EEC 1308 - Early Childhood Planning and Management

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Fall 2023 (625)

Course Description

This course is designed to give students practice in lesson planning, scheduling, and evaluating the activities of young children in early childhood care and education settings. (Note: This course requires five (5) field experience hours in early childhood care and education settings.)

Learning Outcomes and Objectives

  1. The student will summarize the evolution of early childhood education by identifying the contributions of Frederick Froebel, Elizabeth Peabody, John Dewey, Arnold Gessell, Maria Montessori, Jean Piaget.
  2. The student will describe early childhood growth and development theories and the stages/phases of early child development and their impact on instruction for populations from infancy through eight years of age by:
    1. reviewing Behavioristic Theories, Nativistic Theories, Psychoanalytic Theories (Freud/Erikson), and Interactionist Theories (Piaget).
    2. classifying the data relating to developmentally appropriate methods of instruction for the stages of Infancy, Toddlerhood, Preschool and Early Primary Years.
  3. The student will summarize the critical components of effective early childhood classroom management by:
    1. explaining the following terms: curriculum, teaching/learning objectives, diagnostic/prescriptive techniques, evaluation procedures, administrative support, teaching units, team teaching, and teaching by objectives.
    2. explaining the roles of the teacher, parent and administrator.
  4. The student will assemble documentation describing the regulations/laws that govern early learning settings for special populations by:
    1. identifying the current federal and state regulations.
    2. describing the unique characteristics and needs of special populations and identifying teaching/learning objectives to meet those needs.
  5. The student will synthesize the elements of the learning environment to develop curricula for a variety of early childhood settings by:
    1. formulating daily, weekly, monthly, unit lessons, theme lessons and skills development lessons for early childhood infant/toddler, preschool, and early primary settings.
    2. designing appropriate individual, small group and large group learning activities/experiences.
    3. constructing evaluation methodologies to determine the effectiveness of teaching/learning strategies.
  6. The student will discuss strategies needed to bring parents as partners into the teaching environment by:
    1. developing a plan to discuss facility's educational goals with parents.
    2. describing ways to include family members in the facility's teaching//learning process.
    3. describing the teacher's role and parent's role in the teaching/learning process.
    4. describing ways to include a multi-cultural and anti-bias approach to teaching/learning units.
    5. identifying ways to integrate family perspectives and lifestyles within daily curriculum.
    6. identifying ways to strengthen the school/parent network.
  7. The student will analyze critical issues that impact the early childhood educational delivery system by:
    1. listing the dominate segments of the early childhood education delivery system.
    2. identifying critical issues in early childhood journals.
  8. The student will synthesize teaching units from the skills and knowledge learned in the course by:
    1. formulating lesson goals.
    2. composing student developmental level assessment techniques.
    3. formulating student teaching/learning objectives.
    4. creating lessons/activities.
    5. organizing materials relevant to lesson goals.
    6. specifying the criteria for teaching/learning effectiveness.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 70% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

Revised 8/84 State Change Revision 7/85 DBT 4/17/90 Effective Session 19901 DBT 12/18/90 Effective Session 19911 C&I 9/15/92 Effective Session 19922 DBT 10/20/92 Effective Session 19922 3 Year Review 1996-97 3-Year Review 2000. C&I 11/8/05, BOT 12/20/05, Effective 20052(0360)-3 yr rev. # changed by State Field Review effective 20061(0370). C&I Approval: 01/25/2011, BOT Approval: 02/22/2011, Effective Term: Fall 2011 (445).
C&I Approval: 02/09/2018, BOT Approval: 04/17/2018, Effective Term: Fall 2023 (625)

Related Programs

  1. Child Development Associate (CPREC001) (CDAIC-AR) () (Draft)