Page 135 - 2018-19

Child Development 131

180 182 215
STUDENT TEACHING FIELD STUDENT TEACHING FIELD EMERGENT LITERACY IN EARLY
PRACTICE - INFANT/TODDLER PRACTICE - SCHOOL AGE FOCUS CHILDHOOD
FOCUS 1.0 Unit 3.0 Units
1.0 Unit CHLDV 182 provides a semester teaching CHLDV 215 provides specialization in young
CHLDV 180 provides a semester teaching experience in a school age setting. The children’s strategies and activities for devel-
experience in an infant/toddler setting. teacher candidate, under the supervision of oping language and emerging literacy, birth
The teacher candidate, under the supervi- a cooperating teacher and a college super- through age eight. Emphases are placed on
sion of a cooperating teacher and a college visor, assumes complete responsibility for the study of oral language development and
supervisor, assumes complete responsibility the instruction of children. The course is play related to early literacy. The course is
for the instruction of children. The course designed to provide opportunities for prac- designed to demonstrate a framework for
is designed to provide opportunities for tical application of skills and knowledge considering the developing young child in
practical application of skills and knowledge previously gained in the classes specifi ed relation to cultural, social, and family envi-
previously gained in the classes specifi ed in in the school age and child development ronments. Topics include: dialogic reading,
the infant/toddler and child development curriculum. Field experience provides early literacy, second language learning, play
curriculum. Field experience provides the the teacher candidate the opportunity to and literacy, family literacy, and becoming
teacher candidate the opportunity to partici- participate in before and after-school activi- a conversationalist with children. Note:
pate in classroom activities, design and teach ties, design and provide developmentally CHLDV 200, 201, 202 and 215 combined:
a developmentally appropriate focus under appropriate activities and tutoring under the maximum credit 3 units. Lecture 3 hours.
the guidance of the supervising/mentor guidance of the supervising/mentor teacher, Prerequisite: CHLDV 140 and 150 (CHLDV
teacher, assess themselves as a prospective assess themselves as a prospective teacher, 140 and 150 may be taken concurrently.)
teacher, and participate in seminar discus- and participate in seminar discussions. 220
sions. The environment and routines are Laboratory 3 hours. Corequisite: CHLDV STRESS, COPING AND RESILIENCY
emphasized as an integrating context for 141. Course Typically Off ered: Fall/Spring. FOR THE PROFESSIONAL
planning instruction. Laboratory 3 hours. Transfer Credit: CSU. (CHLDV 141 & 182 EDUCATOR
Corequisite: CHLDV 141. Course Typically C-ID ECE 210) 3.0 Units
Off ered: Fall/Spring. Transfer Credit: CSU. 210
(CHLDV 141 & 180 C-ID ECE 210) CHLDV 220 identifies stressors which
SCAFFOLDING LEARNING IN EARLY diminish the eff ectiveness of the learning
181 CHILDHOOD environment and place children at-risk for
STUDENT TEACHING FIELD 3.0 Units school problems. The Family Resiliency
PRACTICE - PRESCHOOL FOCUS CHLDV 210 compares current cognitive Model is utilized to examine critical family
1.0 Unit theories and provides methods for bridging dynamics which aff ect children’s emotional
CHLDV 181 provides a semester teach- the gap between research and classroom and psychological development. Stressors
ing experience in a preschool setting. The practice. Strategies and skills necessary to which spill over from the broader commu-
teacher candidate, under the supervision of preparing environments that encourage nity (e.g. community violence, and natural
a cooperating teacher and a college super- active learning and problem-solving skills catastrophes), as well as stressors which
visor, assumes complete responsibility for for children are developed. Particular emerge from within the classroom (e.g. peer
the instruction of children. The course is emphasis is given to the project approach to confl ict, teacher-student confl ict, and teacher
designed to provide opportunities for practi- implementation, using the acclaimed inno- burnout) are examined. Practical skills are
cal application of skills and knowledge previ- vative Reggio Emilia techniques. Lecture 3 provided to future teachers to assist them
ously gained in the classes specifi ed in the hours. Prerequisite: CHLDV 141 or equiva- in managing their personal stress in devel-
preschool and child development curricu- lent. Recommended Preparation: Eligibility oping eff ective communication and confl ict
lum. Field experience provides the teacher for ENGL 120 or ESL 151 and MATH 145. management skills, and in creating a safe,
candidate the opportunity to participate Transfer Credit: CSU. competence-producing, and cooperative
in classroom activities, design and teach a learning environment. Lecture 3 hours.
developmentally appropriate focus under the Recommended Preparation: Eligibility for
guidance of the supervising/mentor teacher, ENGL 101. Transfer Credit: CSU.
assess themselves as prospective teachers,
and participate in seminar discussions.
Laboratory 3 hours. Corequisite: CHLDV
141. Course Typically Off ered: Fall/Spring.
Transfer Credit: CSU. (CHLDV 141 & 181
C-ID ECE 210)

2018–2019 C A T ALOG • G LEND ALE C OMMUNITY C OLLEGE