Provides students with a complete educational foundation to work as a curriculum specialist
with children in a group setting.
Includes required classes in the core areas (development; child, family, and community;
curriculum); six specialization units in the curriculum area of the student's choice;
and adult supervision units.
Allows students to qualify for Assistant Teacher, Associate Teacher, Teacher, and
Master Teacher* permits.
*Master Teacher Permit: 24 units ECE/CD including core courses, plus 2 units Adult
Supervision, plus 6 specialization units, plus experience of 350 days of 3+ hours
per day within 4 years, plus 16 general education units in English/Language Arts,
Math/Science, Social Sciences, and Humanities/Fine Arts.
You can use this to:
Enhance career opportunities as:
Child Care Center Associate Teacher
Child Care Center Teacher
Child Care Center Administrator
Preschool Teacher
All professionals working with children are required to have a clean criminal record,
to demonstrate freedom from tuberculosis (TB), and to demonstrate the physical ability
to perform all of the duties of a professional position working directly with children.
Early-childhood education "improves children's cognitive abilities, helps to create
a foundation for lifelong learning, makes learning outcomes more equitable, reduces
poverty and improves social mobility from generation to generation.
(OECD, 2012)
What will I learn?
To examine teaching and care practices that provide a developmentally appropriate
program to support children's growth, development, and learning.
To identify one's own values, experiences, and philosophies and how they guide and
inform practices.
To integrate understandings of children's development and needs to maintain healthy,
safe, supportive, and challenging learning environments that demonstrate culturally
relevant, inclusive, age-appropriate, and anti-bias approaches respectful of children,
families, and early learning professionals.
To develop professional expertise in a specialized area of knowledge.
Thank you so much for all your productive feedback, prompt grading, and for caring
about all of your students and the children who will benefit from them. It has been
a pleasure for me to be part of this class...
— Online Student
What courses do I take?
Note: Some courses within the major have a required prerequisite. If you feel you
have equivalent knowledge and skills to those included in the prerequisite course
through professional experience, licensure, or certification, you have the opportunity
to submit a Prerequisite Challenge to be reviewed by the Department Chair. For the
Prerequisite Challenge to be considered, you must submit documentation and verification
to substantiate the basis for the challenge. Please see a counselor for more information
about the Prerequisite Challenge process.
3.0 Units C-ID: ECE 120 Principles & Practices of Teaching Young Children Advisory: ENGL C101, LIBR C100
54 hours lecture. This course provides historical context and theoretical perspectives
of developmentally appropriate practices in early care and education for children
from birth through age eight. The course emphasizes 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. Topics
include professional ethics, career pathways, professional standards, and the typical
roles and expectations of early childhood educators. Students are required to observe
children in a group setting.
3.0 Units C-ID: ECE 130 Introduction to Curriculum Advisory: ENGL C101, LIBR C100
54 hours lecture. This course explores developmentally appropriate curriculum and
environments for children from birth through age eight. Students 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. Students are required to observe children in a group
setting.
3.0 Units C-ID: CDEV 110 Child Family and Community Advisory: ENGL C101, LIBR C100
54 hours lecture. This course examines the processes of socialization focusing on
the interrelationship of family, school, and community, and the influence of multiple
societal contexts. Students explore the role of collaboration between family, community,
and schools in supporting children's development, from birth through adolescence.
Students are required to observe children in a group setting. Approved for IGETC Area
4, CSU GE Area D, Local GE Area 2.
3.0 Units C-ID: CDEV 100 Child Growth and Development Advisory: ENGL C101, LIBR C100
54 hours lecture. This course examines progression of development in the physical,
cognitive, social, and emotional domains and identifies developmental milestones for
children from conception through adolescence. There is an emphasis on interactions
between biological processes and environmental factors. Students observe children,
evaluate individual differences, and analyze characteristics of development at various
stages according to developmental theories. Approved for IGETC Area 4, CSU GE Area
D or E, Local GE Area 2.
3.0 Units C-ID: ECE 220 Health, Safety and Nutrition Advisory: ENGL C101, LIBR C100
54 hours lecture. This course introduces the laws, regulations, standards, policies,
procedures, and best practices related to health, safety, and nutrition in care and
education settings for children from birth through middle childhood. Topics covered
include the teacher's role in prevention strategies; nutrition and meal planning;
integrating health, safety, and nutrition experiences into daily routines; and overall
risk management. Students are required to observe children in a group setting. Students
are required to observe children in a group setting. Approved for Local GE Area 7.
3.0 Units C-ID: ECE 230 Teaching in a Diverse Society Advisory: ENGL C101, LIBR C100
54 hours lecture. This course examines the impact of various societal influences on
the development of children's social identity, covering developmentally appropriate,
inclusive, culturally relevant, and anti-bias approaches. Self-examination and reflection
on issues related to social identity, stereotypes, and bias are explored. Students
are required to observe children and environments where children are in a group setting.
Approved for Local GE Area 6.
54 hours lecture. This course focuses on the appropriate use of assessment and observation
tools and strategies to document young children's development and learning. This course
emphasizes the use of findings to inform and plan learning environments and experiences.
Recording strategies, rating systems, portfolios, and multiple assessment tools are
explored, along with strategies for collaboration with families and professionals.
Students are required to observe children in a group setting.
3.0 Units C-ID: ECE 210 Practicum in Early Childhood Education Prerequisite: CHDV C100, CHDV C102, CHDV C104, CHDV C106, CHDV C121, CHDV C125, CHDV
C200.
36 hours lecture/54 hours laboratory. In this course, students demonstrate developmentally
appropriate early childhood planning and teaching competencies under the supervision
of Early Childhood Education/Child Development (ECE/CD) faculty and other qualified
early education professionals. Students utilize practical classroom experiences to
make connections between theory and practice, develop professional behaviors, and
build a comprehensive understanding of children and families. Reflective practice
is emphasized as student teachers design, implement, and evaluate approaches, strategies,
and techniques that promote development and learning. This course includes exploration
of career pathways, professional development, and teacher responsibilities. Students
work in a supervised field experience and are required to perform at least 54 hours
of practicum work under the direct supervision of a Master Teacher (or someone who
would qualify as a Master Teacher) in an instructor-approved infant/toddler or preschool
program. School-age program placement is restricted to before- and after-school programs
or kindergarten. Participation in a placement setting requires proof of tuberculosis
(TB) and immunization clearance.
Required Courses
3.0 Units Advisory: ENGL C101, LIBR C100
54 hours lecture. This course addresses the methods and principles of supervising,
mentoring, and coaching student teachers and other adults in early care and education
settings. The course presents the strategies and skills necessary to support the development
of adult learners as effective mentors, coaches, and teachers. There is an emphasis
on the individualized, relationship- and strengths-based approaches, reflective practices,
and constructive communication skills. The course covers characteristics and roles,
career requirements and pathways, and use of evaluation in setting professional learning
goals. Students are required to observe licensed and license-exempt programs in their
community. This course satisfies the adult supervision requirement for the Master
Teacher and Site Supervisor levels of the Child Development Permit Matrix.
Complete 6 units in one of the following specializations
Infant Toddler Specialization
3.0 Units Advisory: ENGL C101, LIBR C100
54 hours lecture. This course examines progression of development in the physical,
cognitive, social, and emotional domains and identifies developmental milestones for
children from conception through adolescence. There is an emphasis on interactions
between biological processes and environmental factors. Students observe children,
evaluate individual differences, and analyze characteristics of development at various
stages according to developmental theories. Approved for IGETC Area 4, CSU GE Area
D or E, Local GE Area 2.
3.0 Units Advisory: ENGL C101, LIBR C100
54 hours lecture. In this course, students learn to apply current theory and research
to the care and education of infants and toddlers in group settings. The course examines
essential policies, principles, and practices that lead to quality care and developmentally
appropriate curriculum for children birth to 36 months. Students are required to observe
infants and/or toddlers in a group setting.
School Age Specialization
3.0 Units Advisory: ENGL C101, LIBR C100
54 hours lecture. This course provides information on school-age developmental needs
and stages, techniques for interacting positively and effectively with children, and
ideas to assist in meeting the wide range of children's needs. The design of schedules,
policies, the environment and activities are based upon the understanding of children's
development, special needs and cultural background. Students are required to observe
school-aged children in an out-of-school setting.
3.0 Units Advisory: ENGL C101, LIBR C100
54 hours lecture. This course provides instruction on how to implement quality programs
for school-age children. Students learn assessment, planning, implementation, and
evaluation of programs. Students use standards for school-age care to assess quality
indicators in the areas of human relationships, indoor and outdoor environments, and
curriculum. Students are required to observe school-aged children in out-of-school
settings.
Special Needs Specialization
3.0 Units Advisory: ENGL C101, LIBR C100
54 hours lecture. This course introduces the variations in development of children
with disabilities or delays, ages birth through age eight. The course includes an
overview of historical and societal influences, laws relating to children with disabilities
or delays, and the assessment and referral process. The course emphasizes the importance
of working partnerships with families and specialists to support children’s development.
Students are required to observe children in a group setting.
3.0 Units Advisory: CHDV C141, ENGL C101, LIBR C100
54 hours lecture. This course covers curriculum and intervention strategies for working
with children with disabilities or delays in partnership with their families. This
course focuses on the use of observation and assessment in meeting the individualized
needs of children in inclusive and natural environments. The course includes the role
of the teacher as a professional working with families, collaborating with interdisciplinary
teams, and developing cultural competence. Students will be required to observe children
in a group setting. Course previously known as Curriculum and Strategies for Children
with Special Needs.
Curriculum Specialization
CHDV C111 is required. Students may choose either CHDV C145 or CHDV C149.
3.0 Units Advisory: ENGL C101, LIBR C100
54 hours lecture. This course introduces positive and effective approaches for guiding
children's behavior in the classroom and family settings. Students are required to
observe children in a group setting.
54 hours lecture. This course covers the skills and knowledge needed to effectively
plan, document, and implement developmentally appropriate activities and strategies
in an emergent curriculum that supports the developing language and literacy skills
of children. Students are required to observe children in a group setting.
54 hours lecture. This course delves into the intricacies of play and how children
use play to develop meaning. Emphasis is placed on play as an instructional strategy,
building play into the curriculum, and choosing materials that are developmentally,
culturally, and age-appropriate for children preschool through early elementary. Students
are required to observe children in a group setting.
Dual Language Learner Specialization
3.0 Units Advisory: CHDV C104, ENGL C101, LIBR C100
54 hours lecture. This course explores cultural and linguistic responsiveness in early
education settings with emphasis on the importance of the child’s home language. It
provides a historical overview of dual language legislature in the United States and
California. Special attention is given to building a foundation for understanding
theories of language development and child development through the context of multi-language
learners. Students are required to observe children in a group setting. Course previously
known as Introduction to Dual Language in Early Childhood.
54 hours lecture. This course includes principles and strategies for culturally and
linguistically responsive teaching, building strong connections with families, classroom
environments, curriculum, and authentic assessment. Students explore strategies to
effectively support all multilingual learners in an early childhood setting from infancy
through preschool. Students are required to observe children in a group setting.
54 hours lecture. This course provides an overview of the impact of early childhood
traumatic experiences on physical, cognitive, and social-emotional development. Students
explore the correlation between socialization and the impact of trauma on the developing
child, factors that influence the effects of trauma on the child, and the role of
partnering with families in supporting children’s overall well-being. Students are
required to observe children and/or environments where children are in a group setting.
54 hours lecture. This course explores the concept of trauma-informed care in early
care and education settings. Students investigate how to create safe environments,
so children feel comfortable to learn and explore, with special attention given to
room design, materials, and routines. The course provides clear strategies for building
trusting relationships with children and families. Students are required to observe
children and/or environments where children are in a group setting.
Permit
STATE OF CALIFORNIA CHILD DEVELOPMENT PERMIT: The California Commission on Teacher
Credentialing grants permits in accordance with the Child Development Permit Matrix.
Applications are separate from Cerro Coso Community College and must be submitted
to California Commission on Teacher Credentialing. Contact any Child Development faculty
member or visit the California Commission on Teacher Credentialing website at California Commission on Teacher Credentialing for more information regarding the Permit Matrix and Professional Growth Advisors.
For all Permits, all course work must be completed with a grade of "C" or better.
Master Teacher Permit: 24 units ECE/CD including core courses, plus 2 units Adult
Supervision, plus 6 specialization units, plus experience of 350 days of 3+ hours
per day within 4 years, plus 16 general education units in English/Language Arts,
Math/Science, Social Sciences, and Humanities/Fine Arts.
Program Pathways
All classes needed for this certificate are available at the following campuses: CC Online
See Counseling for specific help with enrolling and completing this major.
How can I afford it?
This degree requires 33.0 units and will likely take 3 semesters.
Approximate Total Costs
CA Residents
33.0 units
at $46 per unit
Equals $1,518 in tuition and fees
Plus approximately $1,980* for books and supplies
Total cost $3,498 for 3 semesters
Non-residents
33.0 units
at $375 per unit
Equals $12,375 in tuition and fees
Plus approximately $1,980* for books and supplies
Total cost $14,355 for 3 semesters
*This is an estimate. Actual costs will vary.
Need help? Financial Aid can help with fee waivers and scholarships and other aid. Make sure to fill out your
FAFSA every January.
