Course Measurable Objectives:

1. Identify and analyze family systems, beliefs and dynamics that promote healthy esteem and successful relationships.
2. Identify characteristics of successful families.
3. Recognize basic parenting styles and their impact on teaching styles.
4. Knowledge of changing and varied family configurations and family systems.
5. Develop awareness of community support services and agencies that are available to children and families that allow referrals and access to those services.
6. Identify community agencies providing support services.
7. Demonstrate ability to locate support services.
8. Explore process of referrals.
9. Examine and describe agents of socialization that influence the developing child.
10. Analysis of school, family, media, community, and peers. Recognize importance of family role as primary caregivers.
11. Examine and describe the impact of social and environmental issues of diverse groups that influence the developing child.
12. Analyze social variables that influence the child and the family.
13. Recognize difference in the impact based on characteristics and stages of the child's development.
14. Examine social, economic, cultural and political issues of diverse groups including those families dealing with disabilities.
15. Recognize the significance of the role of early childhood professionals and their impact on children and families.
16. Explore strategies for acknowledging and supporting positive parenting strategies.
17. Awareness of the role of the teacher in establishing positive relationships with families.
18. Recognize importance of supporting and collaborating with families to support each child's development.

Course Level Student Learning Outcomes:

1. identify and analyze theories of socialization that address the interrelationship of child, family, and community as well as family systems, beliefs and dynamics that promote healthy family relationships.
2. examine and describe the agents of socialization (family, peers, school, media and community) and social issues that influence the developing child.
3. critically assess how changing educational, political, social, economic and cultural factors directly impact the lives of children and families.
4. explore and evaluate community support services and agencies that are available to families, develop referral skills that help children and families access empowering community resources and analyze effective advocacy skills that establish effectual public policies pertaining to children and families
5. explore and evaluate community support services and agencies that are available to families, develop referral skills that help children and families access empowering community resources and analyze effective advocacy skills that establish effectual public policies pertaining to children and families

Course Measurable Objectives:

1. Describe the history and philosophy of child development programs, demonstrating an awareness of a variety of models for early child education, including non-European models.
2. Identify developmentally appropriate teaching and assessment methods for diverse populations of children, including children from diverse cultures, race, linguistic backgrounds, gender and ability levels.
3. Explain child development as a profession, including an examination of professional ethics, organizations and publications.
4. Explain how the environment affects the teaching-learning process and understanding how theoretical discussions can be practically applied in the child development environment.
5. Identify and utilize anecdotal records for assessing children's needs through observing, recording and reflecting the practical experience in the child development education learning environment.
6. Describe the process of second language acquisition and analyze the significance of the primary language.
7. Define curriculum areas.
8. Know the current licensing and state regulations governing quality care programs.

Course Level Student Learning Outcomes:

1. evaluate Early care and Education Program regulations, standards, policies according to Title 22 California.
2. interpret best and promising teaching and care practices as defined within the field of early care and education's history, range of delevery systems, program types and philosphies and ethical standards.
3. assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practice that support all children including those with diverse characteristics.
4. examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children.
5. analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development.
6. examine a variety of guidance and interaction strategies to increase children's social development as it relates to their competence in building relationships within a classroom setting:
   • promote respectful adult-to-child interactions and relationships
   • promote sincere teacher-to-child communiques
   • promote best practices in peer-to-peer relationships

Course Measurable Objectives:

1. Analyze the components of indoor and outdoor learning environments as they relate to the diverse backgrounds, needs and experiences of children and their families.
2. Apply principles of child development theories and current curriculum models in program planning, recognizing the importance of play and active learning.
3. Analyze observations to assess and plan activities to meet the diverse needs of children.
4. Plan and develop developmentally appropriate curriculum infusing early literacy and language skills in all aspects of the learning environment.
5. Define and demonstrate the role of the teacher as a facilitator of children's active learning.
6. Evaluate appropriate classroom management techniques when meeting the needs of young children individually and in groups.
7. Analyze personal and professional growth activities that follow the NAEYC Code of Ethics as it relates to developmentally appropriate curriculum.
8. Evaluate and document the student professional portfolio.

Course Level Student Learning Outcomes:

1. analyze observations to assess and plan activities to meet the diverse needs of children in a safe, healthy and respectful learning environment.
2. apply principles of child development theories and current curriculum models in program planning.
3. plan and develop appropriate foundational curriculum infusing early language and literacy; physical/motor mastery; creativity/arts, math, science and technology as curriculum areas.
4. analyze environmental conditions and evaluate the role of curriculum in supporting healthy growth and development, socialization, self regulation, and self help skills for children
5. plan and develop appropriate foundational curriculum infusing early language and literacy; physical/motor mastery; creativity/arts, math, science and technology as curriculum areas.

Course Measurable Objectives:

1. Identify developmental principles which explain growth patterns and stages of development from conception through adulthood.
2. Examine factors which influence desirable conditions for development.
3. Summarize and compare theories of physical, cognitive and psychosocial development.
4. Collect and examine information about interrelationships, skills and competencies.
5. Formulate generalizations about the development of individual children.
6. Synthesize development of a child observed in a preschool environment.
7. Describe the chronological development in three areas: physical, cognitive, and psychosocial.
8. Identify measures to promote development of young children.

Course Level Student Learning Outcomes:

1. demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
2. compare and contrast various theoretical frameworks that relate to the study of human development.
3. analyze major developmental milestones in the areas of physical, psychosocial, cognitive, and language development using standard research methodologies from conception through adulthood.
4. analyze how cultural, economic, political, historical contexts affect children's development.
5. apply developmental theory to the analysis of child observations, surveys, and/or interviews using investigative research methodologies.
6. differentiate characteristics of typical and atypical development at various stages of development.
7. analyze the importance of the early years and the interaction between maturational processes and social/environmental factors and their effect on various stages of development.

Course Measurable Objectives:

1. Identify developmental principles which explain growth patterns and stages of development from conception through adulthood.
2. Examine factors which influence desirable conditions for development.
3. Summarize and compare theories of physical, cognitive and psychosocial development.
4. Collect and examine information about interrelationships, skills and competencies.
5. Formulate generalizations about the development of individual children.
6. Synthesize development of a child observed in a preschool environment.
7. Describe the chronological development in three areas: physical, cognitive, and psychosocial.
8. Identify measures to promote development of young children.

Course Level Student Learning Outcomes:

1. demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
2. compare and contrast various theoretical frameworks that relate to the study of human development.
3. analyze major developmental milestones in the areas of physical, psychosocial, cognitive, and language development using standard research methodologies from conception through adulthood.
4. analyze how cultural, economic, political, historical contexts affect children's development.
5. apply developmental theory to the analysis of child observations, surveys, and/or interviews using investigative research methodologies.
6. differentiate characteristics of typical and atypical development at various stages of development.
7. analyze the importance of the early years and the interaction between maturational processes and social/environmental factors and their effect on various stages of development.

Course Measurable Objectives:

1. Analyze major developmental milestones for children prenatal through adolescence in the areas of physical, psychosocial, cognitive, language and brain development using standard research methodologies.
2. Compare and contrast diverse theoretical, cultural and historical perspectives that relate to the study of child development.
3. Apply developmental theory to the analysis of child observations and interviews using investigative research techniques.
4. Differentiate characteristics of typical and atypical development at various stages of development.
5. Analyze the importance of development in the early years and the interaction between maturational processes and social and environmental factors.

Course Level Student Learning Outcomes:

Course Measurable Objectives:

1. Examine personal awareness of social and political issues (isms) affecting the socialization of children.
2. Develop problem-solving skills to respond to bias situations.
3. Identify the curriculum goals of the anti-bias perspective.
4. Demonstrate skills to be able to work with children in a culturally positive way applying the goals of the anti-bias perspective.
5. Assess needs and construct a learning environment for children that is inclusive of the diversity represented in the classroom setting.

Course Level Student Learning Outcomes:

1. identify and develop strategies to respond to bias.
2. recognize various theories that support the effects of children's identity in a diverse society.
3. evaluate professional and social experiences as they relate to teaching children and working with families from diverse backgrounds.

Course Measurable Objectives:

1. Define early literacy.
2. Describe how experiences during the early years lay the foundation needed for later success in conventonal reading and writing.
3. Describe the developmental progression language acquisition and literacy.
4. Create environments that promote literacy for children.
5. Design curriculum appropriate for young children that promotes language learning.
6. Assess the literacy level of young children.
7. Explain cultural and linguistic diversity in the acquisition of literacy.
8. Synthesize home and school language experiences into a cohesive program of literacy development.
9. Compare past and current policies on early literacy.
10. Determine one's own literacy and implement ways of enriching it.

Course Level Student Learning Outcomes:

1. be able to identify the various mechanisms of dual language learning as they apply in and out of the school setting
2. know the various mechanisms involved in acquiring language, including pertinent theories of same
3. know the principles and theories related to learning to read
4. know the regions of the brain related to language use, their typical development and ways to promote it
5. know the place of literacy in our society, primarily as a reult of its pivotal role in traversing the education system with its related rewards

Course Measurable Objectives:

1. Evaluate materials and processes which are developmentally appropriate for the young child and describe a proper and safe environment for creative activities.
2. Explain the teacher's role as facilitator in children's creative language and art activity.
3. Develop an inclusive culturally and linguistically appropriate learning environment based on observation of the child and parent information.
4. Explain the importance of art and language in the total early childhood program and identify goals for art and language art programs.
5. Explain how art aids a child's development.
6. Evaluate the importance of process in each art activity.
7. Demonstrate methods to promote development through art activities.
8. Explain how language activities lead to the child's literacy development.
9. Explain language development including second language acquisition.
10. Demonstrate understanding of the receptive and expressive communication, speech and language development in the young child with respect and support of the child's home language./LI>
11. Demonstrate methods to promote development through language art activities.

Course Level Student Learning Outcomes:

1. demonstrate the ability to evaluate the developmental appropriateness of creative art materials and activities for young children.
2. identify and develop curriculum activities and materials that demonstrate the relationship between creative experience and early literacy skills.
3. recognize the importance of the teacher's role as facilitator and demonstrate methods to promote development through creative art and early literacy activities.

Course Measurable Objectives:

1. Develop assessment methods of young children in music and motor development.
2. Design music and motor curriclum to meet assessed needs.
3. Demonstrate the ability to implement developmentally appropriate music and motor curriculum.
4. Demonstrate the ability to create music using instruments such as autoharp, rhythm and other instruments.
5. Evaluate recordings for young children for use in music and movement activities.
6. Develop a repertoire of music and motor activities for the young child.
7. Examine current research on the role of music and movement in children's development.

Course Level Student Learning Outcomes:

1. demonstrate the relationship between music and movement.
2. demonstate the ability to create music using the autoharp, rhythm and other instruments.
3. design music and motor curriculum to meet the assessed needs of young children.
4. listen to music and evaluate appropriate music for young children.

Course Measurable Objectives:

1. Examine personal awareness of math or science phobia and its effect when working with children.
2. Identify basic math processes for development of appropriate currculum for young children.
3. Identify component of science curriculum for developing appropriate curriculum for young children.
4. Apply knowledge of appropriate science and math activities in developing materials for young children.
5. Demonstrate ability to develop science and math activities and materials and evaluate their appropriateness for children.

Course Level Student Learning Outcomes:

1. evaluate and apply current developmental learning theory.
2. examine personal awareness of math or science phobia and analyze its effect when working with children.
3. analyze and apply current basic math and science principles for developmentally appropriate curriculum.
4. design and demonstrate appropriate math and science activities/curriculum planning.
5. justify activities which develop national/state standards/foundations

• preventative health care
• legal and ethical reporting of abuse
• assisting families to assess community services while supporting family practices
          from diverse populations.
• universal health precautions
• evaluates center/agency policies ith licensing requirements
• food program service with guidelines for food handling

Course Measurable Objectives:

1. Determine the interrelationship of health, safety and nutrition in young children's development.
2. Identify the components of safe, healthy and challenging indoor and outdoor learning environments.
3. Demonstrate and examine child abuse reporting and the legal and ethical requirements for these procedures.
4. Identify the availability of and access to community services relating to health, safety, nutrition and transportation policies.
5. Identify universal health precautions and and practices in various communities and cultures.
6. Evaluate appropriate methods for assessing health support services for families from diverse populations.
7. Demonstrate practical experience in the use of educational materials and methods for teaching health, safety and nutrition concepts.
8. Identify center/agency licensing policies, requirements and regulations relating to the health, safety and nutrition of young children.
9. Demonstrate and establish nutritional and food handling guidelines in relationship to the early childhood development food service program.
10. Develop and implement emergency procedures including CPR and/or first aid training.

Course Level Student Learning Outcomes:

1. assess strategies to maximize the mental and physical health of children and adults in programs for all young children in accordance with culturally, linguistic and developmentally sound practice.
2. evaluate regulations, standards, policies according to Title 22 California Health & Safety Codes.
3. identify health, safety, and environmental risks in children's programs in the indoor and outdoor environments.
4. analyze the nutritional needs of children at various ages and evaluate the relationship between healthy development and nutrition.
5. evaluate regulations, standards, policies and procedures related to health, safety, and nutrition in support of young children, teachers and families

Course Measurable Objectives:

1. Know and recognize NAEYC Core Values, State Department of Education Matrix, California Pre-Kindergarten Guidelines, and Desired Results Curriculum Guidelines.
2. Recognize significant behavior in young children and record data objectively to professionally interpret and make inference from the behavior.
3. Identify developmental needs of the young child and recommend appropriate actions.
4. Demonstrate college level writing skills in planning for children's needs while integrating theory with appropriate practices.
5. Demonstrate knowledge and the ability to utilize various observational techniques to assess specific needs of children.

Course Level Student Learning Outcomes:

1. assess the value of partnership with families and other professionals in utilizing interpretations of observational data to inform teaching responses and strategies.
2. demonstrate knowledge and application of the Desired Results Developmental Profile, California Child Development Permit Matrix, and California Preschool Learning Foundations.
3. critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings.
4. demonstrate systematic observation methods to provide data to assess the impact of environment, interactions and curriculum on all domains of children's learning and development.
5. embed activities related to assessment within play-based environments, developmentally appropriate curriculum and care routines for typical and atypically developing children.

Course Measurable Objectives:

1. Recognize, through observations of young children, behavior showing relationships with the environment and write objective records to be used in understanding child development and behavior.
2. Assess child's behavior using observations and synthesize into a child study report.
3. Synthesize and produce a summary of child's behavior and growth trends by analyzing specific records of observations.
4. Determine at least three needs of the individual child by analyzing specific records of observations and design a means of changing behavior.
5. Demonstrate skills in writing appropriate plans for small group of children utilizing information assessed through observations.

Course Level Student Learning Outcomes:

1. determine at least three developmental needs of a child by analyzing specific records of observations and assessment tools to design a means of promoting the child's growth and development while demonstrating social and cultural sensitivity.
2. demonstrate developmentally appropriate curriculum plans for small groups of children utilizing information assessed through observations.
3. identify, through observations of young children, behavior showing relationships with the social environment and write objective records to assess developmental domains.
4. assess a child's development using detailed observations and synthesize a comprehensive child study report.
5. synthesize and produce a summary of child's behavior and growth trends by analyzing specific records of observations and assessment tools.

Course Measurable Objectives:

1. Identify and evaluate appropriate teacher-child, child-child and child-object interactions within the children's program.
2. Demonstrate ability to write appropriate objectives and activity plans using assessment and anecdotal observation techniques in a variety of curriculum areas to meet the needs of children.
3. Review each curriculum area content and create teaching aides to enhance and support participation activities.
4. Use of self-evaluation and self-reflection techniques to improve classroom practices with children.
5. Develop strategies that support diversity of family circumstances, culture, language and abilities.
6. Record, compile and analyze assessment of preschool children and demonstrate dissemination of information, i.e., use of a parent conference.
7. Discuss and analyze effective classroom management techniques for large and small groups and individual children.
8. Identify quality practices in children's programs.
9. Demonstrate ability to effectively utilize problem solving skills.

Course Level Student Learning Outcomes:

1. integrate understandings of children's development and needs to develop and maintain healthy, safe, respectful, supportive and challenging learning environments for all children.
2. evaluate the effectiveness of an early childhood curriculum, classroom, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children.

Course Measurable Objectives:

1. Demonstrate appropriate teacher-child, and support child-child and child-object interactions within the children's program.
2. Demonstrate ability to write appropriate objectives and activity plans, using assessment and anecdotal observation techniques in a variety of curriculum areas.
3. Demonstrate ability to implement developed plans.
4. Apply self-evaluation and self-reflection techniques to improve classroom practices with children.
5. Apply strategies that support diversity of family circumstances, culture, language and abilities.
6. Maintain appropriate observation, anecdotal assessments and children's records.
7. Demonstrate effective classroom management techniques for large and small groups and individual children.
8. Demonstrate appropriate guidance and discipline methods with children.
9. Model quality practices in children's programs.

Course Level Student Learning Outcomes:

1. integrate understandings of children's development and needs to develop and maintain healthy, safe, respectful, supportive and challenging learning environments for all children.
2. evaluate the effectiveness of the curriculum, classroom set up, teaching practices, an how teachers involve families in their childrens development and learning in order to improve practicum students teaching practices.
3. design, implement and evaluate curriculum activities that are based on observation and assessment of young children.
4. critically assess one's own teaching experiences to guide and inform practice.

Course Measurable Objectives:

1. Identify developmental principles characteristic of typically and atypically developing children.
2. Examine issues of accommodations and modifications in the inclusive classroom environment.
3. Identify teaching techniques that assist the child in meeting the needs identified in IEP/IFSP process.
4. Evaluate inclusion programs through site visit and observations.
5. Evaluate current and historical legislation relevant to children with disabilities.

Course Level Student Learning Outcomes:

1. identify and describe the categories of disability recognized by the California Department of Education and their associated definitions and characteristics.
2. analyze and evaluate the history of legislation pertaining to the education of children with disabilites from 1975 to the present.
3. identify key elements of development from birth through 8 years, and assess genetic and environmental risk factors to this development.

Course Measurable Objectives:

1. Write objectives for developmentally appropriate curriculum.
2. Utilize performance evaluations to increase their expertise as an early childhood educator.
3. Assess quality indicators in early childhood development programs utilizing appropriate tools.
4. Identify roles in team teaching.
5. Describe conflict and stress management techniques for self and staff.
6. Identify needs of children and families in the community served by the children's program.
7. Identify the components of an effective parent conference/parent meeting.
8. Describe the characteristics of a competent early childhood educator and a professional growth sequence.
9. Utilize developmentally appropriate curriculum and guidance practices.
10. Explain the process of advocacy for children and families.
11. Develop a professional portfolio and outline strategies for finding and keeping a job.

Course Level Student Learning Outcomes:

1. assess quality indicators in early childhood development programs utilizing appropriate tools.
2. outline strategies for personal marketability and continuing professional development.
3. develop strategies to inform and involve families in their children's learning and development.
4. apply a variety of effective approaches, strategies and techniques supporting positive relationships with children and adults.
5. critically assess one's own teaching experiences to guide and inform practice.

Course Measurable Objectives:

1. Evaluate a school or center according to current laws and regulations governing public and private preschools.
2. Apply principles and purposes into functions and programs in preschools and centers for young children.
3. Demonstrate comprehension of the organization of the physical plant, equipment and food services to promote the physical health and safety of the young child.
4. Identify appropriate personnel standards and policies.
5. Analyze, evaluate and forecast budget projections.
6. Identify the components of the political process as it applies to advocacy and utilize that knowledge to develop strategies for children's issues.

Course Level Student Learning Outcomes:

1. design and evaluate a children's program according to current laws and regulations governing private and public early childhood programs.
2. analyze and apply appropriate financial and record keeping practices.
3. evaluate children's program practices as measured by State licensing regulations and standardized evaluation tools.
4. identify and analyze professional roles and ethical conduct related to current child care and education issues and legislation.

Course Measurable Objectives:

1. Identify staffing issues.
2. Design personnel policies.
3. Examine appropriate grouping and enrollment of children.
4. Collect and analyze data on a variety of curriculum designs.
5. Develop a one-year marketing plan for a center.
6. Identify appropriate policies and procedures to establish quality mealtimes.
7. Formulate a staff development and training program.

Course Level Student Learning Outcomes:

1. Students completing CHLD 71B - Management/Marketing/Personnel for ECD Programs will be able to define and interpret legislative mandates, educational trends and fiscal management in private and state funded children's programs.
2. Students completing CHLD 71B - Management/Marketing/Personnel for ECD Programs will be able to plan for widely accepted procedures involved in the development of personnel policies and staff recruitment, evaluation and termination.
3. Students completing CHLD 71B - Management/Marketing/Personnel for ECD Programs will be able to identify and apply appropriate business practices, marketing strategies, and computational and record keeping procedures.
4. Students completing CHLD 71B - Management/Marketing/Personnel for ECD Programs will be able to analyze professional roles and responsibilities including ethical conduct.
5. Students completing CHLD 71B - Management/Marketing/Personnel for ECD Programs will be able to evaluate the principles for environmental design, materials, equipment and curriculum including the staffing ratios and scheduling to support a program's educational philosophy.
6. Students completing CHLD 71B - Management/Marketing/Personnel for ECD Programs will be able to identify and analyze family structure, cultural values and the environmental circumstances which impact child education and care.

Course Measurable Objectives:

1. Identify characteristics of the family to create an effective intervention plan for the family.
2. Develop effective problem-solving skills and alternatives for parent/teacher/child relations.
3. Identify components for a safe and effective environment for children and families.
4. Demonstrate effective verbal and written communication skills with families.
5. Demonstrate collaborative strategies working with families to support each child's development.
6. Describe how individual needs, abilities, and incidents impact the family structure.

Course Level Student Learning Outcomes:

1. compare and contrast various frameworks to develop effective strategies dealing with concerns that emerge when working with children and families in the school setting.
2. critically analyze theory, research and beliefs that affect family dynamics and the sequencial changes in parent/child/school relationships.
3. demonstrate the ability to effectively communicate and utilize problem-solving skills when address parenting approaches.

Course Measurable Objectives:

1. Demonstrate a comprehensive understanding of infant/toddler development through incorporating developmentally appropriate curriculum.
2. Define developmental principles in plannning and setting-up a high quality (indoor-outdoor) environment for infants and toddlers.
3. Recognize the necessity of responsive caregiving and demonstrate such care in practice.
4. Recognize the unique needs of each family and respond appropriately by demon- strating listening and communication strategies with parents.
5. Demonstrate staff organization and effective communication skills necessary for optimum staff relations.

Course Level Student Learning Outcomes:

1. observe, assess, document and dialogue with parents and colleagues the developmental charateristics of typical and atypical infants and toddlers emphasising the implications of the child's or family's culture as it relates to learning and development
2. identify components of a developmentally appropriate infant and toddler care environment and compare and contrast those qualities with Title 22 Regulations
3. identify a conceptual understanding of cognitive and brain development in young children (birth - 3) that support growth and development in a creative environment
4. analyze principles of health and safety in caring for infants and toddlers in all settings

Course Measurable Objectives:

1. Describe developmental principles characteristic of middle childhood.
2. Discuss issues of guidance and discipline appropriate to school-age enrichment programs.
3. Develop enrichment activities that support academic content standards and quality indicators.
4. Define ecological systems theory as it relates to school-age enrichment programs.
5. Apply legal and policy requirements of California's Title 22 and Title 5 as they pertain to school-age programs.
6. Evaluate school-age enrichment programs.

Course Level Student Learning Outcomes:

1. assess, implement and evaluate a variety of activites (curriculum) for school-age children in a group setting.
2. analyze principles of human development theories as they relate to the school-age child's growth and development.
3. identify and determine major components within the school-age care setting and how they affect their social, emotional, physical , cognitive and cultural development.

Course Measurable Objectives:

1. Apply appropriate models, guidance and evaluation of adults in the ECE setting.
2. Recognize and support developmental stages of adults.
3. Employ positive interactions between adults involved in the ECE setting.
4. Operate a safe and developmentally appropriate environment for young children while fostering adult growth.
5. Demonstrate the role of a mentor in leadership and advocacy in the field of early childhood education.

Course Level Student Learning Outcomes:

1. have attained competency in supervision and guidance strategies for adutls in supervisory capacities in early childhood environment, classrooms or programs.
2. be able to examine and recognize the developmental learning stages of individuals to develop short and long term leadership and professional development goals.
3. be able to identify styles of management and apply effective conflict mangement skills when working with Early educators in various roles.

Course Measurable Objectives:

1. Recognize principles of curriculum models.
2. Analyze components of curriculum models.
3. Develop curriculum plan utilizing identified curriculum components.
4. Utilize identified criteria to evaluate community child development programs.
5. Identify needs of a child and develop appropriate curriculum plan.

Course Level Student Learning Outcomes:

1. discuss the different curriculum models
2. analyze the different components of the curriculum model
3. Sdesign appropriate curriculum or materials for this model
4. evaluate community child development programs using the criteria of the curriculum method.

Course Measurable Objectives:

1. Identify issues affecting children.
2. Research current practices affecting children.
3. Identify methods of advocacy.
4. Develop strategies to communicate importance of issue to community.
5. Develop implementation plan to present strategies to target population.

Course Level Student Learning Outcomes:

1. identify current issues, conditions and concerns affecting children.
2. develop strategies to communicate the importance of issue to community.
3. develop an implementation plan to present strategies to target populations.

Course Measurable Objectives:

1. Analyze reports of current issues in child development.
2. Relate current issues in child development to research in the field.
3. Utilize criteria gained from above research analyze appropriate solutions to the issue in the classroom.
4. Demonstrate solutions to problems arising from the issue.
5. Research and contact a community agency or organization related to the identified issue and report to the class.

Course Level Student Learning Outcomes:

1. identify current issues within the field of Early Care and Education that either positively or negatively impact children and their families.
2. compare and contrast research and current practices in the field of Early Care and Education to analyze appropriate solutions to current issues within the field of Early Care and Education that either positively or negatively impact children and their families.
3. demonstrate the ability to research and contact a community agency or organization related to the identified issue and report to the class.

Course Measurable Objectives:

1. Examine and evaluate literature on various attitudes and cultural differences of child rearing, discipline theory and approaches.
2. Examine personal attitudes and evaluate personal classroom guidance and discipline practices.
3. Identify guidance and discipline approaches appropriate to specific situations.
4. Analyze and apply guidance and discipline approaches appropriate to specific situations.
5. Produce environmental plans to promote positive guidance and discipline strategies for the children's group.

Course Level Student Learning Outcomes:

1. be able to examine and evaluate literature on various attitudes and cultural differences of child rearing, child guidance, discipline theory and approaches.
2. be able to identify, apply and analyze guidance and discipline procedures appropriate to specific ages and situations.
3. be able to analyze classroom and playground environments that promote positive guidance and limit discipline requirements.
4. understand children's basic needs, age related characteristics, motivations, and fears which influence behavior using foundational theoretical knowledge.
5. be able to observe in a classroom setting and analyze the teacher's effectiveness in classroom management and discipline. Students will apply appropriate strategies.

Course Measurable Objectives:

1. Describe the language acquisition process.
2. Identify characteristics of language intervention resources.
3. Describe significance of language intervention resources.
4. Recognize characteristics of prenatal drug exposure; making appropriate intervention recommendations.
5. Develop family service plans incorporating community agencies, support services and other programs assisting children with special needs.
6. Demonstrate skills in planning transitional activities to meet needs of a child preparing to enter school.

Course Level Student Learning Outcomes:

1. appraise prenatal risk factors and recommend appropriate interventions.
2. list key features of legislation related to serving families with at-risk infants.
3. explain the in utero and neonatal problems associated with exposure to drugs and alcohol.

Course Measurable Objectives:

1. Integrate job-related skills as required at school site by teacher-supervisor-mentor.
2. Evaluate clients, philosophy and organization of school site and develop objectives.
3. Identify specific teaching problems at work site and apply problem-solving techniques.
4. Organize reports of progress in meeting objectives for children and in achieving teaching objectives.
5. Evaluate personal strengths and competencies with college instructor and teacher-supervisor.

Course Level Student Learning Outcomes:

1. be proficient in their practice in their field of study.
2. be able to integrate understandings of children's development and needs, to develop and maintain healthy and safe environments for all children in a community school site.
3. be able to integrate understandings of children's development and needs to develop challenging learning environments for all children in a community school site.
4. be able to design, implement, and execute curriculum activities that are based on observation and assessment

Course Measurable Objectives:

1. Identify Title 22 Regulations for family child care programs.
2. Identify appropriate environments for home-based early education programs.
3. Identify how to maintain quality relationships with children and families.
4. Identify appropriate developmental learning goals utilizing criteria and processes in systems such as Desired Results.
5. Demonstrate appropriate learning activities for children.
6. Examine health, safety and nutrition issues.
7. Evaluate family child care programs using tools such as FCERS and/or NAFCC accreditation standards.
8. Identify ethical and professional business practices.

Course Level Student Learning Outcomes:

1. categorize, compare, and differentiate licensing regulations and their impact on the operation of the family child care home.
2. analyze basic health and safety practices as part of the routine care of children.
3. examine principles of child development and apply to activity planning that meets the needs of a diverse group of children, including those with special needs.
4. describe effective guidance techniques, including communication skills, and apply to the family early care and education environment.
5. design and evaluate environments for mixed-age groups of children.
6. develop and evaluate contracts and policies that can be implemented in a family child care home program.
7. examine strategies for establishing collaborative relationships between family child care providers and community resources that support families and children.

Course Measurable Objectives:

Course Level Student Learning Outcomes: