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Human Services & Behavioral Health

Early Childhood Education Course Descriptions

ECE 120: Mathematics for Early Childhood Education

Credits: 5.0

Mathematical knowledge and skills that strengthen an appreciation and basic competency in mathematics. Investigation of math concepts and strategies based on content relevant to teaching mathematics at the early childhood level. Recommended placement into MATH 77.

Course Level Objectives

  1. Demonstrate understanding of the meaning, use, and connections of math operations: addition, multiplication, subtraction, and division; add, subtract, multiply, and divide whole numbers, fractions and decimals; and convert decimals to percents and percents to decimals.
  2. Document a process of investigation, generalization, and reasoning about patterns in number, space, and data; read, write, and understand the meaning and ordering of whole numbers, fractions, and decimals, with flexible movement between equivalent forms; and use different strategies to analyze and solve word problems.
  3. Document understanding of probability based on experiments and analysis; plan and undertake data collection; and represent and summarize data for interpretation and communication.
  4. Demonstrate ability to visualize, draw, and model shapes and understand transformations.
  5. Demonstrate the ability to read and write symbolic expressions with variables and their equivalent transformations; demonstrate the nature of variation and ability to use different forms of representation; provide evidence of ability to read, write, and solve equations and problems regarding inequalities.
  6. Document understanding of direct and indirect measurement and estimation skills to describe, compare, evaluate, plan, and construct.
  7. Demonstrate the use of application and language of mathematics to situations that are not obviously mathematical; problem solve by using math strategies; and identify relevant variables and pose questions to guide the investigation of a problem.
  8. Demonstrate understanding of mathematical origins in diverse cultures and their application in daily experiences.
  9. Document an increased level of appreciation of, and confidence in, mathematics.

ECE 130: Science for Early Childhood Education

Credits: 3.0

Focuses on strengthening knowledge of life and physical sciences that build a foundation for young children's understanding of science. Students actively learn strategies that encourage inquiry and problem-solving in teaching science at the early childhood level.

Course Level Objectives

  1. Document understanding of the role of science in everyday life for adults and young children.
  2. Demonstrate how scientific communication and investigation presents information to increase young children's understanding of scientific principles.
  3. Demonstrate scientific methods of inquiry, observation, exploration, hypothesis, data collection and analysis.
  4. Investigate and interpret foundational elements of life sciences that apply to young children's learning.
  5. Demonstrate beginning understanding of life processes of plants, animals and people and their interdependence.
  6. Demonstrate foundational knowledge (appropriate for young children) of conditions that sustain life on earth, and include explanations of air, heat, water, food, protection, and gravity.
  7. Demonstrate beginning knowledge (appropriate for adults and young children) of the spatial relationships that affect the sun, earth, and moon.
  8. Investigate and interpret how natural and processed materials are used and ways that materials can change.
  9. Demonstrate knowledge of similarities and differences between common sources of energy: electricity, heat, motion, sound, light, magnetism and chemistry.
  10. Document a personal and professional perspective of the value of integrating of foundational knowledge of science into the practice of teaching young children.

ECE 155: Special Topics in Early Childhood Education

Credits: 1.0 - 5.0

An introductory level workshop in early childhood education.Course content and design will vary each quarter.

Course Level Objectives

  1. Demonstrate understanding of course goals and format as related to early childhood settings.
  2. Demonstrate knowledge of course concepts.
  3. Identify strategies and experiences for application to the professional role as an educator of young children.
  4. Demonstrate understanding of the topic to professional best practices.
  5. Identification of resources that reinforce concepts and teaching practice.

ECE 208: Early Childhood Field Practicum

Credits: 5.0

A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. Note: Orientation seminar is scheduled first week of the quarter. Permit code required. S/U grade option.

Course Level Objectives

  1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation.
  2. Utilize a continuum of teaching strategies based on a professional knowledge base that is adapted to developmental, individual, and cultural characteristics.
  3. Construct connections between what has been learned in completed courses and past experiences in active work with young children and families.
  4. Demonstrate the foundational teaching strategies of developmental principles: reciprocal learning, play as a leading activity of development, scaffolding, planning an environment and experiences in all developmental domains, and encouraging learning through child-child and child-adult relationships.
  5. Provide evidence of being a reflective thinker to guide planning of experiences and the environment, teaching roles, interactions, and decision making, based on children's responses, ideas, and interests.
  6. Demonstrate teaching practices in professionally defined content areas.
  7. Use the process of self-assessment to define: knowledge of themselves as individuals and developing teachers; knowledge of children and how they grow, develop, and learn; role as teacher in ensuring inclusiveness and respect for children and families; and teaching skills and strategies practiced throughout the practicum experience.

ECE 209: Early Childhood Practicum

Credits: 5.0

A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. Note: Orientation seminar is scheduled first week of the quarter. Permit code required. S/U grade option.

Course Level Objectives

  1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation.
  2. Utilize a continuum of teaching strategies and curriculum planning based on a professional knowledge base that is adapted to development and individual, family, and cultural characteristics.
  3. Demonstrate knowledge of connections between what has been learned in ECE courses and past experiences about teaching young children through an instructor's use of knowledge, observations, and interactions to plan classroom experiences; apply research findings, curriculum content guidance and defined best practices; and understand the role of teacher as developmental specialist.
  4. Demonstrate teaching strategies of supporting children's learning in: all domains of development; children's construction of meaning; exploration, inquiry, and play as leading experiences of development; planning a weeklong curriculum and environment from a child-centered approach; and using intentional interactions, scaffolding, and reciprocal learning.
  5. Apply professional knowledge and skills in a leadership role in an early learning classroom.
  6. Provide evidence of being a reflective thinker to understand and analyze themselves and children and to use reflection as a basis for planning.
  7. Use the process of self-assessment to define knowledge of themselves as individuals and developing teachers; knowledge about children and how they grow, develop and learn; understanding of the role as a teacher in ensuring inclusiveness and respect of diversity in children and families; and teaching skills and professionally defined teaching practices used throughout the quarter practicum experience.

ECE 210: Early Childhood Practicum

Credits: 5.0

A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. Note: Orientation seminar is scheduled first week of the quarter. Permit code required. S/U grade option.

Course Level Objectives

  1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation in the teaching role in an early childhood program.
  2. Demonstrate a continuum of teaching strategies based on a professional knowledge base that is adapted to development, individual, and cultural characteristics.
  3. Demonstrate assimilation of what has been learned in completed ECE courses, previous practicums, past experiences and personal teaching philosophy in work with young children and families.
  4. Articulate the reasoning and professional principles upon which the teaching of young children is based.
  5. Demonstrate competence using multiple teaching strategies that are responsive to children's ideas, interests, and directions in learning.
  6. Plan a classroom environment, regular experiences, and a two week long curriculum from a developmental and child centered approach in a professional and personal framework.
  7. Apply professional knowledge and skills in a leadership role in an early childhood classroom in interactions with children, parents, and other professionals.
  8. Provide evidence of using reflective thought as a basis for decision making and teaching practices.
  9. Demonstrate teaching practices in professionally defined content areas that are integrated throughout student created curriculum.
  10. Document the process of self-assessment for creating a personal and professional teaching philosophy that demonstrates being inclusive and respectful of children and families in a diverse community.

ECE 236: Creative Expression

Credits: 3.0

Learn to plan experiences that allow children to express their creative ideas and feelings. Focuses on strategies and understanding of the creative process. S/U grade option.

Course Level Objectives

  1. Demonstrate the teacher's role in supporting creative expression in young children in early learning settings.
  2. Document a beginning understanding of how different curricular models support the development of creative expression.
  3. Communicate and relate how creative expression integrates with all domains of development and is a leading activity for growth in multiple areas.
  4. Demonstrate the role of the teacher as a child-development specialist in guiding meaning and decision making in the development of creative expression.
  5. Demonstrate the teaching strategies that support children's construction of knowledge through creative expression and that respect the children's point of view in the expression of creative thought, actions, and use of materials.
  6. Demonstrate ability to plan creative-expression activities in the areas of visual art, movement, sculpture, music, and drama, as a regular part of early learning curriculum for young children.

ECE 237: Math for Young Children

Credits: 3.0

Learn how young children develop foundational understanding of math through exploration of the physical and natural environment. Students learn strategies that encourage investigation and problem-solving through active experiences. S/U grade option.

Course Level Objectives

  1. Document a contextual knowledge of how children learn mathematics and science based on defined developmentally appropriate practices, the importance of play, active learning and a constructivist approach to learning.
  2. Provide evidence of understanding the central concepts and professionally defined standards for mathematics for young children.
  3. Document foundational knowledge of young children's mathematical development.
  4. Provide evidence of the ability to use teaching strategies to support natural exploration of materials, space, quantities, and physical relationships that is foundational to mathematical learning.
  5. Demonstrate strategies of interaction that will enhance children's natural interest in mathematics and making sense of their physical and social worlds through play.
  6. Document foundational knowledge of the central concepts and professionally defined concepts for science.
  7. Provide evidence of the ability to design an active learning environment that supports children's scientific development.
  8. Document an understanding of how young children form a conceptual understanding of science in the natural world.
  9. Demonstrate teaching strategies that provide time for and encouragement and strengthening of the scientific processes of observing, discovering inquiring, comparing, and hypothesizing in an active learning environment based on children's interests and play.
  10. Document understanding of professionally defined, developmentally appropriate experiences, environmental design, adult interactions, and teacher roles that support scientific thought and foundational mathematical learning in young children.

ECE 249: Activities for Infant and Toddlers

Credits: 3.0

Explore teaching strategies and activities that support infant and toddler growth and development. Focus is placed on developing skills to plan an engaging and caring environment. S/U grade option.

Course Level Objectives

  1. Describe infant and toddler developmental stages and milestones.
  2. Document and communicate the principles of care-giving as curriculum.
  3. Design an infant and toddler environment, identifying essential elements for the social, emotional, cognitive, physical, language, literacy and creative learning for individual children and their families in collaboration with teacher/care-giver.
  4. Demonstrate and document the importance of observation as a tool for understanding and planning experiences for infants and toddlers.
  5. Document and demonstrate ability to develop learning plans, experiences and materials for infants and toddlers that reflect children's developmental stages, milestones, interests and teachers' intentions.
  6. Demonstrate teaching strategies that foster and nurture relationship-building of infants and toddlers and their families and teachers.
  7. Demonstrate personally defined teacher planning strategies and teacher-child, teacher-teacher, teacher-parent interactions that support cultural diversity and inclusive practices in developmentally appropriate ways in infant toddler programs.

ECE 250: Connecting with Families

Credits: 3.0

Investigates teaching strategies using a relationship-based approach that supports infants, toddlers, and preschoolers. Concepts address the trust and independence of children through responsive teacher-child interactions and respectful parent-teacher partnerships. S/U grade option.

Course Level Objectives

  1. Document and relate the role of attachment in children's development of independence.
  2. Document and identify relationship-based principles in the care-giving of young children through the approaches of RIE (Resources for Infant Education) and Reggio Emilia.
  3. Demonstrate application of close observation and analysis as a tool for understanding and responding to young children, with professional knowledge.
  4. Relate the importance of teaching strategies that focus on relationships of respect, responsiveness, and reciprocity with parents and their children in planning for the developmental learning of young children.
  5. Document a personally defined interpretation of the teacher's role in providing developmentally appropriate interactions in authentic relationships that support growth of trust, autonomy, and initiative.
  6. Identify and define the roles of culture, family practices, and areas of diversity in the growth and developmental process of young children.
  7. Demonstrate teaching strategies for supporting cultural diversity and anti-bias practices in professionally defined and developmentally appropriate ways in programs for young children.

ECE 255: Special Topics in Early Childhood Education

Credits: 1.0 - 5.0

An advanced workshop in early childhood education. Course content and design will vary each quarter. S/U grade option.

Course Level Objectives

  1. Demonstrate knowledge of course goals and format as professional development in early childhood education.
  2. Demonstrate understanding of content related to teaching and learning of young children.
  3. Identify application of course concepts to teaching and learning settings in the community.
  4. Demonstrate strategies that are consistent with developmentally appropriate practices.
  5. Identify professional support and resources that can further learning of the course focus.

ECE 298: Individual Project In Early Childhood Education

Credits: 1.0 to 5.0

Study of student-selected project or approved experiences in the field of early childhood education. Course may be repeated for a maximum of 10 credits. S/U grade option. Registration permitted first seven weeks as space is available. Prerequisite(s): Student must meet with instructor prior to registering for this course.

Course Level Objectives

  1. Demonstrate learning through independent exploration and expression on a focused area of identified educational interest and need.
  2. Document understanding of concepts or materials relevant to the early childhood education profession.
  3. Document learning of identified focus through comprehensive experiences developed in the early childhood program.
  4. Demonstrate ability to promote individualized learning through development, implementation, and completion of a total-learning project, adhering to established procedures, assignments, assessments, and due dates.

ECED& 105: Introduction to Early Childhood Education

Credits: 5.0

Explore the foundations of early childhood education. Examine theories defining the field, issues and trends, best practices, and program models. Observe children, professionals, and programs in action. S/U grade option.

Course Level Objectives

  1. Explain current theories and ongoing research in early care and education.
  2. Describe how children learn and develop through play and the role of play in early childhood programs.
  3. Compare early learning program models.
  4. Explain the importance of developing culturally responsive partnerships with families.
  5. Identify appropriate guidance techniques used in family and early learning settings.
  6. Describe the observation, assessment, and teaching cycle used to plan curriculum for all young children.
  7. Apply the professional code of ethics for early care and education to resolve dilemmas.
  8. Describe major historical figures, advocates and events shaping today's early childhood education.
  9. Document the importance of reflective thinking, meaning making, and decision making to the roles a teacher performs.
  10. Document an understanding of the professionally defined characteristics of continual lifelong learning and sources for ongoing professional development that are involved in early childhood education.
  11. Document how professionally defined practices provide teachers with guidance on how to foster children's learning, design high-quality classroom environments, develop curriculum, and document children's growth and learning.

ECED& 107: Health, Nutrition and Safety

Credits: 5.0

Develop knowledge and skills to ensure equitable health,nutrition, and safety of children in group care and education programs. Recognize the signs of abuse and neglect, responsibilities for mandated reporting, and available community resources. S/U grade option. Crosslisted as: No.

Course Level Objectives

  1. Describe federal and state mandated health, safety, and nutrition practices.
  2. Identify common indicators of illnesses/infectious diseases and steps to be followed.
  3. Demonstrate safety procedures for providing emergency care and daily care.
  4. Describe appropriate safety policies that prevent and minimize accidents for both indoor and outdoor environments.
  5. Describe the role of nutrition as it relates to development, licensing regulations for childcare, and government food program.
  6. Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities.
  7. Demonstrate skills in emergency first aid, food service, routine health, safety practices, and mandated reporting.
  8. Develop strategies for working with families in accessing and utilizing health, nutritional, and dental services.

ECED& 120: Practicum: Nurturing Relationships

Credits: 2.0

In an early learning setting, engage in establishing nurturing, supportive relationships with all children and professional peers. Focus on children's health and safety, promoting growth and development, and creating a culturally responsive environment. S/U grade option.

Course Level Objectives

  1. Document a beginning understanding of relationships and practices that support young children's development in an early learning program through use of observations.
  2. Describe the practice of professionalism in working with children, families, and peers.
  3. Recognize cultural responsiveness when observing professionals and programs.
  4. Identify appropriate practices that ensure and maintain the heath, safety, and nutrition of children.
  5. Establish supportive relationships with children; guide children as individuals and as part of a group.

ECED& 132: Infant and Toddler Care

Credits: 3.0

Examine the unique developmental needs of infants and toddlers. Study the role of the caregiver, relationships with families, developmentally appropriate practices, nurturing environments for infants and toddlers, and culturally relevant care.

Course Level Objectives

  1. Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms.
  2. Design a plan to support reciprocal, culturally sensitive partnerships with families.
  3. Critique infant and toddler early learning environments, articulating environmental influences on the learning processes of infants and toddlers during authentic play activities.
  4. Examine positive guidance techniques that are appropriateand effective with infants and toddlers.
  5. Create a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social and emotional development.
  6. Identify resources supporting infant/toddler programs and infant/toddler specialist.
  7. Demonstrate observation and documentation toidentify learning and developmental needs and goals for infants and toddlers.

ECED& 134: Family Child Care

Credits: 3.0

Learn the basics of family home childcare program management. Topics include: licensing requirements; business management; relationship building; health, safety, and nutrition; guiding behavior; and promoting growth and development. S/U grade option.

Course Level Objectives

  1. Describe family childcare minimum licensing requirements.
  2. Demonstrate plans and activities that are appropriate developmentally, socially, and culturally, to meet the needs of children in multi-age groups.
  3. Identify strategies for family childcare business management, including marketing, risk management, staffing, tax planning, accounting, and record keeping,
  4. Create written documents, such as a contract and policy handbook, that facilitate communication between the provider and the families.
  5. Develop strategies for creating reciprocal, culturally responsive relationships with families.
  6. Articulate knowledge and skills that define family childcare providers as professionals.
  7. Identify resources meeting the needs of family childcare providers and the families they serve.
  8. Apply knowledge of children's development in a child-directed and active learning home-based program that supports each child in a relationship-based context that is the foundation for children's learning.

ECED& 139: Administration of Early Learning Programs

Credits: 3.0

Develop administrative skills required to develop, open, operate, manage, and assess early childhood education and care programs. Explore techniques and resources available for Washington state licensing and NAEYC standard compliance. S/U grade option.

Course Level Objectives

  1. Crosswalk program policies and practices with licensing and professional standards.
  2. Create a plan for appropriate staff, food, equipment, materials, and programing for specific age groups and settings.
  3. Plan a balanced budget.
  4. Identify methods for recruiting, hiring, evaluating, supervising, and supporting culturally and linguistically reflective staff.
  5. Describe a variety of strategies to maintain regular communication with families and provide opportunities for parent engagement and education.
  6. Review tools to evaluate program effectiveness and identify areas for improvements.
  7. Articulate effective application of the NAEYC Code of Ethics.
  8. Document personal definition of effective motivational leadership strategies for forming partnerships, building trust, respect, open communication and active listening advocating the needs of self, children, and peer-teaching staff; and fostering support of cultural diversity.
  9. Describe the leadership responsibilities of early childhood educators for fostering children's growth and development, promoting effective early learning programs, and advocating for quality in early childhood education.

ECED& 160: Curriculum Development

Credits: 5.0

Investigates learning theory, program planning, and tools for curriculum development promoting language, fine and gross motor, social-emotional, cognitive, and creative skills and growth in young children, age birth to eight years, utilizing developmentally appropriate and culturally responsive practice. S/U grade option.

Course Level Objectives

  1. Explain major early childhood curriculum theories and current trends in curriculum design in early learning environments.
  2. Apply principles of developmentally, individually, and culturally appropriate practice when designing, implementing, and evaluating curriculum.
  3. Evaluate integrated learning experiences supportive of children's development and learning incorporating national, state, and local standards.
  4. Create curriculum which supports children's language and communication, cognitive, social and emotional, fine and gross motor, and creative development.
  5. Design curriculum that is inclusive and represents the diversity of children and families.
  6. Plan developmentally appropriate activities and schedules which promote child growth and learning.
  7. Observe, document, and assess individuals and group needs, interests and skills for the purpose of curriculum planning and ongoing modification of plans.
  8. Demonstrate the knowledge and skills to plan a classroom environment, learning centers and curriculum, from a developmental and child-centered approach that will reflect children's interests, current capabilities, emerging abilities, families and cultures.
  9. Provide evidence of an increased awareness of how the role of child development specialist supports curriculum development, teaching strategies, individualization and inclusion of differing abilities and cultures in the classroom.

ECED& 170: Environments for Young Children

Credits: 3.0

Design, evaluate, and improve indoor and outdoor environments which ensure quality learning, nurturing experiences, and optimize the development of young children. S/U grade option.

Course Level Objectives

  1. Design healthy, respectful, supportive, and challenging learning environments for children.
  2. Identifystrategies to achieve compliance with Washington Administrative Code for licensed child care and/or other state/federal regulations pertinent to early learning environments.
  3. Create environments that promote growth in all developmental domains and disciplines.
  4. Develop environmental strategies for guiding children's behavior helping them develop pro-social skills and the ability to self-regulate.
  5. Establish environments that promote the cultural diversity of children, families, and their communities.
  6. Evaluate the quality and effectiveness of early learning environments serving differing age groups, infants, toddlers, preschoolers, and school-age.
  7. Define the teacher's role as a developmental specialist that evaluates the environment to reflect individualized child-directed active learning, effective learning centers, and the classroom community as a whole.

ECED& 180: Language and Literacy Development: CD

Credits: 3.0

Develop teaching strategies for language acquisition and literacy skill development at each developmental stage, birth to age eight, through the four interrelated areas of speaking, listening, writing, and reading.

Course Level Objectives

  1. Describe the continuum of language acquisition and earlyliteracy.
  2. Develop evidence-based, appropriate environments and opportunities that support children's emergent language andliteracy skills.
  3. Analyze and select children's literature and other learning materials, reflective of a population of diverse learners.
  4. Recognize and create activities and resources that support children, from infancy through eight years, in language development and early literacy learning.
  5. Describe developmentally appropriate and culturally responsive assessment practices for documenting the growth of language and literacy skills.
  6. Describe strategies for recognizing and responding to developmental, linguistic, and cultural differences in children.
  7. Document components of a literacy-rich environment that support emerging language and literacy in a classroom representative of diverse cultures and languages.
  8. Document strategies that encourage language and literacy development in diverse language learners through individualization of activities, interaction and selection of materials based on the child's and family's experiences.

ECED& 190: Observation and Assessment

Credits: 3.0

Collect and record observations of and assessment data on young children in order to plan for and support the child, the family, the group, and the community. Practice reflection techniques, summarizing conclusions, and communicating findings. S/U grade option.

Course Level Objectives

  1. Describe reasons for collecting observation and assessment data.
  2. Identify indicators of growth, development, and learning and social behaviors in all children.
  3. Identify techniques for avoiding bias, judgments, and assumptions in observations.
  4. Collect factual, descriptive information using a variety of tools and strategies.
  5. Document and analyze assessment data for use in planning curriculum for individuals and groups of children.
  6. Describe and demonstrate professional ethics and etiquette that applies to the collection and communication of observation data.
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