Core Subject Areas

 Child Growth and Development:

 CHLDV 135
Early Childhood Through Adolescence - covers the nature of the growth and development of the child from conception through adolescence.  It is designed to demonstrate to the beginning student a framework for considering the developing child in relation to significant social environments of life.  Theories, research, and principles of human development are introduced.  The role and interrelationship of biology and the environment are studies. Students may observe infants, toddlers, preschool and school aged children in the Glendale College Laboratory school and/or community sites. 3 units.  Recommended Preparation:  Eligibility for English 120 or ESL 151. Transfer Credit: CSU, UC, USC  

 Programs and Curriculum:

 CHLDV 140
Principles and Practices in Preschool Education - is an introduction to teaching and the distincive features, curricula, and traditions of this field.  Attention is given to the value of emergent curriculum planning in all areas of the program.  Opportunities to observe preschool child behavior and the role of the preschool teacher in the laboratory school are provided. 4 units. Lecture 3 hours, Laboratory 4 hours. Prerequisite: Child Development 135 and verification of TB clearance. Recommended Preparation: English 120 or ESL 151.  Transfer Credit: CSU

 Child, Family, and Community:

 CHLDV 142

Home, School, and Community - explores the responsibilities of the home, the school, and the community to each other. The students develop a resource file which includes the locations and services of various community agencies - voluntary, private, and public. 3 units. Recommended Preparation: Eligibility for English 120 or ESL 151.  Transfer Credit: CSU

General Early Childhood Education /Child Development Course Work

 CHLDV 133
Introduction to Early Childhood Education - introduces the beginning student to Early Childhood Education, the discipline's history, theories, the career ladder within the profession, and educational preparation options.  An introductory experience in the campus laboratory school as a classroom aide provides initial exposure to observation, routines, and responsibilities in an early childhood classroom.  Particular emphasis is on observation in all contexts, recording tools and observation methods.  The course does not assume an in depth background in developmental theory.  3 units. Lecture 2 hours, Laboratory 3 hours. Prerequisite: Verification of TB clearance.  Transfer Credit: CSU

CHLDV 137 *
School Age Children in Child Care - examines needs and concerns relating to school-age child care. It provides background in the guidance of children ages 5-12, through knowledge of developmental ages and stages. Students discover the kind of group programs which exist in the community, and analyze the quality environments and activities which safeguard the growth of children. 3 units.  Transfer Credit: CSU.

CHLDV 138
Child Health - seeks to analyze the responsibilities of the home, the school, and the community for health protection. The characteristics of good health and the recognition of the symptoms of communicable diseases are examined. The habits and attitudes essential for physical and mental health of teachers, parents and children are studied. 3 units. Recommended Preparation: Eligibility for English 120 or ESL 151. Transfer Credit: CSU.

CHLDV 147

Working with Infants and Toddlers - is designed to provide specialization in the milestones of infant and toddler development, and the various programs currently available. Students consider principles of care-giving, and learn appropriate play activities and materials necessary to enhance early childhood education. 3 units. Prerequisite: Child Development 135. Transfer Credit: CSU.

CHLDV 151

Creative Activities for Preschool Children - provides teaching techniques and opportunities to personally experience creative activities geared to the young child. It focuses on integrating these activities into the curriculum and encouraging preschool children to explore and enjoy learning in their environment. Creative areas include: art, carpentry, blocks, dramatic play, science, and cooking. 3 units. Prerequisite: Child Development 140. (Child Development 140 may be taken concurrently.) Transfer Credit: CSU.

CHLDV 152 *
Music for Young Children - explores musical experience appropriate to the development of the infant, the preschool child , the elementary school child, and children with special needs. 3 units. Prerequisite: None.  Transfer Credit: CSU.

CHLDV 155
Children with Special Needs - provides skill in identifying normal and special development of children, and includes methods of management and teaching techniques which prove helpful in working with children with special needs. A humanistic view of the whole child and the valuing and supporting of his/her rights is emphasized. Parents of exceptional or special children are considered, along with educational services and community agencies. 3 units. Prerequisite: Child Development 135. (Child Development 135 may be taken concurrently). Transfer Credit: CSU.

CHLDV 156
Teaching Children of Various Cultures - is designed to increase teacher competence through examination of various cultures in the U.S. and diversity issues of race, gender, age, and ability, resulting in the potential for classroom enrichment and child ego development. 3 units. Prerequisite: Child Development 135. NOTE: This class meets the 3 unit Multicultural Awareness requirement for graduation with an Associate degree from Glendale Community College. Transfer Credit: CSU, UC

CHLDV 158 *
Movement Development: Birth through Twelve Years - provides an opportunity for the student interested in teaching the movement aspect of child development to gain the knowledge and techniques necessary through practical application and discussion. 3 units. Prerequisite: None.  Transfer Credit: CSU.

CHLDV 160 *

Guiding Children and Adolescents -  is a course that focuses on the processes, techniques, models, research, and selected issues in child guidance as applied to 0-adolescense in family and community settings.  Students will develop a personal approach to guidance based on current scientific research and theory concerning human development.  3 units.  Recommended preparation:  Eligibility for English 120 or ESL 151.  Transfer Credit: CSU.

CHLDV 210

Scaffolding Learning in Early Childhood Education - compares current cognitive theories and provides methods for bridging the gap between research and classroom practice. Strategies and skills necessary to preparing environments that encourage active learning and problem-solving skills for children will be developed. Particular emphasis is on developing the project approach to implementation using the acclaimed, innovative Reggio Emilia techniques. 3 units. Prerequisite: Child Development 135 and Child Development 140 or equivalents. Recommended Preparation: Eligibility for English 120 or ESL 151 and preschool teaching experience.  Transfer Credit: CSU

CHLDV 220

Stress, Coping and Resiliency for the Professional Educator – identifies stressors which diminish the effectiveness of the learning environment and place children at-risk for school problems.  The Family Resiliency Model is utilized to examine critical family dynamics which affect children’s emotional and psychological development.  Stressors which spill over from the broader community as well as stressors which emerge from within the classroom are examined.  Practical skills are provided to future teachers to assist them in managing their personal stress in developing effective communication and conflict management skills, and in creating a safe, competence-producing, and cooperative learning environment.  3 units.  Recommended preparation: Eligibility for English 101.  Transfer Credit: CSU

*  These courses may be selected for school-age emphasis permit

 Early Childhood Education Administrative or Supervision Course Work

CHLDV 174
Administration and Supervision I - explores the role of a child development center meeting the needs of children and their families. Particular emphasis is given to establishing, licensing, staffing, and equipping of a children's center with curricula appropriate to children of different ages, capacities, and interests. 3 units. Prerequisite: Child Development 135 and 141 or equivalent including teaching experience. Recommended preparation:  Eligibility for English 120 or ESL 151.  Transfer Credit: CSU.

CHLDV 175

Administration and Supervision II - explores the issues regarding communication, supervisory process, goal consensus, team building, leadership style, center climate, and other organizational issues. Comprehensive methods for analyzing the different components of an early childhood program to effect organizational change are discussed. Particular emphasis is placed on the art of leadership and interpersonal relationships. 3 units. Prerequisite: Child Development 174 or equivalent.  Recommended preparation:  Eligibility for English 120 or ESL 151.  Transfer Credit: CSU.

 Adult Supervision Course Work

 CHLDV 176 Mentor Teacher Practices- studies the methods and principles of supervising student teachers in early childhood classrooms. Emphasis is on the role of the classroom teachers with experience able to function as mentors to new teachers while simultaneously addressing the needs of children, parents and other staff. 3 units. Prerequisite: Child Development Permit - Teacher level.  Transfer Credit: CSU.

 Specialization Areas Course Work  

 Early Childhood Education Supervised Field Experience

CHLDV 141
Student Teaching Seminar – is the culmination of the child development curriculum designed to provide an opportunity to synthesize the student teaching experience and move the teacher candidate towards the world of teaching at a professional level.  Offered concurrently with CHLDV 180/181/182 (Student Teaching Field Practice), the course examines student field experiences in light of issues related to aims, persistent problems, theoretical arguments, and research findings in early childhood education.  The course also features a strong technological component supporting the completion of electronic teaching portfolios – the capstone assignment in the child development teacher certification program.  The seminar stetting provides a place for child development teacher candidates to come together in a supportive community of practitioners to discuss issues related to their experiences n early childhood classrooms, as well as broader concerns of education.  2 units.  Prerequisite: Child Development 135, 140, and verification of TB clearance.  Co requisite:  Concurrent enrollment in one of the Student Teaching Field Practice courses; Child Development 180, 181, or 182. Recommended Preparation: English 120 or ESL 151. Transfer Credit: CSU. 

CHLDV 180

Student Teaching Field Practice – Infant/Toddler Focus - provides a semester teaching experience in an infant/toddler setting.  The teacher candidate, under the supervision of a cooperating teacher and a college supervisor, will assume complete responsibility for the instruction of children.  The course is designed to provide opportunities for practical application of skills and knowledge previously gained in the classes specified in the infant/toddler and child development curriculum. Field experience provides the teacher candidate the opportunity to participate in classroom activities, design and teach a developmentally appropriate focus under the guidance of the supervising/mentor teacher, assess themselves as a prospective teacher, and participate in seminar discussions. The environment and routines are emphasized as an integrating context for planning instruction.

Students should expect to spend a minimum of 4-6 hours per week in their assigned classrooms, gradually assuming increasing teaching responsibilities, culminating in the assumption of four lead-teaching weeks. Additional hours outside of actual classroom/program operation hours are expected for meeting and planning with supervising/mentor teachers, preparing for teaching, and attending school/program functions, as well as attending professional conferences.  1 unit.  Laboratory Hours: 60.0.  Prerequisite:  Child Development 135 – Early Childhood/Adolescence, Child Development 147 – Infant/Toddler, Child Development 140 – Principles & Practices, and verification of TB clearance.  Must have successfully completed or be concurrently enrolled in Child Development 141 Student Teaching Seminar. Transfer Credit: CSU.

CHLDV 181

Student Teaching Field Practice – Preschool Focus -  provides a semester teaching experience in a preschool setting.. The teacher candidate, under the supervision of a cooperating teacher and  college supervisor, will assume complete responsibility for the instruction of children. The course is designed to provide opportunities for practical application of skills and knowledge previously gained in the classes specified in the preschool and child development curriculum. Field experience provides the teacher candidate the opportunity to participate in classroom activities, design and teach a developmentally appropriate focus under the guidance of the supervising/mentor teacher, assess themselves as a prospective teacher, and participate in seminar discussions.

Students should expect to spend a minimum of 4-6 hours per week in their assigned classrooms, gradually assuming increasing teaching responsibilities, culminating in the assumption of four lead-teaching weeks. Additional hours outside of actual classroom/program operation hours are expected for meeting and planning with supervising/mentor teachers, preparing for teaching, and attending school/program functions, as well as attending professional conferences.  1 unit. Laboratory Hours: 60.0.  Prerequisite:  Child Development 135 – Early Childhood/Adolescence, Child Development 140 – Principles & Practices, and verification of TB clearance.  Must have successfully completed or be concurrently enrolled in Child Development 141 Student Teaching Seminar.  Transfer Credit: CSU.

CHLDV 182

Student Teaching Field Practice – School Age Focus -  provides a semester teaching experience in a school age setting. The teacher candidate, under the supervision of a cooperating teacher and a college supervisor, will assume complete responsibility for the instruction of children. The course is designed to provide opportunities for practical application of skills and knowledge previously gained in the classes specified in the school age and child development curriculum. Field experience provides the teacher candidate the opportunity to participate in before and after-school activities, design and provide developmentally appropriate activities and tutoring under the guidance of the supervising/mentor teacher, assess themselves as a prospective teacher, and participate in seminar discussions.

Students should expect to spend a minimum of 4-6 hours per week at their assigned programs, gradually assuming increasing teaching responsibilities, culminating in the assumption of four lead-teaching weeks. Additional hours outside of actual classroom/program operation hours are expected for meeting and planning with supervising/mentor teachers, preparing for teaching, and attending school/program functions, as well as attending professional conferences.  1 unit.  Laboratory Hours: 60.0. Prerequisite:  Child Development 135 – Early Childhood/Adolescence, Child Development 137 – School Age Activities, Child Development 140 – Principles & Practices, and verification of TB clearance.  Must have successfully completed or be concurrently enrolled in Child Development 141 Student Teaching Seminar.  Transfer Credit: CSU.