Early Childhood Studies Courses

It is strongly advised that all students have completed ENGL-151B Fundamentals of Composition or the equivalent in order to meet the strenuous writing expectation in these courses. Placement testing is available in the Placement Testing Center (Building 7, third floor) to help students determine English reading and comprehension and writing proficiency.

Register for classes using WebAdvisor. Review the searchable online Class Schedule for class dates and times. Course descriptions are available in the Catalog. All students are encouraged to meet with a counselor to review academic program requirements and/or have questions answered.

A sampling of courses for this discipline includes (not a complete list):

Skip list of courses.

  • ECS-300 Principles and Practices of Teaching Young Children
  • ECS-301 Childhood Growth and Development
  • ECS-302 Introduction to Curriculum
  • ECS-303 Child, Family, and Community
  • ECS-304 Observation and Assessment of Children
  • ECS-305 Health Safety and Nutrition
  • ECS-306 Guidance and Discipline of Young Children
  • ECS-307A Practicum - Field Experience
  • ECS-307B Intermediate Practicum - Field Work
  • ECS-307C Practicum - Field Experience Children in the Child Lab
  • ECS-308 Administration of Programs for Young Children
  • ECS-309 Teaching in a Diverse Society
  • ECS-310 Music and Movement Curriculum for Young Children
  • ECS-311 Art for the Young Child
  • ECS-312 The Development of Literacy in Early Childhood Education
  • ECS-313 Science and Math Curriculum for Young Children
  • ECS-314 Literature for the Young Child
  • ECS-316 Children with Special Needs in Programs for Young Children
  • ECS-317 Infant and Toddler Development
  • ECS-320 Introduction to Family Child Care Homes
  • ECS-321 Supervision in Early Childhood Programs
  • ECS-322 Mentoring and Supervision in Early Childhood Programs
  • ECS-323 Care and Education for Infants and Toddlers
  • ECS-324 Parenting
  • ECS-325A Workshop Series for Parents and Teachers
  • ECS-327 School Age Child Development
  • ECS-328 Curriculum for the School Age Child
  • ECS-330 Second Helping for Family Childcare Providers

Textbooks, Online Access Codes, Other Supplies and Resources

Most Ohlone College classes require the purchase of a textbook, and some classes require the purchase of online access codes (also known as keys) or other supplies. Most of these purchases are available at the Ohlone College Bookstore.

Students may go to the Ohlone College Bookstore website to find the textbook(s), access codes (keys), or supplies for their class(es). Students may be required to pay additional fees for access to online resources that are not available through the Ohlone College Bookstore. Please check with your instructor.

More at Textbooks: Information and Purchasing, including Online Orders, Newark Center Textbooks and Supplies, Book Buybacks, and Textbook Costs.

Student Learning Outcomes

Upon successful completion of the courses in this discipline, the student will have acquired the following knowledge and skills:

  • Demonstrate understanding and application of Developmentally Appropriate Practices (DAP). Students will demonstrate competence in applying DAP in all areas of Early Childhood Programs, including: communication, interaction, guidance and discipline, planning, observing and reporting through assigned projects, group interaction, and written assignments.
  • Identify and describe: normal development, basic needs, major theories, problem areas, and the impact of familial, community, and social influences on a child’s development.
  • Illustrate an understanding of the biological processes and physical development of children from prenatal through age nine. Recognize and explain the physical, cognitive, social, emotional, and language development in children from prenatal through age nine.
  • Observe young children, assess the learning environment, and recognize developmentally appropriate activities in early childhood educational settings. Then be able to plan, prepare, set-up, and evaluate developmentally appropriate curriculum activities for young children.
  • Examine the factors affecting child development in family relations through critical analysis of articles, text, and family interview reports. In addition, examine the diversity of family groups and their traditions and rituals in the United States.
  • Use a variety of observational methods and assessment tools to understand children’s development and their behavior. Then interpret and apply the information gathered from observations to develop individual curriculum plans, appropriate guidance and environments for young children. Also design a child study portfolio demonstrating an understanding of and ability to use and interpret methods of observation and assessment.
  • Describe the process for developmental assessment and its role in identifying, planning, and intervening for a child with special needs and for the family. Document procedures for specialized support resources and placement options in the local area.
  • Set up and compile various resource files and portfolios:
    1. of community agencies, referral systems, and specialized support services in the local area for children with special needs,
    2. a resource and assessment tool for curriculum development,
    3. identify resources and community support services for families and children in the local area,
    4. a child study portfolio, and
    5. the student’s professional portfolio documenting their education and experience.
  • Analyze and evaluate indicators of suspected child abuse and reporting procedures to authorities. Also demonstrate an understanding of the application of universal precautions and develop a written plan for the care of sick children.
  • Distinguish between guidance and discipline versus punishment. Demonstrate an understanding of the methods and strategies useful in encouraging children, motivating self-control, developing pro-social and problem solving skills. Define, practice, and use various communication techniques, such as: active listening, I messages, clear communication, positive pictures in order to build positive relationships, set children up for success, and to set clear limits. Practice methods and strategies in experimental role-play activities in class.
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