Education and Child Development

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Program Spotlight

Welcome to the Education and Child Development Website. Here you will be able to find out about degrees and certificates, course offerings, college and community events, and available scholarship opportunities.

Testimonial

studentThe Education/Child Development program provided me with real-world context and continued support in my journey toward becoming an elementary school counselor."Nicole

Looking for a list of classes offered this semester? Check out the current class schedule.

All Courses

EDUC 200 Introduction to Classroom Teaching (3 units)

A survey of the teaching profession including: pedagogical methods; theories of learning; planning, delivering and assessing instruction; classroom management, professional and ethical considerations; diversity; and standards for the teaching profession. A total of 48 hours of fieldwork in public elementary schools is required.

ECE. 191 Children's Literature (3 units)

An overview of the body of world literature deemed appropriate and enriching for children from infancy to adolescence. The course is designed to impart knowledge about practical experience in presenting age-appropriate literature to children and youth. Theory and analyses of discerning literary genres, criteria for selection, and techniques for using classic and contemporary literature with young people. Also listed as LIT. 191.

ECE. 201 Child Development (3 units)

Examines the progression of development in the physical, cognitive, social, and emotional domains and identifies developmental milestones for children from conception through adolescence. Emphasis on interactions between biological processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories. Also listed as PSYC 201.

ECE. 210 Early Childhood Education Principles (3 units)

Historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children birth through age eight. Explores the typical roles and expectations of early childhood educators. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development.

ECE. 211 Early Childhood Education Curriculum (3 units)

Developmentally appropriate curriculum and environments for children birth through age eight. 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.

ECE. 212 Child, Family and Community (3 units)

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 development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

ECE. 223 Infant and Toddler Development (3 units)

A study of infants and toddlers from pre-conception to age three including physical, cognitive, language, social, and emotional growth and development. Applies theoretical frameworks to interpret behavior and interactions between heredity and environment. Emphasizes the role of the family and relationships in development.

ECE. 225 Care and Education for Infants and Toddlers (3 units)

Applies current theory and research to the care and education of infants and toddlers in group settings. Examines essential policies, principles, and practices that lead to quality care and developmentally appropriate curriculum for children from birth to 36 months.

ECE. 240 ECE Administration I: Business/Legal (3 units)

Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program.

ECE. 241 ECE Administration II: Personnel and Leadership (3 units)

Development of effective strategies for personnel, management, and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.

ECE. 242 Adult Supervision and Mentoring (2 units)

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

ECE. 260 Children with Special Needs (3 units)

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

ECE. 263 Curriculum and Strategies for Children with Special Needs (3 units)

Covers curriculum and intervention strategies for working with children with special needs in partnership with their families. Focuses on the use of observation and assessment in meeting the individualized needs of children in inclusive and natural environments. Includes the role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence.

ECE. 272 Teaching in a Diverse Society (3 units)

Examination of the development of social identities in diverse societies including theoretical and practical implications of culture, ethnicity, stereotyping and bias as they apply to young children, families, programs, classrooms and teaching. Various classroom strategies will be explored emphasizing culturally and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society. Course includes self-examination and reflection on issues related to social identity, stereotypes and bias.

ECE. 273 Effective Programming for Dual Language Learners (1 units)

The second course in a two course sequence that focuses on practical and research-based instructional and programmatic strategies that support a strong language and literacy base in both English and the children’s home language and make learning accessible for young dual language learners. Students will learn about Planned Language Approach (PLA), Classroom Language Models (CLMs), Personalized Oral Language Learning (POLL) principles and strategies, and program self-assessments.

ECE. 314 Health, Safety, and Nutrition for Young Children (3 units)

Introduction to the laws, regulations, standards, policies and procedures, and early childhood curriculum related to child health safety and nutrition. The key components that ensure physical health, mental health and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. Focus on integrating the concepts into everyday planning and program development for all children. Also listed as HSCI 314.

ECE. 331 The Role of the Teacher (1 units)

Overview of the factors that contribute to success and satisfaction in teaching. Topics include: personal characteristics of teachers; stages of teacher development; teaching responsibilities; career opportunities; professional development; and the benefits of professional affiliations.

ECE. 333 Observation and Assessment (3 units)

The appropriate use of assessment and observation tools and strategies to document young children’s development and learning. Emphasizes use of findings to inform and plan learning environments and experiences. Students practice recording strategies, rating systems, portfolios, and multiple assessment tools, along with opportunities to partner with families and professionals. It is a required core course for the ECE certificate and AS degree.

ECE. 366 Practicum in Early Childhood Education (3 units)

A demonstration of developmentally appropriate early childhood teaching competencies under guided supervision. Students 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 are emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. Meets the supervised teaching requirement for the CA State Child Development Teaching Permit and provides student teaching experience in qualified settings that serves children from infancy through middle childhood.

ECE. 367 Practicum in Early Childhood Special Education (3 units)

A demonstration of developmentally appropriate early childhood teaching competencies under guided supervision in an inclusive or special education setting. 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. Required for the ECSE certificate, meets the supervised teaching requirement for the CA State CD teaching permit, and provides student teaching experience in qualified settings that serve children from infancy through middle childhood.

ECE. 665 Selected Topics in Early Childhood Education (0.5- 2 units)

This course is designed to develop specific skills that are utilized in Early Childhood Education environments. The course will focus on one specific topic; for example, multicultural curriculum, techniques to foster sense of community, selecting a preschool, handling behavior problems, working with parents, etc.

ECE. 670 Vocational Cooperative Education in Early Childhood Education (1- 4 units)

Students may receive credit for work experience related to their major field or to their established career goal. Seminars and individual conferences are scheduled at convenient times during the semester for the instructor and the student to establish learning objectives related to the student's employment. Students are given appropriate assignments related to the stated objectives and graded in accordance with the college's established grading system. As an alternative, related instruction classes meeting one hour per week, usually in the evening, are available for those students who prefer or need a more structured learning process. One unit of credit for each 75 hours worked per semester, with a maximum of four units per semester, may be earned by students with jobs related to their academic or occupational majors or goals. May be repeated for credit up to 16 units. This limitation applies to Occupational Cooperative Education work experience courses offered within the SMCCCD.

ECE. 695 Independent Study in Early Childhood Education (0.5- 3 units)

Designed for students who are interested in furthering their knowledge via self-paced, individualized instruction provided in selected areas or directed study to be arranged with instructor and approved by the division dean using the Independent Study Form. Varying modes of instruction can be used -- laboratory, research, skill development, etc. For each unit earned, students are required to devote three hours per week throughout the semester. Students may take only one Independent Study course within a given discipline.

The Early Childhood Apprenticeship Program (ECAP) Learning Community is a tuition-free, accelerated three-year academic and registered apprenticeship program designed to engage and support your career in Education.

The ECAP provides you with:

  • an Associate Degree for Transfer in Early Childhood Education,
  • paid on-the-job training, and
  • eligibility for Child Development Permits.

Upon completion of the program students will be able to:

  • Analyze major developmental milestones and various theoretical frameworks that relate to early care and education to demonstrate an understanding of the importance of the early years as well as the many influences on development
  • Identify best teaching and care practices and the components of early childhood settings, curriculum, and teaching strategies to increase child growth and competence.
  • Assess the interrelationship of child, family, and community and how educational, political, socioeconomic factors directly impact the lives of children and families.
Office Information

Location: Building 8-8317B
Email: amaralm@smccd.edu
Phone: (650) 738-4304

Summer 2022 Courses  |  Fall 2022 Courses

Type Status Title Days Time Instructor
Online Class IN
PROGRESS
ECE. 201 - 54672 - Child Development
ECE. 201 CHILD DEVELOPMENT (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
Examination of the major physical, psychosocial and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. Emphasis on interactions between maturational processes and environmental factors, While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Also listed as PSYC 201. Transfer credit: UC; CSU (D3, E1).

TBA Adams, J
Online Class IN
PROGRESS
ECE. 201 - 54672 - Child Development
ECE. 201 CHILD DEVELOPMENT (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
Examination of the major physical, psychosocial and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. Emphasis on interactions between maturational processes and environmental factors, While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Also listed as PSYC 201. Transfer credit: UC; CSU (D3, E1).

TBA Adams, J
Online Class IN
PROGRESS
ECE. 201 - 55650 - Child Development
ECE. 201 CHILD DEVELOPMENT (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
Examination of the major physical, psychosocial and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. Emphasis on interactions between maturational processes and environmental factors, While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Also listed as PSYC 201. Transfer credit: UC; CSU (D3, E1).

TBA McClain, K
Online Class IN
PROGRESS
ECE. 201 - 55650 - Child Development
ECE. 201 CHILD DEVELOPMENT (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
Examination of the major physical, psychosocial and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. Emphasis on interactions between maturational processes and environmental factors, While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Also listed as PSYC 201. Transfer credit: UC; CSU (D3, E1).

TBA McClain, K
Online Class IN
PROGRESS
ECE. 210 - 52085 - Early Child Ed Principles
ECE. 210 EARLY CHILDHOOD EDUCATION PRINCIPLES (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
Overview of the history, nature, and goals of Early Childhood Education. Exploration of various program models in ECE, current issues, and long-range trends. Qualifications and training required for teachers of young children. Transfer credit: CSU.

TBA Brower, K
Online Class IN
PROGRESS
ECE. 210 - 52085 - Early Child Ed Principles
ECE. 210 EARLY CHILDHOOD EDUCATION PRINCIPLES (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
Overview of the history, nature, and goals of Early Childhood Education. Exploration of various program models in ECE, current issues, and long-range trends. Qualifications and training required for teachers of young children. Transfer credit: CSU.

TBA Brower, K
Online Class IN
PROGRESS
ECE. 211 - 55886 - Early Child Ed Curriculum
ECE. 211 EARLY CHILDHOOD EDUCATION CURRICULUM (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
An overview of knowledge and skills related to providing appropriate curriculum and environments for young children from birth to age 8. Students will examine a teacher's role in supporting development and fostering the joy of learning for all young children using observation and assessment strategies emphasizing the essential role of play. An overview of content areas will include, but not be limited to, language and literacy, social and emotional learning, sensory learning, art and creativity, and math and science. Transfer credit: CSU.

TBA Krishna, S
Online Class IN
PROGRESS
ECE. 211 - 55886 - Early Child Ed Curriculum
ECE. 211 EARLY CHILDHOOD EDUCATION CURRICULUM (3)
(Pass/No Pass or letter grade.)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
An overview of knowledge and skills related to providing appropriate curriculum and environments for young children from birth to age 8. Students will examine a teacher's role in supporting development and fostering the joy of learning for all young children using observation and assessment strategies emphasizing the essential role of play. An overview of content areas will include, but not be limited to, language and literacy, social and emotional learning, sensory learning, art and creativity, and math and science. Transfer credit: CSU.

TBA Krishna, S
Online Class IN
PROGRESS
ECE. 212 - 51842 - Child, Family & Community
ECE. 212 CHILD, FAMILY, AND COMMUNITY (3)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
An overview of contemporary family and community issues influencing childhood. Interactions among the child, family, school, peers, media, and the community are explored. The course focuses on the socialization process, including cultural and ethnic diversity, parenting styles, gender roles, and the role of the community. Community resources available to children and families are also covered. Transfer credit: UC; CSU (D3).

TBA Venkataraman, S
Online Class IN
PROGRESS
ECE. 212 - 51842 - Child, Family & Community
ECE. 212 CHILD, FAMILY, AND COMMUNITY (3)
Hours/semester: 48-54 lecture. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent.
An overview of contemporary family and community issues influencing childhood. Interactions among the child, family, school, peers, media, and the community are explored. The course focuses on the socialization process, including cultural and ethnic diversity, parenting styles, gender roles, and the role of the community. Community resources available to children and families are also covered. Transfer credit: UC; CSU (D3).

TBA Venkataraman, S
Online Class IN
PROGRESS
ECE. 242 - 56146 - Adult Supervision in ECE/CD
ECE. 242 ADULT SUPERVISION AND MENTORING (2)
(Pass/No Pass or letter grade.)

Hours/semester: 32-36 lecture. Prerequisite: ECE. 201, ECE. 210, and ECE. 212, or equivalent. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent, plus the 12 ECE core units.
Study of the methods and principles of supervising student teachers, assistant teachers, parents, and volunteers in ECE education settings. Emphasis is on the role of classroom teachers who function as mentors to new teachers, while simultaneously addressing the needs of children, parents, and other staff. Although this course is open to all students, it is specifically designed for those needing to meet state licensing requirements for ECE Masters Teachers, Site Directors, and Program Directors. Transfer credit: CSU.
TBA Watts, J
Online Class IN
PROGRESS
ECE. 242 - 56146 - Adult Supervision in ECE/CD
ECE. 242 ADULT SUPERVISION AND MENTORING (2)
(Pass/No Pass or letter grade.)

Hours/semester: 32-36 lecture. Prerequisite: ECE. 201, ECE. 210, and ECE. 212, or equivalent. Recommended: Eligibility for ENGL 846 or ESOL 400, or equivalent, plus the 12 ECE core units.
Study of the methods and principles of supervising student teachers, assistant teachers, parents, and volunteers in ECE education settings. Emphasis is on the role of classroom teachers who function as mentors to new teachers, while simultaneously addressing the needs of children, parents, and other staff. Although this course is open to all students, it is specifically designed for those needing to meet state licensing requirements for ECE Masters Teachers, Site Directors, and Program Directors. Transfer credit: CSU.
TBA Watts, J

The Early Childhood Apprenticeship Program (ECAP) Learning Community is a tuition-free, accelerated three-year academic and registered apprenticeship program designed to engage and support your career in Education.

The ECAP provides you with:

  • an Associate Degree for Transfer in Early Childhood Education,
  • paid on-the-job training, and
  • eligibility for Child Development Permits.

Through a designated course sequence, you are supported by a dedicated team of faculty, staff, and integrated college and community resources through the Education and Child Development Department (EDU-CD). We are here to help you succeed! With an emphasis on current research and the changing landscape and trends in education, you will participate in supportive group-based learning, and academic and career success strategies, including contextualized mathematics for teachers. We ask that you can enroll in 6-12 units per semester depending on your unique education and employment needs through the completion of the ECAP.

young teacher sits on the floor and plays blocks with young children

While taking classes, you are mentored in your job placement with increased wages as you achieve entry-level to advanced teacher competencies, with guaranteed employment upon your completion of the apprenticeship. We ask that you can work at least 20 hours per week or more in an early learning setting to meet the registered apprentice requirement of on-the-job training. 

As you progress through your courses and on-the-job training, you become eligible for Child Development Permits from the Associate Teacher to the Master Teacher level. Master Teacher Permit specializations include Infant-Toddler and Special Needs Certificates. We have staff available to assist you in applying for your permits.

In addition to being a tuition-free degree and apprenticeship program, we have both college and community scholarships, grants, and stipends that you may be eligible to receive to support starting or advancing your career in education.

young teacher sits on the floor and plays blocks with young children

Still have questions about ECAP?
Contact Michelle Amaral, EDU-CD Program Services Coordinator, at amaralm@smccd.edu

Apply to ECAP

Primary Contacts

Kathryn Browne
Kathryn Browne (Professor)
Business, Education and Professional Programs-ECE
brownek@smccd.edu More details »
Tina (Jacinda) Watts
Tina (Jacinda) Watts (Child Development Services Coordinator)
Business, Education and Professional Programs-Child Development Center
wattst@smccd.edu
BLDG 14
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Michelle Amaral
Michelle Amaral (Program Services Coordinator)
Business, Education and Professional Programs-ECE
amaralm@smccd.edu More details »
Nataliya Gamburg
Nataliya Gamburg (Child Dev Ctr Aide III (Master))
Business, Education and Professional Programs-ECE
gamburg@smccd.edu
BLDG 14
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More Contacts

Nicole Porter
Nicole Porter (Acting Dean of Social Sciences/Creative Arts)
Social Science|Creative Arts-Division Office
portern@smccd.edu More details »
James Adams
James Adams (Adjunct Faculty)
Business, Education and Professional Programs-ECE
adamsjames@smccd.edu More details »
Teresa Campbell
Teresa Campbell (Adjunct Faculty)
Business, Education and Professional Programs-ECE
campbellt@smccd.edu
BLDG 8307
More details »
Kristina Brower
Kristina Brower (Program Services Coordinator)
Business, Education and Professional Programs-ECE
brower@smccd.edu More details »
Elaine Francisco
Elaine Francisco (Adjunct Faculty)
Business, Education and Professional Programs-ECE
franciscoe@smccd.edu
BLDG 14
More details »
Lisa Kiesselbach
Lisa Kiesselbach (Assistant Professor)
Business, Design and Workforce-Education and Human Development
kiesselbachl@smccd.edu More details »
Daina Lujan
Daina Lujan (Adjunct Faculty)
Business, Education and Professional Programs-ECE
lujand@smccd.edu More details »
Thomas Rodriguez
Thomas Rodriguez (Adjunct Faculty)
Business, Education and Professional Programs-ECE
rodriguezt@smccd.edu More details »
Sujatha Venkataraman
Sujatha Venkataraman (Adjunct Faculty)
Business, Education and Professional Programs-ECE
venkataramans@smccd.edu
BLDG 08-8307
More details »
Sue Krishna
Sue Krishna (Adjunct Faculty)
Business, Education and Professional Programs-ECE
krishnas@smccd.edu
More details »