Early Childhood Education

Degrees and Certificates

Classes

ECE 120 : Introduction to Early Education and Family Studies

Introduces the foundations of early childhood education and family studies. Covers the history, scope, current issues and trends, focusing on programs and services for children, birth-5. Includes an emphasis on development, developmentally appropriate practices and observation of young children and professionals.

This course is intended to provide students with an overview of the field of Early Childhood Education with particular attention to development, developmentally appropriate practices and concepts relating to children ages 0 – 5. The course emphasizes the impact of development on the ways in which children interact with their environments, other children, and adults, and examines personal suitability for the field by activity participating/observing in an early education environment.

Credits

3

Prerequisites

Requires 2-hours per week of observation/participation. Students must enroll in the Oregon Office of Child Care Central Background Registry (Criminal Background Check). Students must show evidence of current TB test and MMR vaccination. Audit available.

Upon completion of the course students should be able to:

  • Identify the multiple influences on early development and learning in order to support young children and families.
  • Understand how positive relationships and supportive interactions build the foundation of effective learning environments for young children.

ECE 121 : Observation and Guidance I

Focuses on age-appropriate guidance and observations techniques for individual children six week to six years. Topics include the ongoing dynamics of relationships, how values and belief systems impact guidance decisions, and the linkages between observation and guidance plans for individual children.

Observation and Guidance I will include basic observation and guidance techniques for individual children (infancy – six years). This course puts more emphasis on guidance techniques and the personal value and belief systems that underlie their usage, but also provides students with some basic observational tools (running records, anecdotals) that can be used in identifying, evaluating, and developing guidance strategies. 

This course is required for the Early Childhood Certificate and the A.A.S. Degree in Early Childhood Education. In order to count toward the Early Childhood Certificate or AAS degree, this course must be taken for a letter grade.

Students must have access to infants, toddlers, or young children (2.5 – 5 years) in order to complete observation assignments.

Credits

3
  • Identifies, individually and collaboratively, guidance techniques for individual children based on proven theory and practices.
  • Recognizes environmental, developmental, and cultural factors that impact children’s behaviors.
  • Identifies the skills and strategies needed for make accurate observations of individual children based on child development principles.
  • Explains the connection between observations and appropriate guidance, management, and planning for individual children.
  • Articulates the role of observation in communicating with parents and professionals.

ECE 122I : Environments and Curriculum for Infants and Toddlers

Covers theories of physical and social space, activities, experiences, and materials and the relationships between them for children ages six weeks-three years of age. Introduces the use of developmentally and culturally appropriate practices in planning, selecting, and evaluating environments and curriculum for infants and toddlers in home-based and center-based care. Reviews child development (social/emotional, cognitive, gross/fine motor, communication/language, self-help), relationship-based care, routines, transitions and play with infants and toddlers. Includes planning and implementing environments and curriculum for infants and toddlers.

Requires: Up to 10 hours of ECE site observations.

Credits

4

Upon completion of the course students will be able to:

  • Articulate the teacher’s role in incorporating development, culture, and play in the creation of indoor and outdoor learning environments and supporting curriculum for infants and toddlers.
  • Discuss theoretical perspectives on environments and curriculum for infants and toddlers.
  • Identify principles and components of appropriate environments and curriculum for infants and toddlers.
  • Describe the role of individual child routines and schedules in environments and curriculum for infants and toddlers.
  • Review safety and health rules and regulations in the creation of environments for infants and toddlers.
  • Review use of lesson planning and webbing in the creation of environments and curriculum for infants and toddlers.

ECE 123P : Environments and Curriculum for Preschool

Covers developing meaningful and challenging preschool curriculum and environments with a focus on the importance of play. Incorporates developmentally and culturally appropriate pedagogy and inclusion to plan learning experiences, physical and social environments, routines and transitions, and family involvement. Covers assessing and documenting children's learning.

Requires: Ten hours of observations and field trips.

Credits

4

Upon completion of the course students will be able to:

  • Plan for indoor and outdoor classrooms, understanding the impact of social, emotional, cognitive, physical and language development on young children. 
  • Apply developmental theories for children's indoor and outdoor learning when planning indoor and outdoor activities.
  • Distinguish the difference between developmentally and culturally appropriate practices.
  • Use documentation and environment ratings scales to develop and assess curriculum and environments.
  • Explain indoor and outdoor environment set-up, materials and schedules.
  • Create indoor and outdoor lesson plans and activity plans for different learning styles, abilities and needs.
  • Demonstrate emergent curriculum and project approach knowledge and skills.

ECE 124 : Multicultural Practices: Exploring Our Views

Develops awareness of how personal experiences, belief systems, identities, and values impact work with children, families, and communities. Examines the impact of cultural, linguistic, social, and class identities and histories on inter-relationships in diverse populations. Explores techniques for incorporating other people's histories, values, and belief systems into child-family-community-centered practices.

This class is intended to encourage students to reflect on their experiences, belief systems, and values and the impact those experiences, values, and beliefs have on practice with children, families and communities.  

Credits

3

Upon completion of the course students should be able to:

  • Identify influences on self-identity, including culture, race, language, gender, sexual orientation, gender-identity, physical ability, and class. 
  • Recognize the identities of others as the product of cultural, linguistic, gender, social, and class influences and respond in an appropriate manner.
  • Assess cultural, linguistic, and class-related experiences and needs of early education and human service programs.

ECE 130A : Practicum Seminar 1

Reviews skills necessary for supporting the total development of children, ages 6 weeks to 6 years, focusing on the role of the teacher in implementing a developmental program of early childhood education in two interdependent components: seminar and practicum.

Participating students are expected to attend seminar as scheduled and on time, actively participate in all aspects of the seminar, and complete all required assignments for seminar.

Credits

2

Prerequisites

Upon successful completion students should be able to:

  • Collect and represent basic documentation of standard achievement as specified in the NAEYC Standards for Initial Professional Preparation.

ECE 130B : Practicum Seminar 2

Reviews skills necessary for supporting the total development of children, ages 6 weeks to 6 years, focusing on the role of the teacher in implementing a developmental program of early childhood education in two interdependent components: seminar and practicum.

Credits

2

Prerequisites

Upon successful completion, students should be able to:

  1. Collect and represent documentation of standard achievement as specified in the NAEYC Standards for Initial Professional Preparation.
  2. Use the knowledge, skills, and abilities acquired in pre-and co-requisite coursework to discuss working with children.

ECE 130C : Practicum Seminar 3

Reviews skills necessary for supporting the total development of children, ages 6 weeks to 6 years, focusing on the role of the teacher in implementing a developmental program of early childhood education in two interdependent components: seminar and practicum.

Credits

2

Prerequisites

Upon successful completion, students should be able to:

  • Collect and represent documentation of standard achievement as specified in the NAEYC Standards for Initial Professional Preparation.
  • Use the knowledge, skills, and abilities acquired in pre-and co-requisite coursework to discuss working with children.
  • Integrate knowledge of child development and learning; family and community relationships; observation, documentation, and assessment; developmentally effective approaches; the use of content to build meaningful curriculum; and professionalism.

ECE 131A : Practicum for Experienced Teachers 1

Improves and strengthens beginning level skills for working with children ages birth-5 in a group setting at work sites. Includes the use of developmentally appropriate methods in recognizing and providing safe, responsive, and sanitary environments. Department permission required based on work experience and previous coursework.

At Level I, be employable as a competent teacher's aide with children, under a lead teacher's supervision.

At Level II, be employable as a competent assistant teacher.

Credits

3

Prerequisites

Upon completion of the course students should be able to:

  • Use an understanding of children’s characteristics and needs from birth through age 5, in order to provide appropriate care and education.

ECE 131B : Practicum for Experienced Teachers 2

Improves and strengthens basic intermediate level skills for working with children ages birth-5 in a group setting at work sites. Includes the use of developmentally appropriate methods to support guidance and conflict resolution; schedule and routine planning; fundamental curriculum development; and environmental modification. Department permission required based on work experience and previous coursework.

Credits

3

Prerequisites

ECE 122I or ECE 123P may be accepted.

Upon completion of the course students should be able to:

  1. Use an understanding of children’s characteristics and needs from birth through age 5, in order to provide appropriate care and education.
  2. Use an understanding of diverse family characteristics to appropriately and effectively interact with children.
  3. Use appropriate observation, documentation, and other assessment tools and approaches to support the development of children.

ECE 132 : Early Childhood Field Work

Students engage in intentional field work to gain practical experience, skill development, and professional direction in achieving their career goals, working under supervision in an approved worksite.

Credits

2

Through reflection, self-assessment, and supervisory assessment of their work, apply skills essential for identified career pathway.

ECE 133 : Practicum 1 in Early Childhood Education

Covers developing beginning level skills for working with children ages birth - 5 in a group setting. Includes the use of developmentally appropriate methods in recognizing and providing safe, responsive, and sanitary environments; using beginning-level guidance strategies; and acclimating to the field of early education.

Credits

3

Prerequisites

WR 90 or equivalent placement.

Upon completion of the course students should be able to:

  • Use an understanding of children’s characteristics and needs, from birth through age 5, in order to provide appropriate care and education.
  • Respond to children using an understanding of diverse family and community characteristics.
  • Use appropriate observation, documentation, and other assessment tools and approaches to support the development of children.
  • Engage in continuous, collaborative learning to inform practice.

ECE 134 : Practicum 2 in Early Childhood Education

Covers development of basic intermediate level skills to work with children ages birth - 5 in a group setting. Includes the use of developmentally appropriate methods to support guidance and conflict resolution; schedule and routine planning; fundamental curriculum development; and environmental modification.

Credits

3

Prerequisites

Either ECE 122I or ECE 123P is accepted.

Upon completion of the course students should be able to:

  • Create healthy, respectful, supportive, and challenging learning environments for young children using knowledge of child development.
  • Develop appropriate goals, curriculum, and teaching strategies for young children using an understanding of the goals, benefits, and uses of assessment.
  • Develop positive relationships and supportive interactions with young children in an early childhood environment.
  • Reflect on personal caregiving practices in order to promote positive outcomes for each child.

ECE 135 : Practicum 3 in Early Childhood Education

Covers the development of advanced intermediate level skills to work with children ages birth - 5 in a group setting. Includes the use of developmentally and culturally appropriate methods to support guidance and conflict resolution; development, implementation, and evaluation of environments and curriculum; and facilitation of classroom management.

Placement of Practicum 3 in licensed/certified community early education environments, or Head Start/Early Start Programs.

Credits

3

Prerequisites

Either ECE 122I or ECE 123P is accepted.

Upon completion of the course students should be able to:

  • Understand the multiple influences on early development and learning in order to support young children and families.
  • Support the engagement of families and communities in the education of young children through respectful, reciprocal relationships.
  • Use assessment partnerships with families and with professional colleagues to build effective learning environments for young children.
  • Use a broad repertoire of developmentally appropriate teaching/learning approaches to support young children’s learning.
  • Use knowledge of appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for individual children.
  • Apply knowledgeable, reflective, and critical perspectives on early education to caregiving practices with young children birth – 5 years.

ECE 170 : Coaching and Mentoring in Early Education and Family Studies

Explores the role of coaching and mentoring in facilitating the development of novice early education practitioners and in enhancing early childhood environments. Reviews models of coaching and mentoring.

This course is designed to enhance the knowledge base of our degree-seeking students (who are required to take 6 – 10 credits of elective credit) while also providing an accessible, interesting, and relevant course to students who are seeking to meet their professional development requirements and/or who might have limited experience in the college setting.

Credits

1

Upon successful completion students should be able to:

  • Articulate the role of coaching and mentoring in the professional development of early childhood practitioners and the creation of quality early childhood settings.
  • Articulate plans for coaching and mentoring other professionals in a variety of settings and with a variety of professional goals.

ECE 171A : Infant Toddler Positive Behavioral Intervention and Support

Explores Positive Behavioral Intervention and Support (PBIS) system for infants and toddlers. Covers the identification of behavioral practices, instructional strategies, and intervention strategies for individual infants and toddlers.

Credits

1

Upon completion of the course students will be able to:

  • Explain the difference between Positive Behavioral Intervention Support and discipline methods for infants and toddlers.
  • Identify the steps of the Positive Behavioral Intervention Support process.
  • Define purposes of challenging behavior and describe approaches that may be used to determine the meaning of challenging behavior in infants and toddlers.
  • Describe strategies that may be used to prevent challenging behavior.
  • Identify alternatives to replace challenging behavior.
  • Identify how to respond to challenging behavior in ways that do not reinforce it.

ECE 171B : Preschool Positive Behavioral Intervention and Support

Explores Positive Behavioral Intervention and Support (PBIS) system for preschoolers. Covers the identification of behavioral practices, instructional strategies and intervention strategies for individual preschool age children.

Credits

1

Upon completion of the courses students will be able to:

  • Identify the difference between Positive Behavioral Intervention Support and discipline methods appropriate for preschool age children.
  • Identify the steps of the Positive Behavioral Intervention Support process.
  • Define the purposes of challenging behavior and describe approaches that may be used to determine the meaning of challenging behavior in preschool age children.
  • Describe strategies that may be used to prevent challenging behavior.
  • Identify alternatives to replace challenging behavior.
  • Identify how to respond to challenging behavior in ways that do not reinforce it.

ECE 175A : Infant/Toddler Caregiving: Learning and Development

Covers growth and development of infants and toddlers ages birth - 3, including physical, cognitive, and language development.

Credits

1

Upon successful completion, students should be able to:

  • Recognize developmental milestones for infants and toddlers and the environments that support development.
  • Recognize responsive, respectful and relationship-based infant toddler care.

ECE 175C : Infant/Toddler Caregiving: Social/Emotional Growth

Covers social-emotional growth and socialization of infants and toddlers ages birth - 3, including development, temperament, responsible care, guidance and discipline, and supporting the needs of infants and toddlers.

Credits

1

Upon successful completion, students should be able to:

  • Recognize the development of attachment and typical, temperamental characteristics. 
  • Recognize responsive, respectful and relationship-based infant toddler care.

ECE 177 : Tiny to Tall: Making Mixed Age Groupings Work

Covers working with mixed-age groups in early childhood settings, including children from infancy through elementary school age. Addresses the challenges and benefits of creating quality environments and programming for children of mixed ages.

This course is designed to enhance the knowledge base of our degree-seeking students (who are required to take 6 – 10 credits of elective credit) while also providing an accessible, interesting, and relevant course to students who are seeking to meet their professional development requirements and/or who might have limited experience in the college setting.

Credits

1

Upon successful completion, students should be able to:

  • Articulate the developmental and programmatic benefits of mixed age groupings.
  • Articulate plans for creating quality programs for mixed-age groups.

ECE 183 : Seven Essential Life Skills Every Child Needs

Introduces seven life skills critical for young children’s success which are: focus and self-control, perspective taking, communicating, making connections, critical thinking, taking on challenges, self-directed engaged learning.

Credits

1

Upon completion of the course students will be able to:

  • Understand the seven life skills research.
  • Create a physical and social environment that supports children's development and learning.
  • Apply life skills strategies and tools in a classroom setting.
  • Assess children’s seven life skills strengths and challenges.

ECE 185 : Planning Fun and Meaningful Field Trips for Young Children

Covers the positive benefits of field trips in early childhood programs, including field trip possibilities in the Portland area, developing field trip protocols, and problem-solving common field trip issues.

This course is designed to enhance the knowledge base of our degree-seeking students (who are required to take 6 – 10 credits of elective credit) while also providing an accessible, interesting, and relevant course to students who are seeking to meet their professional development requirements and/or who might have limited experience in the college setting.

Credits

1

Upon successful completion, students should be able to:

  • Articulate the developmental and programmatic benefits of field trips in early childhood programs.
  • Articulate plans for creating positive field trip experiences for groups of children and their families.

ECE 195 : Boys in Early Childhood Education

Explores the educational and social experiences specific to boys in early childhood programs. Covers teacher's views on boys' behaviors and the effect on their learning. Includes developmentally and culturally appropriate approaches to engage boys in the early learning environment and curriculum.

Credits

1

Upon completion of the course students should be able to:

  • Articulate an understanding of the social and educational needs of boys in early education programs.
  • Identify the teacher's impact on boys' social, emotional, cognitive, and physical development.
  • Create developmentally and culturally appropriate environments and learning experiences for boys in the classroom. 
  • Understand the importance of rough and tumble play and superhero play.
  • Advocate for quality early education for boys.

ECE 196 : Teaming and Communication in ECE Settings

Introduces the identification and utilization of different strategies to strengthen teaming and communication specific to early education settings. Covers culture and communication, including communicating with colleagues, staff and parents in early education environments.

Credits

2

Upon completion of the course students should be able to:

  • Identify conflict styles in communication.
  • Understand conflict styles based on culture and specific roles in the early education field.
  • Apply an understanding of communication strategies to work with parents, colleagues, and supervisors in early education environments.
  • Demonstrate a basic understanding of teaming dynamics.
  • Identify the communication styles of colleagues and parents in the field of Early Childhood Education

ECE 200 : The Professional in Early Education and Family Studies

History, current programs and practices, and future issues of early childhood education. Includes professionalism, historic and current issues, types of programs for young children, parent interaction, job opportunities, ethical/legal issues and community resources. Develops a professional philosophy.

Credits

3

Prerequisites

  • Describe historical and current influences on the Early Childhood Education field.
  • Assess their current personal place in the ECE field.
  • Formulate a professional plan for their future role in the ECE field.

ECE 221 : Observation and Guidance II

Examines techniques for observing and recording behavior and keeping records as used in the care and education of infants through five-year-olds. Focuses on observation and guidance techniques for groups of children in addressing challenging behaviors and issues in early childhood environments. Covers the caregiver's role in using observation to promote development, including self-development.

Observation and Guidance II will include a brief overview ECE 121 (Observation and Guidance I) covering basic observation and guidance techniques for individual children (infancy – six years). Observation and Guidance II further expands the guidelines, techniques, and methods of observing individuals (children and adults) and groups of young children. The course will also consider group guidance techniques in early childhood environments and the observation methods which facilitate the identification or development of group guidance strategies. Using expanded observation and guidance techniques, students complete a term project involving the planning and implementation of strategies and environments that support children’s play.

Credits

3

Prerequisites

  • Identifies, individually and collaboratively, appropriate guidance techniques for groups of children based on proven theory and practices.
  • Refines knowledge of environmental, developmental, and cultural factors that impact children’s behaviors.
  • Explains the skills and strategies needed for make accurate observations of groups children based on child development principles.
  • Demonstrates an understanding of the connection between observations and appropriate guidance, management, and planning for groups of children.
  • Recognizes standard assessment tools commonly used in the field of early childhood education.
  • Articulates the role of observation in communicating with parents and professionals.

ECE 224 : Multicultural Practice: Curriculum & Implementation

Develops awareness of cultural and ethnic issues as they relate to the early childhood classroom teacher. Focuses on ethnocentrism, racism and discrimination. Includes techniques for developing multi-cultural, anti-bias curriculum.

This course will present to students knowledge of the ways culture and ethnicity influence expectations, behaviors, and relationships between children, parents, and early childhood professionals. In addition, knowledge of curriculum development and implementation, of the teacher's role in helping children and parents adapt to early childhood settings, and of advocacy techniques will be presented.

Credits

3

Prerequisites

  • Define applicable terms in including ethnocentrism, racism, prejudice, discrimination, etc.
  • Identify and describe socio-cultural influences on the family and child development
  • Identify and describe your own cultural roots, personal values, and attitudes
  • Identify and describe issues impacting minorities in our society
  • Analyze materials and activities for multi-culturalism and bias
  • Plan anti-bias, multicultural, developmentally appropriate activities for young children
  • Identify community resources for children, families, and early childhood professionals
  • Identify various styles and opportunities of advocacy for children and families

ECE 232 : Math and Science for Young Children

Explores actively engaging infants through preschool age children in science and math concepts. Covers planning experiences that are meaningful, challenging, developmentally and culturally appropriate for indoor and outdoor classrooms. Connects everyday knowledge and skills to math and science.

Credits

3

Upon completion of the course students should be able to:

  • Understand math and science content for infants through preschool age.
  • Create appropriate experiences and research-based teaching for mathematical and scientific concepts, methods, and language for indoor and outdoor classrooms for infants, toddlers and preschoolers.
  • Develop children’s curiosity, imagination, flexibility, inventiveness, and persistence.
  • Encourage preschool children to ask questions, conduct investigations, collect data, and look for answers.
  • Provide math and science opportunities and investigations relevant to infant and toddler development.
  • Integrate knowledge of social, emotional, physical, cognitive, language development, developmentally and culturally appropriate pedagogy.
  • Use child-centered and project based learning relevant to infants, toddlers and preschool age children.

ECE 234 : Children with Special Needs in Early Childhood Education

Covers early intervention and early childhood special education including disability characteristics, environmental and curricular adaptation, instructional strategies, and legislative mandates. Explores inclusion of children with diverse and special needs in early care and education settings, including the role of families in early intervention services. 

Credits

3
  • Recognize the foundations and current issues and implementations of early intervention and early childhood special education.
  • Compare options for early identification, screening and assessment of children for disabilities and special needs.
  • Investigate best practices for children with various identified disabilities and special needs including family involvement, IEP/IFSP use, inclusion strategies, classroom and curriculum modifications, and universal design.

ECE 236 : Language and Literacy in Early Childhood Education

Overview of language and literacy development in children from infancy to age 6. Design and use a variety of language and literacy development activities with young children.

The student will develop knowledge and understanding of the normal development of language in the young child and the
teacher's role in fostering and facilitating this development.  Hands-on experiences with language stimulation activities and
the application of literature will be offered.  Also, the student will assess and develop techniques for evaluating and using a variety of types of literature with the child.

Credits

3
  • Review the process of normal language development from birth to age six and the concepts and theories related to this process.                   
  • Develop an understanding of the teacher's multiple roles in facilitating language development.
  • Recognize the variety of literature for infants, toddlers and young children and its function.
  • Develop techniques in evaluating and selecting literature for young children, ages 6 weeks to 6 years.
  • Develop knowledge and skills in presenting children's literature using a variety of methods.

 

ECE 262 : Health, Safety and Nutrition for the Young

Explores health, nutrition, and safety issues for children ages Infant through preschool. Includes state licensing requirements in early care and education settings, family style eating practices, USDA food program requirements, safe environments for children, healthy lifestyle practices, and childhood Illness.

Credits

3

Prerequisites

Equivalent placement test scores also accepted.

  • Evaluate early care and education environments based on state licensing practices.
  • Develop lesson plans tied to nutrition and family style eating practices
  • Complete quizzes or exams.
  • Engage in activities and tasks related to course content.