Articulate the reasoning and professional principles upon which the teaching of young children is based.  [COMMUNICATE] 
  5. Demonstrate competence using multiple teaching strategies that are responsive to children's ideas, interests and directions in learning.  [ACT] 
  6. Plan a classroom environment, regular experiences, and a two week long curriculum from a developmental and child centered approach in a professional and personal framework.  [REASON] 
  7. Apply professional knowledge and skills in a leadership role in an early childhood classroom in interactions with children, parents and other professionals.  [EXPLORE] 
  8. Provide evidence of using reflective thought as a basis for decision making and teaching practices.  [COMMUNICATE] 
  9. Demonstrate teaching practices in professionally defined content areas that are integrated throughout student created curriculum.  [REASON] 
  10. Document the process of self-assessment for creating a personal and professional teaching philosophy that demonstrates being inclusive and respectful of children and families in a diverse community.  [ACT] 

ECE 236: Creative Expression

Credits: 3.0

Learn to plan experiences that allow children to express their creative ideas and feelings. Focuses on strategies and understanding of the creative process. S/U grade option.

Course Level Objectives

  1. Demonstrate the teacher's role in supporting creative expression in young children in early learning settings.  [EXPLORE] 
  2. Document a beginning understanding of how different curricular models support the development of creative expression.  [REASON] 
  3. Communicate and relate how creative expression integrates with all domains of development and is a leading activity for growth in multiple areas.  [COMMUNICATE] 
  4. Demonstrate the role of the teacher as a child-development specialist in guiding meaning and decision making in the development of creative expression.  [ACT] 
  5. Demonstrate the teaching strategies that support children's construction of knowledge through creative expression and that respect the children's point of view in the expression of creative thought, actions, and use of materials.  [EXPLORE] 
  6. Demonstrate ability to plan creative-expression activities in the areas of visual art, movement, sculpture, music, and drama, as a regular part of early learning curriculum for young children.  [COMMUNICATE] 

ECE 237: Math for Young Children

Credits: 3.0

Learn how young children develop foundational understanding of math through exploration of the physical and natural environment. Students learn strategies that encourage investigation and problem-solving through active experiences. S/U grade option.

Course Level Objectives

  1. Document a contextual knowledge of how children learn mathematics and science based on defined developmentally appropriate practices, the importance of play, active learning and a constructivist approach to learning.  [REASON] 
  2. Provide evidence of understanding the central concepts and professionally defined standards for mathematics for young children.  [REASON] 
  3. Document foundational knowledge of young children's mathematical development.  [COMMUNICATE] 
  4. Provide evidence of the ability to use teaching strategies to support natural exploration of materials, space, quantities, and physical relationships that is foundational to mathematical learning.  [ACT] 
  5. Demonstrate strategies of interaction that will enhance children's natural interest in mathematics and making sense of their physical and social worlds through play.  [COMMUNICATE] 
  6. Document foundational knowledge of the central concepts and professionally defined concepts for science.  [REASON] 
  7. Provide evidence of the ability to design an active learning environment that supports children's scientific development.  [REASON] 
  8. Document an understanding of how young children form a conceptual understanding of science in the natural world.  [COMMUNICATE] 
  9. Demonstrate teaching strategies that provide time for and encouragement and strengthening of the scientific processes of observing, discovering inquiring, comparing, and hypothesizing in an active learning environment based on children's interests and play.  [ACT] 
  10. Document understanding of professionally defined, developmentally appropriate experiences, environmental design, adult interactions, and teacher roles that support scientific thought and foundational mathematical learning in young children.  [REASON] 

ECE 238: Social and Emotional Learning: CD

Credits: 3.0

Provides skills to plan a classroom program that fosters relationships, a sense of belonging, predictability, and is consistent with the defined principles of social-emotional learning for early learners. All content is explored within a cultural context. S/U grade option.

Course Level Objectives

  1. Document and state the connection between social and emotional learning and success in all aspects of learning and growth throughout early childhood.  [REASON] 
  2. Document and relate research-based rationale supporting the importance of the social-emotional context for children's learning in all domains of development.  [REASON] 
  3. Document and illustrate the role of the family and primary care givers in the social and emotional development of a child.  [EXPLORE] 
  4. Document personally defined teaching strategies that provide: a climate of trust and security, age-appropriate opportunities for autonomy and initiative, encouragement of children's sense of competence, support of the process of children's learning to build collaborative and reciprocal relationships with other children and guidance for developing responsibility for self, responsibility for others, expression of emotions / feelings, pro-social skills, problem-solving of conflict, and reduction of acts of exclusion.  [EXPLORE] 
  5. Demonstrate the ability to plan an early childhood classroom environment and use curriculum approaches consistent with defined principles of social-emotional learning, including representation of diversity of culture, race, language, family and community throughout the classroom, and evaluation of materials and practices to counter potential bias or discrimination of any child or family with respect to gender, language, culture, ethnicity or family structure.  [ACT] 
  6. Recognize the teacher's role in social-emotional learning in utilizing communication to gain understanding of children and their thoughts and feelings; encourage children's verbal expression; and strengthen communication among children.  [COMMUNICATE] 

ECE 249: Activities for Infants and Toddlers

Credits: 3.0

Explore teaching strategies and activities that support infant and toddler growth and development. Focus is placed on developing skills to plan an engaging and caring environment. S/U grade option.

Course Level Objectives

  1. Describe infant and toddler developmental stages and milestones.  [COMMUNICATE] 
  2. Document and communicate the principles of care-giving as curriculum.  [COMMUNICATE] 
  3. Design an infant and toddler environment, identifying essential elements for the social, emotional, cognitive, physical, language, literacy and creative learning for individual children and their families in collaboration with teacher/care-giver.  [REASON] 
  4. Demonstrate and document the importance of observation as a tool for understanding and planning experiences for infants and toddlers.  [COMMUNICATE] 
  5. Document and demonstrate ability to develop learning plans, experiences and materials for infants and toddlers that reflect children's developmental stages, milestones, interests and teachers' intentions.  [ACT] 
  6. Demonstrate teaching strategies that foster and nurture relationship-building of infants and toddlers and their families and teachers.  [ACT] 
  7. Demonstrate personally defined teacher planning strategies and teacher-child, teacher-teacher, teacher-parent interactions that support cultural diversity and inclusive practices in developmentally appropriate ways in infant toddler programs.  [EXPLORE] 

ECE 250: Connecting with Children

Credits: 3.0

Investigates teaching strategies using a relationship-based approach that supports infants, toddlers, and preschoolers. Concepts address the trust and independence of children through responsive teacher-child interactions and respectful parent-teacher partnerships.

Course Level Objectives

  1. Document and relate the role of attachment in children's development of independence.  [COMMUNICATE] 
  2. Document and identify relationship-based principles in the care-giving of young children through the approaches of RIE (Resources for Infant Education) and Reggio Emilia.  [COMMUNICATE] 
  3. Demonstrate application of close observation and analysis as a tool for understanding and responding to young children, with professional knowledge.  [ACT] 
  4. Relate the importance of teaching strategies that focus on relationships of respect, responsiveness and reciprocity with parents and their children in planning for the developmental learning of young children.  [REASON] 
  5. Document a personally defined interpretation of the teacher's role in providing developmentally appropriate interactions in authentic relationships that support growth of trust, autonomy and initiative.  [ACT] 
  6. Identify and define the roles of culture, family practices and areas of diversity in the growth and developmental process of young children.  [EXPLORE] 
  7. Demonstrate teaching strategies for supporting cultural diversity and anti-bias practices in professionally defined and developmentally appropriate ways in programs for young children.  [EXPLORE] 

ECE 255: Special Topics

Credits: Maximum of 5.0 possible

An advanced workshop in early childhood education. Course content and design will vary each quarter. S/U grade option.

Course Level Objectives

  1. Demonstrate knowledge of course goals and format as professional development in early childhood education.  [REASON] 
  2. Demonstrate understanding of content related to teaching and learning of young children.  [REASON] 
  3. Identify application of course concepts to teaching and learning settings in the community.  [ACT] 
  4. Demonstrate strategies that are consistent with developmentally appropriate practices.  [COMMUNICATE] 
  5. Identify professional support and resources that can further learning of the course focus.  [ACT] 

ECE 298: Individual Project in Early Childhood Education

Credits: 1.0 to 5.0

Study of student-selected project or approved experiences in the field of early childhood education. Course may be repeated for a maximum of 10 credits. S/U grade option. Registration permitted first seven weeks as space is available. Prerequisite(s): Student must meet with instructor prior to registering for this course.

Course Level Objectives

  1. Demonstrate learning through independent exploration and expression on a focused area of identified educational interest and need.  [COMMUNICATE] 
  2. Document understanding of concepts or materials relevant to the early childhood education profession.  [REASON] 
  3. Document learning of identified focus through comprehensive experiences developed in the early childhood program.  [ACT] 
  4. Demonstrate ability to promote individualized learning through development, implementation, and completion of a total-learning project, adhering to established procedures, assignments, assessments, and due dates.  [REASON] 

ECED& 105: Introduction to Early Childhood Education

Credits: 5.0

Explore the foundations of early childhood education. Examine theories defining the field, issues and trends, best practices and program models. Observe children, professionals and programs in action. S/U grade option.

Course Level Objectives

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ECED& 107: Health, Nutrition and Safety

Credits: 5.0

Develop knowledge and skills to ensure good health, nutrition, and safety of children in group care and education programs. Recognize the signs of abuse and neglect, responsibilities for mandated reporting, and available community resources. S/U grade option.

Course Level Objectives

  1. Describe appropriate policies and regulations to prevent illness in childcare settings, schools, and other programs.  [COMMUNICATE] 
  2. Identify common indicators of illnesses/ infectious diseases and state appropriate steps to be followed.  [REASON] 
  3. Describe appropriate safety policies that prevent and minimize accidents for both indoor and outdoor environments.  [COMMUNICATE] 
  4. Demonstrate skills in emergency first aid, food service, routine health and safety practices, and mandated reporting.  [ACT] 
  5. Demonstrate ability to identify, document and report suspected emotional distress, abuse and neglect in an appropriate manner.  [ACT] 
  6. Describe the role of nutrition as it relates to development, licensing regulations for childcare, and government food program.  [COMMUNICATE] 
  7. Create developmentally appropriate health, safety, and nutrition education materials and activities.  [REASON] 
  8. Develop strategies for working with families in accessing and utilizing health, nutritional, and dental services.  [ACT] 

ECED& 120: Practicum-Nurturing Relationships

Credits: 2.0

Students will apply theories of best practice in an early learning setting. Focus will be on developing supportive relationships while keeping children healthy and safe. Permit code required. S/U grade option.

Course Level Objectives

  1. Document a beginning understanding of relationships and practices that support young children's development in an early learning program through use of observations.  [REASON] 
  2. Document and describe initial skills in interactions with young children as a basis for relationship-based learning.  [ACT] 
  3. Demonstrate appropriate practices that ensure and maintain the health, safety, and nutrition of children.  [ACT] 
  4. Establish supportive relationships with children; guide children as individuals and as part of a group.  [COMMUNICATE] 
  5. Demonstrate support of children and families in a professional manner.  [ACT] 
  6. Demonstrate cultural competence and responsiveness within and across cultures; participate in a professional manner to create an inclusive, welcoming, and respectful environment where all children, youth, and families can take pride in their cultural identities, beliefs, and practices.  [EXPLORE] 

ECED& 132: Nurturing Care - Infants and Toddlers

Credits: 3.0

Examine the unique developmental needs of infants and toddlers. Study the role of the caregiver, relationships with families, developmentally appropriate practices, nurturing environments for infants and toddlers and culturally relevant care. S/U grade option.

Course Level Objectives

  1. Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms.  [COMMUNICATE] 
  2. Develop a plan to create reciprocal, culturally sensitive partnerships with families.  [EXPLORE] 
  3. Describe state infant/toddler childcare regulations and procedures related to group size, health, nutrition, and safety.  [COMMUNICATE] 
  4. Describe guidance techniques that are appropriate and effective with infants and toddlers.  [COMMUNICATE] 
  5. Create and critique infant and toddler early learning environments.  [ACT] 
  6. Construct a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.  [EXPLORE] 
  7. Identify resources supporting infant/toddler programs and infant/toddler specialist.  [ACT] 
  8. Observe, record and document infants and toddlers to identify learning and developmental needs and goals for individuals.  [REASON] 

ECED& 139: Administration of Early Learning Programs

Credits: 3.0

Develop administrative skills required to develop, open, operate, manage, and assess early childhood education and care programs. Explore techniques and resources available for Washington state licensing and NAEYC standard compliance. S/U grade option.

Course Level Objectives

  1. Articulate early learning program's philosophy, mission statement, and corresponding daily practice.  [COMMUNICATE] 
  2. Create program policies and practices in compliance with state childcare licensing codes, food program guidelines, and accreditation standards.  [ACT] 
  3. Plan for appropriate staffing, meals, equipment and materials and programing for specific age groups and settings.  [EXPLORE] 
  4. Use a variety of strategies to maintain regular communication with families and provide opportunities for parent engagement and education.  [ACT] 
  5. Plan a balanced budget.  [REASON] 
  6. Identify methods for recruiting, hiring, evaluating, supervising, and supporting the professional development of program personnel.  [REASON] 
  7. Use tools to evaluate program effectiveness and identify areas for improvements.  [ACT] 
  8. Articulate effective application of the NAEYC Code of Ethics.  [COMMUNICATE] 
  9. Document a personal definition of the early childhood professional's role as an advocate for children, families and self.  [COMMUNICATE] 
  10. Articulate personal definition of effective motivational leadership strategies for forming partnerships, building trust, respect, open communication, and active listening; advocating the needs of self, children, and peer-teaching staff; and fostering support of cultural diversity.  [EXPLORE] 
  11. Describe the leadership responsibilities of early childhood educators for fostering children's growth and development, promoting effective early learning programs, and supporting the field of early childhood education.  [EXPLORE] 

ECED& 160: Curriculum Development

Credits: 5.0

Investigate learning theory, program planning, and tools for curriculum development promoting language, fine and gross motor, social-emotional, cognitive and creative skills and growth in young children, age birth to eight years. S/U grade option.

Course Level Objectives

  1. Explain major early childhood curriculum theories and current trends, such as, theme-based, emergent, inquiry-based, integrated and project approach.  [REASON] 
  2. Use a variety of resources, including Washington State Guidelines, program standards, and NAEYC Developmentally Appropriate Practice principles to plan curriculum.  [REASON] 
  3. Create curriculum which supports children's language and communication, cognitive, social and emotional, fine and gross motor, and creative development.  [COMMUNICATE] 
  4. Plan developmentally appropriate activities and schedules which promote child growth and learning.  [REASON] 
  5. Observe, document, and assess individuals and group needs, interests and skills for the purpose of curriculum planning and ongoing modification of plans.  [REASON] 
  6. Demonstrate the knowledge and skills to plan a classroom environment, learning centers and curriculum, from a developmental and child-centered approach that will reflect children's interests, current capabilities, emerging abilities, families and cultures.  [REASON] 
  7. Provide evidence of an increased awareness of how the role of child development specialist supports curriculum development, teaching strategies, individualization and inclusion of differing abilities and cultures in the classroom.  [ACT] 

ECED& 170: Environments for Young Children

Credits: 3.0

Design, evaluate, and improve indoor and outdoor environments which ensure quality learning, nurturing experiences, and optimize the development of young children. S/U grade option.

Course Level Objectives

  1. Design environments that protect the health and safety of children and adults, providing balance between activities that are indoor and outdoor, quiet and active, and allow for interaction with others as well as time alone.  [REASON] 
  2. Develop environmental strategies for guiding children's behavior helping them develop pro-social skills and the ability to self-regulate.  [REASON] 
  3. Plan an environment, schedule, routine, and activities that meet the needs of learners ages zero to eight, promoting growth across all domains and in all disciplines.  [REASON] 
  4. Describe strategies to achieve compliance with Washington Administrative Code for licensed childcare and/or other state/federal regulations pertinent to early learning environments.  [COMMUNICATE] 
  5. Compare policies and environments which recognize the importance of establishing space and programming that are welcoming to families and provide opportunities for all to participate.  [EXPLORE] 
  6. Evaluate the quality and effectiveness of early learning environments serving differing age groups, infants, toddlers, preschoolers, and school-age.  [ACT] 
  7. Define the teacher's role as a developmental specialist that evaluates the environment to reflect child-directed active learning through effective learning centers.  [REASON] 
  8. Articulate teaching strategies that encourage children's engagement in a well-planned learning environment that supports individual development with consideration of the classroom community.  [REASON] 

ECED& 180: Language and Literacy Development: CD

Credits: 3.0

Develop teaching strategies for language acquisition and literacy skill development at each developmental stage, birth to age eight, through the four interrelated areas of speaking, listening, writing, and reading. S/U grade option.

Course Level Objectives

  1. Define language acquisition and early literacy; describe developmentally appropriate literacy behaviors.  [COMMUNICATE] 
  2. Discuss the value of early literacy learning and the role of adults in promoting the power and pleasure of literacy.  [COMMUNICATE] 
  3. Analyze and select children's literature and other learning materials, reflective of a population of diverse learners.  [REASON] 
  4. Recognize and create activities and resources that support children, from infancy through eight years, in language development and early literacy learning.  [REASON] 
  5. Describe a developmental continuum and assessment practices for documenting reading and writing acquisition.  [REASON] 
  6. Identify strategies for recognizing and responding to academic, linguistic, and cultural differences in children.  [REASON] 
  7. Document components of a literacy-rich environment that support emerging language and literacy in a classroom representative of diverse cultures and languages.  [EXPLORE] 
  8. Document strategies that encourage language and literacy development in diverse language learners through individualization of activities, interaction and selection of materials based on the child's and family's experiences.  [EXPLORE] 

ECED& 190: Observation and Assessment

Credits: 3.0

Collect and record observations of and assessment data on young children in order to plan for and support the child, the family, the group and the community. Practice reflection techniques, summarizing conclusions and communicating findings. S/U grade option.

Course Level Objectives

  1. Describe reasons for collecting observation and assessment data.  [REASON] 
  2. Identify techniques for avoiding bias, judgments, and assumptions in observations.  [EXPLORE] 
  3. Collect factual, descriptive information using a variety of tools i.e., running records, anecdotal records, checklists, time and event samples, portfolios, and developmental continuums.  [COMMUNICATE] 
  4. Record information in an appropriate manner for future interpretation.  [ACT] 
  5. Interpret the information as it relates to general growth and development and the specific child(ren) observed.  [REASON] 
  6. Describe and demonstrate professional ethics and etiquette that applies to the collection and communication of observation data.  [ACT] 
  7. Identify characteristics and signs of growth, development, learning and social behaviors.  [EXPLORE]