This course examines the progression of development in the physical, cognitive, social, and emotional domains and identifies the major developmental milestones of children, both typical and atypical, from conception through adolescence. Physical, psychosocial, and cognitive development are studied, with an emphasis on the interactions between biological processes and environmental factors including language, culture, and diversity. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theory.

This course provides an overview, from a psychological perspective, of human development from conception through death, including biological and environmental influences. Theories and research of physical, cognitive, personality, and social/emotional development are examined and applied to studies of typically and atypically developing individuals at various points in their lifespan and within the context of a family.

This course examines the appropriate use of assessment and observation tools and strategies to document young children's development and learning. It emphasizes the use of findings to inform and plan learning environments and experiences. Recording strategies, rating systems, anecdotal records, and multiple assessment tools, including the Desired Results Developmental Profile and Ages and Stages will be explored along with strategies for collaborations with families and professionals.

This course provides the opportunity to apply observation techniques to early childhood practice. It requires the use of specific observation tools, including DRDP, to observe children's development and their interactions with adults, children, materials, and activities. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals. Students will complete between twenty-four (24) hours and twenty-six (26) hours of observation and lab assignments at the Orfalea Child Development Center at Ventura College or at a designated child development center with a master teacher or qualified master teacher that has been approved by the instructor.

This course focuses on the development of social identities in diverse societies including theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms, and teaching. In doing so, it examines the historical and current perspectives on diversity and inclusion and the impact of systemic societal influences on children’s development, learning and school experiences. Various classroom strategies will be explored emphasizing developmentally, culturally, and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society. Approaches that promote inclusive and anti-racist classroom communities are also foregrounded. The course includes self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media, and schooling as well as the influence of teachers’ own culture and life experiences on teaching and interactions with children and families.

This course introduces the variations in development of children with special needs ages birth through eight, and the resulting impact on families. It includes an overview of historical and societal influences, laws relating to children with special needs, and the identification and referral process.

This course is an introduction to current teaching practices that promote the development of children's literacy skills and language acquisition. It emphasizes developmentally appropriate learning experiences, teacher interactions, environments, and curriculum materials, and literature for both native English speakers and English language learners.

This course is an introduction to current and best teaching practices that promote children's development in visual and performing arts: visual art, music, dance, and drama. It emphasizes teaching strategies, environments, and materials, and guiding principles for developing appropriate learning experiences for young children.

This course is an introduction to intentional teaching practices in designing and implementing curriculum for young children in science, technology, engineering, and math. Emphasis is on curriculum design and assessment, and the use of developmentally appropriate learning activities, teaching techniques, and materials.

This course covers curriculum and intervention strategies for working with children with special needs in partnership with their families. It focuses on the use of observation and assessment in meeting the individual needs of children in inclusive and natural environments. Included is the role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence.

This course introduces early childhood guidance and discipline through examination of theories, research, and practical application. It addresses difficult child behaviors which are encountered by teachers and parents, and examines techniques to cope with and solve these behavior difficulties. Emphasis is on communicating effectively with young children, guiding children of varying ages, promoting self-regulation, conflict resolution, and problem-solving.

This course is an introduction to the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. Areas of focus include the teacher's role in prevention strategies, nutrition and meal planning for various ages and planning educational experiences integrated into daily routines and overall risk management to teach positive health, safety, and nutrition habits. There is a focus on integrating the concepts into everyday planning and program development for all children.

This course is a study of infants and toddlers from pre-conception to age three, including physical, cognitive, language, social, and emotional growth and development. It applies theoretical frameworks to interpret behavior and interactions between heredity and environment. It emphasizes the role of family and relationships in development.

This course applies current theory and research to the care and education of infants and toddlers in group settings. The course examines essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children from birth to 36 months. This course is required for infant/toddler caregivers in licensed childcare centers in California.

This course examines the methods and principles of supervising, mentoring, and coaching student teachers and other adults in early care and education settings. This course covers the strategies and skills necessary to support the development of adult learners as effective mentors, coaches, and teachers. There is an emphasis on individualized, relationship- and strengths-based approaches, reflective practices, and constructive communication skills. This course covers characteristics and roles, career requirements and pathways, and use of evaluation in setting professional learning goals.

This course covers the problems of establishing and operating a small business. The opportunities for small businesses and the requirements for success are discussed.

This course is an examination of the developing child in a societal context focusing on the interrelationship of family, school, and community and emphasizes historical and socio-cultural factors. The processes of socialization and identity will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Also explored is the role of collaboration between family, community, and schools in supporting children’s development, birth through adolescence.

This course examines the historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children birth through age eight. It explores the typical roles and expectations of early childhood educators. It identifies and explores teacher-child relationships, professional ethics, career pathways, and professional standards. Also introduced are best practices for developmentally appropriate learning environments, curriculum, and effective teaching strategies for young children including how play contributes to children's learning, growth, and development.

This course focuses on developmentally appropriate curriculum and environments for young children birth through age eight. It explores teaching strategies and curriculum development based on theoretical frameworks, observation, and assessment. Emphasis is on the teacher’s role in supporting development and learning across the curriculum, including all content areas. Students will use knowledge of children’s development, theories of learning and development, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas to support children’s development and learning integrated throughout indoor and outdoor settings.

This course introduces the principles and practices of administration of early childhood education programs. It examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program. Topics covered include: program types, budget, management, regulations, laws, and development of policies and procedures.

This course examines in-depth the procedures and practices for teaching young children in a child care setting. Students will demonstrate early childhood competencies, make connections between theory and practice, and develop professional behaviors. Students are required to design and evaluate experiences that promote positive development and learning for all young children.

This course provides supervision in student teaching at the Orfalea Child Development Center at Ventura College or a designated child development center. Students are required to complete between seventy (70) hours and seventy-eight (78) hours of student teaching and lab assignments. Students will demonstrate teacher performance expectations, make connections between theory and practice, implement and evaluate appropriate early childhood experiences, and develop professional behaviors that promote positive development and learning for young children. Emphasis is on implementation of the California Early Learning system.

This course offers specialized study opportunities for students who wish to pursue projects not included in the regular curriculum. Students are accepted only by a written project proposal approved by the discipline prior to enrollment.

This course offers students who are volunteers (unpaid) an opportunity to obtain work experience related to their field of study. Students are accepted as a result of consultation with a designated faculty member in the discipline and the acceptance of an approved work proposal.

This course offers students who are employed in the field an opportunity to expand their work experience related to their field of study. Students are accepted as a result of consultation with a designated faculty member in the discipline and the acceptance of an approved work proposal.