Early Childhood Studies

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

Designed to help students enhance their analytical reading and writing skills using a wide variety of texts. Emphasizes college-level expository essay construction, communication, and research methods leading to the preparation and writing of a research paper. 

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

A study of descriptive and inferential statistics including applications in the behavioral and natural sciences. Topics include classification and analysis of data, probability, distributions, sampling, the binomial, normal, t, F, and chi-square distributions, confidence intervals, hypothesis testing, regression analysis, analysis of variance and non-parametric methods. Calculators and/or computers will be used throughout.

Select one course from this list.

Select one course from this list.

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Choose one of the following courses:

• SPCH 101, Public Speaking,
• SPCH 102, Small Group Communication,
• SPCH 106, Argumentation and Debate,

Select one course from this list.

Recommended one from this list:

• ES 121, African American History
• HIST 107, US History to 1877
• HIST 108, US History from 1877 to the Present
• HIST 118, U S History American Institutions Requirement

Or choose a course from this list.

Note: Recommended courses also fulfill CSU US History and American Institutions Graduation Requirement

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Choose one of the following courses:

• ENGL 103, Critical Thinking and Composition
• PHIL 112, Logic
• PHIL 114, Critical Thinking
• SPCH 106, Argumentation and Debate

Select one course from this list.

If you did not satisfy this requirement with high school coursework or an external exam, complete one of the courses from this list. If you are unsure if you have met this requirement, see a counselor.

• ES 120: Chicano History
• ES 121: African American History
• HIST 120: Chicano History
• HIST 121: African American History

NOTE: Students who started at Allan Hancock College (or any CCC or CSU) prior to Summer 2021 and have maintained continuous enrollment are not required to complete Area F for CSU GE Certification.  See a counselor for further information.

Select one course from area C1: Arts or from area C2: Humanities

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

Designed to help students enhance their analytical reading and writing skills using a wide variety of texts. Emphasizes college-level expository essay construction, communication, and research methods leading to the preparation and writing of a research paper. 

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

A study of descriptive and inferential statistics including applications in the behavioral and natural sciences. Topics include classification and analysis of data, probability, distributions, sampling, the binomial, normal, t, F, and chi-square distributions, confidence intervals, hypothesis testing, regression analysis, analysis of variance and non-parametric methods. Calculators and/or computers will be used throughout.

Select one course from this list.

Select one course from this list.

If you did not satisfy this requirement with high school coursework or an external exam, complete one of the courses from this list. If you are unsure if you have met this requirement, see a counselor.

• ASL 120: American Sign Language 1
• ASL 121: American Sign Language 2
• ASL 124:
• FRCH 101: Elementary French I
• FRCH 102: Elementary French II
• SPAN 101: Elementary Spanish I
• SPAN 102: Elementary Spanish II
• SPAN 103: Intermediate Spanish I
• SPAN 104: Intermediate Spanish II
• SPAN 105: Advanced Composition and Grammar
• SPAN 112: Advanced Spanish Conversation

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

Choose one of the following courses:

• SPCH 101, Public Speaking
• SPCH 102, Small Group Communication
• SPCH 106, Argumentation and Debate

Select one course from this list.

If you did not satisfy this requirement with high school coursework or an external exam, complete one of the courses from this list. If you are unsure if you have met this requirement, see a counselor.

• ES 120: Chicano History
• ES 121: African American History
• HIST 120: Chicano History
• HIST 121: African American History

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Choose one of the following courses:

• ENGL 103, Critical Thinking and Composition
• PHIL 114, Critical Thinking

Select one course from this list.

Select one course from area Area 3A: Arts or from area Area 3B: Humanities

You can choose a course in any subject that has a 100-199 in its title. For example ENGL 100 or ASTR 121.

NOTE: Not all 100-level courses are UC-transferable. See the IGETC sheet for UC eligible courses.

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

This course introduces concepts and issues related to teaching diverse learners in today’s contemporary public schools. Topics include teaching as a profession and career, contemporary educational issues, California’s content and performance standards and frameworks, and requirements for earning the teaching credential. This course requires a 48 hour structured field experience (3 hours per week to be scheduled) that provides opportunities to observe and work in an educational setting. This course is not open to students who are enrolled in or have completed EDUC 130.

Designed to help students enhance their analytical reading and writing skills using a wide variety of texts. Emphasizes college-level expository essay construction, communication, and research methods leading to the preparation and writing of a research paper. 

A writing course designed primarily to meet the needs of students pursuing career and technical programs. Meets the written composition graduation requirement for an AHC associate's degree. Students who plan to transfer to a four-year institution will need to take ENGL 101 instead of this course to meet the university's first-year composition requirement. Readings will be drawn from the disciplines involved so that students master comprehension and critical reading skills in real-world texts. Writing assignments and projects will similarly be based upon the types of critical thinking and analytical writing required in the students' fields of study. Research methods and skills will be emphasized. 

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Child development concepts applied to all aspects of the elementary school age child; special emphasis on literacy development and responsive teacher-child practices, including understanding diverse learning styles, influences of culture and language acquisition. This course requires 3 hours weekly of supervised practicum teaching in the elementary school setting, which are to be scheduled. This course is not open to students who are enrolled in or have completed EDUC 132.

If you take any of the following courses, you will also satisfy the AHC Math Competency requirement.

Recommended courses: MATH 100, 105, 123, 135, 181, 321

If you take any of the following courses, you will also satisfy the AHC graduation requirement of area 4B: Communication and Analytical Thinking.
Recommended courses: MATH 100, 105, 123, 135, 181, 321; or select one course from this list.

Choose one of the following courses:

• EMS 102, First Aid and Safety
• FSN 109, Basic Nutrition for Health
• HED 100, Health and Wellness
• HUSV 126, Meditation, Mindfulness, and Stress Reduction

Select one course from this list.

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ANTH 102, 103, 105; BUS 141; ECON 141; ENGL 105; GBST 141; GEOG 102, 103; LGBT 101, 102; POLS 104, 105; SOC 101, 102, 120, 122; SPCH 110

Or select one course from this list.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

A study of the developmental needs, appropriate curriculum, and guidance techniques for children 6 to 12 years old in a child-care setting. This course meets Title 22 curriculum requirements for teachers and directors in extended childcare programs. (F2).

Examines socio-cultural and psychological perspectives on parent/child relationships by investigating typical and a typical child-rearing patterns from infancy. Topics include analysis of developmental issues between parents and children, the nature of permanent relationships, and effective models of parental practices.

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Choose one of the following courses:

• ES 1231, African American History
• HIST 107, U S History to 1877
• HIST 108, US History from 1877 to the Present
• HIST 118, U S History to 1877
• HIST 119, History of California
• POLS 101, Introduction to Political Science
• POLS 103, American Government

Select one course from this list.

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ART 101, 105, 109, 170; DANC 101p; DRMA 103; ENGL 130, 131, 139, 140, 148; ECS 116; ES 105, 120; FASH 104; FILM 101, 102, 103, 108, 109; HIST 101, 102, 103, 120; HUM 101, 102, 103; MUS 104, 106; PHIL 121; SPAN 102, 103, 104, 105, 112

This course requires 75 hours per term of supervised practicum teaching in the infant toddler area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with infant/toddler age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. All students enrolled in ECS 105, 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

This course introduces concepts and issues related to teaching diverse learners in today’s contemporary public schools. Topics include teaching as a profession and career, contemporary educational issues, California’s content and performance standards and frameworks, and requirements for earning the teaching credential. This course requires a 48 hour structured field experience (3 hours per week to be scheduled) that provides opportunities to observe and work in an educational setting. This course is not open to students who are enrolled in or have completed EDUC 130.

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Child development concepts applied to all aspects of the elementary school age child; special emphasis on literacy development and responsive teacher-child practices, including understanding diverse learning styles, influences of culture and language acquisition. This course requires 3 hours weekly of supervised practicum teaching in the elementary school setting, which are to be scheduled. This course is not open to students who are enrolled in or have completed EDUC 132.

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

A study of the developmental needs, appropriate curriculum, and guidance techniques for children 6 to 12 years old in a child-care setting. This course meets Title 22 curriculum requirements for teachers and directors in extended childcare programs. (F2).

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

This course requires 75 hours per term of supervised practicum teaching in the infant toddler area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with infant/toddler age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. All students enrolled in ECS 105, 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

This course introduces concepts and issues related to teaching diverse learners in today’s contemporary public schools. Topics include teaching as a profession and career, contemporary educational issues, California’s content and performance standards and frameworks, and requirements for earning the teaching credential. This course requires a 48 hour structured field experience (3 hours per week to be scheduled) that provides opportunities to observe and work in an educational setting. This course is not open to students who are enrolled in or have completed EDUC 130.

Designed to help students enhance their analytical reading and writing skills using a wide variety of texts. Emphasizes college-level expository essay construction, communication, and research methods leading to the preparation and writing of a research paper. 

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines demographic characteristics and home, school, and community contexts of young Dual Language Learners and an overview of the role of early childhood professionals in the process of implementing developmentally appropriate education models.

To satisfy both area 4B: Comm and Analytical Thinking and the math competency, take one of the following courses:

• MATH 321 First Year Geometry
• MATH 100 Nature of Modern Mathematics
• MATH 105 Mathematics for Teachers
• MATH 123 Elementary Statistics
• MATH 135 Calculus with Applications
• MATH 181 Calculus

or choose a course from this list.

Choose one of the following courses:

• EMS 102, First Aid and Safety
• FSN 109, Basic Nutrition for Health
• HED 100, Health and Wellness
• HUSV 126, Meditation, Mindfulness, and Stress Reduction

Select one course from this list.

Choose one of the following courses:

• ES 1231, African American History
• HIST 107, U S History to 1877
• HIST 108, US History from 1877 to the Present
• HIST 118, U S History to 1877
• HIST 119, History of California
• POLS 101, Introduction to Political Science
• POLS 103, American Government

Select one course from this list.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

A study of the developmental needs, appropriate curriculum, and guidance techniques for children 6 to 12 years old in a child-care setting. This course meets Title 22 curriculum requirements for teachers and directors in extended childcare programs. (F2).

A study of computing technologies afforded young children in preschool and primary-grade classrooms and how these experiences influence children's cognitive, social and physical development. Curricular criteria and strategies for implementation will be explored. This course is not open to students who are enrolled in or have received credit for Early Childhood Studies 133. (F,S)

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ANTH 102, 103, 105; BUS 141; ECON 141; ENGL 105; GBST 141; GEOG 102, 103; LGBT 101, 102; POLS 104, 105; SOC 101, 102, 120, 122; SPCH 110

Or select one course from this list.

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Child development concepts applied to all aspects of the elementary school age child; special emphasis on literacy development and responsive teacher-child practices, including understanding diverse learning styles, influences of culture and language acquisition. This course requires 3 hours weekly of supervised practicum teaching in the elementary school setting, which are to be scheduled. This course is not open to students who are enrolled in or have completed EDUC 132.

Select one course from this list.

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ART 101, 105, 109, 170; DANC 101p; DRMA 103; ENGL 130, 131, 139, 140, 148; ECS 116; ES 105, 120; FASH 104; FILM 101, 102, 103, 108, 109; HIST 101, 102, 103, 120; HUM 101, 102, 103; MUS 104, 106; PHIL 121; SPAN 102, 103, 104, 105, 112

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

This course introduces concepts and issues related to teaching diverse learners in today’s contemporary public schools. Topics include teaching as a profession and career, contemporary educational issues, California’s content and performance standards and frameworks, and requirements for earning the teaching credential. This course requires a 48 hour structured field experience (3 hours per week to be scheduled) that provides opportunities to observe and work in an educational setting. This course is not open to students who are enrolled in or have completed EDUC 130.

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines demographic characteristics and home, school, and community contexts of young Dual Language Learners and an overview of the role of early childhood professionals in the process of implementing developmentally appropriate education models.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

A study of the developmental needs, appropriate curriculum, and guidance techniques for children 6 to 12 years old in a child-care setting. This course meets Title 22 curriculum requirements for teachers and directors in extended childcare programs. (F2).

A study of computing technologies afforded young children in preschool and primary-grade classrooms and how these experiences influence children's cognitive, social and physical development. Curricular criteria and strategies for implementation will be explored. This course is not open to students who are enrolled in or have received credit for Early Childhood Studies 133. (F,S)

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Child development concepts applied to all aspects of the elementary school age child; special emphasis on literacy development and responsive teacher-child practices, including understanding diverse learning styles, influences of culture and language acquisition. This course requires 3 hours weekly of supervised practicum teaching in the elementary school setting, which are to be scheduled. This course is not open to students who are enrolled in or have completed EDUC 132.

This course requires 75 hours per term of supervised practicum teaching in the infant toddler area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with infant/toddler age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. All students enrolled in ECS 105, 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

Designed to help students enhance their analytical reading and writing skills using a wide variety of texts. Emphasizes college-level expository essay construction, communication, and research methods leading to the preparation and writing of a research paper. 

Select one course from this list.

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Supervised employment extending classroom-based learning on-the-job related learning environment relating to the student's career and educational goals. In addition, these work experiences improve the student's basic work skills and professional competencies by creating career awareness, improving work habits and fostering positive workplace attitudes.

To satisfy both area 4B: Comm and Analytical Thinking and the math competency, take one of the following courses:

• MATH 321 First Year Geometry
• MATH 100 Nature of Modern Mathematics
• MATH 105 Mathematics for Teachers
• MATH 123 Elementary Statistics
• MATH 135 Calculus with Applications
• MATH 181 Calculus

or choose a course from this list.

Choose one of the following courses:

• EMS 102, First Aid and Safety
• FSN 109, Basic Nutrition for Health
• HED 100, Health and Wellness
• HUSV 126, Meditation, Mindfulness, and Stress Reduction

Select one course from this list.

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ANTH 102, 103, 105; BUS 141; ECON 141; ENGL 105; GBST 141; GEOG 102, 103; LGBT 101, 102; POLS 104, 105; SOC 101, 102, 120, 122; SPCH 110

Or select one course from this list.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

Supervised employment extending classroom-based learning on-the-job related learning environment relating to the student's career and educational goals. In addition, these work experiences improve the student's basic work skills and professional competencies by creating career awareness, improving work habits and fostering positive workplace attitudes.

Choose one of the following courses:

• ES 1231, African American History
• HIST 107, U S History to 1877
• HIST 108, US History from 1877 to the Present
• HIST 118, U S History to 1877
• HIST 119, History of California
• POLS 101, Introduction to Political Science
• POLS 103, American Government

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Child development concepts applied to all aspects of the elementary school age child; special emphasis on literacy development and responsive teacher-child practices, including understanding diverse learning styles, influences of culture and language acquisition. This course requires 3 hours weekly of supervised practicum teaching in the elementary school setting, which are to be scheduled. This course is not open to students who are enrolled in or have completed EDUC 132.

Select one course from this list.

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ART 101, 105, 109, 170; DANC 101p; DRMA 103; ENGL 130, 131, 139, 140, 148; ECS 116; ES 105, 120; FASH 104; FILM 101, 102, 103, 108, 109; HIST 101, 102, 103, 120; HUM 101, 102, 103; MUS 104, 106; PHIL 121; SPAN 102, 103, 104, 105, 112

This course requires 75 hours per term of supervised practicum teaching in the infant toddler area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with infant/toddler age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. All students enrolled in ECS 105, 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Supervised employment extending classroom-based learning on-the-job related learning environment relating to the student's career and educational goals. In addition, these work experiences improve the student's basic work skills and professional competencies by creating career awareness, improving work habits and fostering positive workplace attitudes.

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

Supervised employment extending classroom-based learning on-the-job related learning environment relating to the student's career and educational goals. In addition, these work experiences improve the student's basic work skills and professional competencies by creating career awareness, improving work habits and fostering positive workplace attitudes.

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Child development concepts applied to all aspects of the elementary school age child; special emphasis on literacy development and responsive teacher-child practices, including understanding diverse learning styles, influences of culture and language acquisition. This course requires 3 hours weekly of supervised practicum teaching in the elementary school setting, which are to be scheduled. This course is not open to students who are enrolled in or have completed EDUC 132.

This course requires 75 hours per term of supervised practicum teaching in the infant toddler area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with infant/toddler age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. All students enrolled in ECS 105, 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ANTH 102, 103, 105; BUS 141; ECON 141; ENGL 105; GBST 141; GEOG 102, 103; LGBT 101, 102; POLS 104, 105; SOC 101, 102, 120, 122; SPCH 110

Or select one course from this list.

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

Designed to help students enhance their analytical reading and writing skills using a wide variety of texts. Emphasizes college-level expository essay construction, communication, and research methods leading to the preparation and writing of a research paper. 

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Students will be able to apply current theory and research to the care and education of infants and toddlers in group settings. This course examines essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months.

To satisfy both area 4B: Comm and Analytical Thinking and the math competency, take one of the following courses:

• MATH 321 First Year Geometry
• MATH 100 Nature of Modern Mathematics
• MATH 105 Mathematics for Teachers
• MATH 123 Elementary Statistics
• MATH 135 Calculus with Applications
• MATH 181 Calculus

or choose a course from this list.

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

If you take any of the following courses, you will also satisfy the Multicultural/Gender Studies requirement:

ART 101, 105, 109, 170; DANC 101p; DRMA 103; ENGL 130, 131, 139, 140, 148; ECS 116; ES 105, 120; FASH 104; FILM 101, 102, 103, 108, 109; HIST 101, 102, 103, 120; HUM 101, 102, 103; MUS 104, 106; PHIL 121; SPAN 102, 103, 104, 105, 112

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

Supervised employment extending classroom-based learning on-the-job related learning environment relating to the student's career and educational goals. In addition, these work experiences improve the student's basic work skills and professional competencies by creating career awareness, improving work habits and fostering positive workplace attitudes.

Choose one of the following courses:

• ES 1231, African American History
• HIST 107, U S History to 1877
• HIST 108, US History from 1877 to the Present
• HIST 118, U S History to 1877
• HIST 119, History of California
• POLS 101, Introduction to Political Science
• POLS 103, American Government

Choose one of the following courses:

• EMS 102, First Aid and Safety
• FSN 109, Basic Nutrition for Health
• HED 100, Health and Wellness
• HUSV 126, Meditation, Mindfulness, and Stress Reduction

Select one course from this list.

Introduction to the administration of early childhood education programs. Students will study the principles and practices in the supervision and administration of various kinds of early care and education programs, including program planning and philosophies, organizational structure, financial management, personnel administration, staff leadership, licensing requirements, accreditation standards, and advocacy for children and families.

This course requires 75 hours of supervised practicum teaching in the preschool area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with preschool age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. Effective August 22nd, 2016 all students enrolled in ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

Methods and principles of supervising student teachers, volunteers, staff, and other adults in early care and education settings. Emphasis is on the role and development of early childhood professionals as mentors and leaders.

Supervised employment extending classroom-based learning on-the-job related learning environment relating to the student's career and educational goals. In addition, these work experiences improve the student's basic work skills and professional competencies by creating career awareness, improving work habits and fostering positive workplace attitudes.

This course covers effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and developing strategies for establishing collaboration and communication for a diverse and inclusive early care and education program.

Select one course from this list.

This course requires 75 hours per term of supervised practicum teaching in the infant toddler area of the Allan Hancock College Children's Center lab school. The 75 lab hours per term, to be arranged, will average about 4.5 weekly hours for semester length classes, or 10 weekly hours for shorter terms, in which students' work includes, but is not limited to: implementing lesson plans and environments, conducting observations of children, and completing a child assessment. The accompanying lecture focuses on teaching goals and strategies, reflections, insights, accomplishments and challenges specific to working with infant/toddler age children. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning assessment, and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. No concurrent enrollment is allowed in ECS 118 and ECS 119. All students enrolled in ECS 105, 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information contact the department at extension 3401 or 3436.

This course examines the major physical, cognitive, social and emotional developmental milestones for children from conception through adolescence. Emphasis will be made on interactions between maturational processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.

Historical context and theoretical perspectives of developmentally appropriate practice in early care and education. Examines the role of the early childhood educator, identification of best practices for environmental design, curriculum, and teaching strategies. Explores teacher child relationships, professional ethics, career pathways and professional standards.

The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning for use in collaborative partnerships with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis and measles to meet the provisions of SB792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Students will be able to apply current theory and research to the care and education of infants and toddlers in group settings. This course examines essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months.

An introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. Includes prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Focus on integrating the concepts into everyday planning and program development for all children.

The study of planning and facilitating developmentally appropriate early childhood curriculum and classroom environments. Students will examine the teacher's role in supporting children's development and joy of learning through observation, environment assessment, and implementation of various curriculum activities. Several assignments will require students to work with children in an Early Childhood Center. Students must have completed successfully ECS 105 with a grade of C or better. All students enrolled in ECS 105, ECS 106, ECS 118 or ECS 119 must show proof of their current tuberculosis (TB) clearance and immunization against influenza, pertussis, and measles to meet the provisions of SB 792. Students must be on the waitlist and provide required documentation on the first day of class in order to receive an add code to add the class. For more information, contact the department.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized.

Supervised employment extending classroom-based learning on-the-job related learning environment relating to the student's career and educational goals. In addition, these work experiences improve the student's basic work skills and professional competencies by creating career awareness, improving work habits and fostering positive workplace attitudes.