CDEC 1311
Educating Young Children

Western Texas College

  1. Basic Course Information
    1. Course Description: An introduction to the education of the young child. Includes developmentally appropriate practices and programs, theoretical and historical perspectives, ethical and professional responsibilities, and current issues. Course content is aligned with State Board for Educator Certification Pedagogy and Professional Responsibilities Standards. Requires students to participate in a minimum of 16 hours of field experience with children from infancy through age 12 in a variety of settings with varied and diverse population.
    2. Required Prerequisite: None
  2. Student Learning Outcomes
    1. Discuss the contributions of key historical and contemporary theorists to the field of early care and education
    2. Explain the features of a developmentally appropriate program for young children
    3. Define each of the four basic developmental domains (physical, cognitive, emotional, and social)
    4. Examine the types of early childhood programs
    5. Analyze trends and issues of early care and education
    6. Identify the characteristics and developmental stages of a professional in early care and education
  3. Testing Requirements
    1. The final exam must be proctored. (ask your instructor for more details)
    2. Students will NOT be allowed to use their book and notes for the final exam
  4. Major Course Requirements
    1. Assignments         50%
    2. Attendance           20%
    3. Field Experience 20%
    4. Final                       10%
  5. Information on Books
    1. Required Book: Early Childhood Education, Birth-8, 4th Edition Pearson
  6. Other Policies, Procedures and important dates. Please refer to the WTC Catalog for the following:
    1. Campus Calendar
    2. Final Exam Schedule
    3. How to drop a class
    4. Withdrawal Information
    5. Student Conduct/Academic Integrity
    6. Class Attendance
    7. Student with disabilities
  7. Course Content
Chapter 1

What is Early Childhood Education?

Building a Community of Early Childhood Professionals
Exploring Options in Early Childhood Education
What do Early Childhood Educators Need to Know and be Able to do?
History of Early Childhood Education and the Professional

Chapter 2

The Wonder of Children: Development and Dispositions

Development and Dispositions
Studying Infants
Studying Toddlers
Studying Preschool-Aged Children
Studying Children in Kindergarten and Primary Grades

Chapter 3

Theories of Development: Foundations for Practice

Cognitive and Language Development
Social and Emotional Development
Multiple Intelligences Theory

Chapter 4

Children’s Play: A Source of Development and Learning

Definitions and Thinking about Play
Play and Development
Social Development and Play
Current Topics and Issues Related to Play
Adult Roles in Children’s Play

Chapter 5

Early Childhood Curriculum: Thinking and Practices

Ideas about Curriculum
Early Childhood Education Programs
Current Curriculum: Guidelines and Approaches

Chapter 6

Families and Communities: Context for Understanding Children

Families Today
Families and Communities: Significant Understandings
Contemporary Challenges Faced by Families
Family Involvement in ECE

Chapter 7

Infant Care Programs and Practices: Luke’s Story

Luke’s Story
Finding Good Infant Care

Chapter 8

Toddler Care: Ibrahim’s Story

Ibrahim’s Story
Toddler Development

Chapter 9

Preschool: Felipe’s Story

Felipe’s Story
Preschool Programs

Chapter 10

Kindergarten: Keeley’s Story

Keeley’s Story
Kindergarten: Its Position in the School System

Chapter 11

The Primary Grades: Erin Cheyenne’s Story

Erin Cheyenne’s Story
Primary Grades Curriculum
Assessment in the Primary Grades

Chapter 12

Special Education: Jodie and her Family’s Story

Jodie’s Story
Early Childhood Special Education

Chapter 13

The Changing World of Early Childhood

Politics and Early Childhood Programs
Economics and Early Childhood Education
Society and Early Childhood



Last Modified: August 29, 2016