Child Development Course Descriptions
All Child Development courses are taught from a Christian world view and are presented from Biblical perspectives. We believe that this training allows our students to provide nurturing to children that is uniquely Christian and very effective.
ECED 101 Child Growth and Development*
ECED 103 Child, Family and Community*
ECED 106 Introduction to Curriculum for the Young Child*
ECED 108 Principles and Practices of Teaching Young Children*
ECED 109 Infant/Toddler
ECED 121 Administration of Early Education Programs I
ECED 123 Administration of Early Education Programs II
ECED 126 Teaching in a Diverse Society*
ECED 130 Guiding the Young Child’s Behavior
ECED 132 Early Education Practicum*
ECED 135 Health, Safety and Nutrition for the Young Child*
ECED 137 Observation and Assessment*
ECED 139 Adult Supervising and Mentoring
ECED 140 Special Needs and the Inclusive Classroom
ECED 142 Music and Movement for the Young Child
ECED 144 Math and Science for the Young Child
ECED 146 Language and Literacy for Young Children
ECED 148 Creative Art for the Young Child
ECED 150 Spiritual Formation of Young Children*
Early Childhood Education Course Descriptions
Courses for 27 unit Certificate are marked with an asterisk (*)
*ECED 101 • Child Growth and Development (3 Credits)
This course covers the study of social, emotional, intellectual, physical, creative, and spiritual areas of development from conception through middle childhood with an emphasis on the preschool years. Theories of development are studied along with the various stages of growth. These concepts will be presented from a Biblical perspective.
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*ECED 103 • Child, Family and Community (3 Credits)
This course covers the study of how family, school, and community affect a child’s development. An emphasis will be placed on the family unit and the parents’ roles in being the primary educator of their child. Community resources are investigated and advocacy for children is explored.
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*ECED 106 • Introduction to Curriculum for the Young Child (3 Credits)
This course provides an overview of the planning, preparation, and delivery of a developmentally appropriate curriculum for young children. The role of the teacher and the curriculum in supporting the development of the whole child will be analyzed. The class will cover the basic components and developmentally appropriate implementation of curriculum across content areas. Though not required, completion of ECED 101 Child Growth and Development is recommended.
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*ECED 108 • Principles and Practices of Teaching Young Children (3 Credits)
This course presents an overview of the historical development and philosophies of early education. Students will examine the relationship among developmental theory, philosophy, and practice in early education. Students will explore a wide range of early childhood curriculum models. The ecological contexts and relationships affecting young children’s development will be analyzed. This course includes a review of teaching strategies supporting all children’s development. Though not required, completion of ECED 101 Child Growth and Development is recommended.
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ECED 109 • Infant/Toddler (3 Credits)
This course is an overview of the characteristic needs of infants and toddlers from birth through age three. Appropriate learning environments and routine experiences will be discussed. Social, cognitive, physical, and sensory motor behavior patterns will be applied in theory and through observation in relation to the environment. A focus on the development of curriculum in meeting the individual needs of the children and the role of the teacher in facilitating growth through play experiences will be emphasized.
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ECED 121 • Administration of Early Education Programs I (3 Credits)
(Formerly ECED 120 Introduction to Early Education Administration) Application of the basic principles for the establishment, operation, supervision and evaluation of a preschool/ daycare program. This includes an overview and history of ECE programs, philosophy development, licensing standards, and assessment of management techniques. Christian philosophy and development will be integrated. This meets the minimum licensing course requirement for operating a licensed daycare program.
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ECED 123 • Administration of Early Education Programs II (3 Credits)
(Formerly ECED 122 Advanced Early Education Administration) Prerequisite: ECED 121 or consent of CDP office. Application of advanced principles for the ongoing operation, supervision and evaluation of a preschool/daycare program. This includes an in-depth look into managing staff and personnel issues, along with public relations and board development. Parent partnership and operational policies will be discussed. Christian philosophy and development will be integrated. This meets the minimum licensing course requirement for operating a licensed daycare program.
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*ECED 126 • Teaching in a Diverse Society (3 Credits)
This course will examine current issues facing the early education professional in understanding diversity as it impacts the classroom. In many early childhood classrooms there has been an increase in the number of children with racial, ethnic, linguistic, and cultural diversity, as well as the numbers of children with disabilities or developmental delays. This diversity brings many challenges, as well as many opportunities to educators. Factors of working with and supporting diverse populations of young children and their families will be discussed including relevant teaching methods and materials.
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ECED 130 • Guiding the Young Child’s Behavior (3 Credits)
This course will cover principles of appropriate behavior and expectations for each age in the early education classroom. Positive teacher/child interactions, guidance techniques, Biblical guidelines and self-control issues will be emphasized with the goal of supporting the family unit.
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*ECED 132 • Early Education Practicum (3 Credits)
This course is designed for the student to demonstrate practical application of developmentally appropriate early childhood teaching techniques and skills. Emphasis will be on designing, implementing, and evaluating classroom experiences for young children. Observation and evaluation of classroom experiences, environmental design, classroom management, and parent communication will be emphasized to promote optimal development for young children. Biblical perspectives will be integrated throughout the course. Fieldwork will be completed in the student’s own classroom or by approval of the instructor. Students will videotape their teaching in order to be evaluated by the instructor and fellow classmates. Though not required, ECED 101 Child Growth and Development and ECED 106 Introduction to Curriculum for the Young Child are recommended prior to taking this course. Below are some questions you might have about the Practicum course.
How do I know if I am ready to take the practicum course?
The practicum course is designed to be taken as the last course in a series of courses for the Early Education Certificate. If you wish to take this course before completing all your certificate units, it is highly recommended that ECED 101 Child Growth and Development and ECED 106 Introduction to Curriculum for the Young Child have been completed.
How do I find a teaching site?
The student is responsible for finding his or her own teaching site. If you are currently employed at an early childhood center, this site may be used. If you are not employed at an early childhood center, you will need to find a site that will allow you to volunteer.
What are the qualifications of a teaching site?
The teaching site must be licensed by the county or state licensing agency, and meet any board of health requirements. It is recommended that the site be accredited. The course instructor must also approve the site.
What is a mentor?
A mentor is a head teacher in an early childhood classroom who is willing to provide guidance for a student teacher in gaining practical classroom knowledge. The mentor teacher gives advice and evaluates the student teacher’s work.
How do I find a mentor?
The student is responsible for finding a mentor teacher. The mentors must be willing to volunteer their help to the student teacher. The mentor must have an Associate of Arts degree in Early Childhood Education or Child Development.
How much time will I need to spend in the classroom?
The student teacher will spend 15 hours per week for five weeks in the classroom for a total of 75 hours.
What assignment requirements will need to be completed?
The assignments will consist of lesson plans, observations, behavior management techniques, planning optimal environments, and collaborating with families. A video camera will be needed for video taping lessons.
How far in advance do I need to sign up for this course?
The student must sign up for the course three weeks prior to the start date. This is to ensure the arrangements are made for the teaching site and mentor before the first day of class.
What must be completed before starting the course?
The student must get approval of the teaching site and mentor before the first day of class. The student is responsible for completing any paperwork individual centers might require such as: TB clearance, staff information form, physical examination or physician’s report, Criminal Background Clearance (finger prints) and immunization records.
How will I be evaluated?
Students will be evaluated based on completion of student teaching hours and course work. The mentor teacher, classmates, and course instructor will evaluate individual lesson plans and implementation.
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*ECED 135 • Health, Safety and Nutrition for the Young Child (3 Credits)
This course presents healthy practices that promote safety, nutrition, and wellness for the young child. Strategies will be introduced that include families in developing health awareness. In addition, safety issues inclusive of disaster and emergency planning along with creating safe environments within an early education setting will be emphasized.
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*ECED 137 • Observation and Assessment (3 Credits)
This course will offer opportunities for students to develop in-depth knowledge and skills as early childhood professionals with a focus on research, policy, and best practices in early childhood assessment and to link assessment to curriculum planning and program evaluation. Focus will be on students acquiring knowledge about informal and formal developmental screening assessment instruments for young children, how to select and how to use the appropriate instrument to determine initial information that will facilitate individual learning environments and strategies. Though not required, completion of ECED 101 Child Growth and Development and ECED 106 Introduction to Curriculum for the Young Child are recommended.
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ECED 139 • Adult Supervision and Mentoring (3 Credits)
This course will cover the methods and principles of supervising adults who are teachers, assistants, or volunteers in early childhood classrooms. Emphasis is on the role of experienced classroom teachers who function as mentors to new teachers while simultaneously addressing the needs of children, parents and other staff.
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ECED 140 • Special Needs and the Inclusive Classroom (3 Credits)
This course will provide a foundation of inclusive principles to be implemented in an early education program. Specific areas of study will include serving children in the classroom with identifiable needs. Services available within the community and strategies to meet the physical, intellectual, social, emotional and spiritual needs of the child will be explored. Biblical perspectives are integrated throughout the course.
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ECED 142 • Music and Movement for the Young Child (3 Credits)
This course will examine the effects of creative movement in the cognitive development of the preschool age child. It will provide a basic level of skills, methods and theory in music and motor activities that the teacher of preschool children can use to form a classroom community of learners. Students will develop a portfolio of materials, design music lesson plan samples and learn how to integrate the Bible into these plans. Areas such as listening skills, singing, movement education and creating instruments will be covered. Biblical perspectives are integrated throughout the course.
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ECED 144 • Math and Science for the Young Child (3 Credits)
This course applies child development principles to the planning of science and mathematics experiences for young children. Early childhood educators will investigate the interrelationship of math and science, and explore an organized, sequential approach to creating a developmentally appropriate math and science curriculum for preschool children. Content and teaching techniques support the perspective that children construct knowledge through a dynamic, interactive process that facilitates their development of working theories relating to math and science. Biblical perspectives are integrated throughout the course.
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ECED 146 • Language and Literacy for Young Children (3 Credits)
This course will help early educators build language opportunities into every curriculum area, explore methods of fostering language and emerging literacy skills for preschool age children through dramatic play, storytelling and puppetry. Students will examine how children learn and develop language skills. The course includes the study of children's literature, how to select literature and plan and design language arts curriculum from biblical perspectives. The importance of pre-reading experience will be addressed. This course will also explore how the teacher can help families foster fluency at home. Biblical perspectives are integrated throughout the course.
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ECED 148 • Creative Art for the Young Child (3 Credits)
This course will introduce students to methods of planning, presenting and evaluating creative art experiences for preschool age children. This course examines the early educator's role in supporting children’s artistic growth. Media such as paint, clay, collage, chalk, woodworking and other methods as developmental art experiences will be explored. Students will learn the importance of encouraging, emphasizing and facilitating creativity, self-expression, and concept and skill development through art. The teacher’s role in encouraging children to express and explore their creativity is strongly emphasized. Biblical perspectives are integrated throughout the course.
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*ECED 150 • Spiritual Formation of Young Children (3 Credits)
This course will further students' own understanding and personal journey of spiritual formation and how that relates to the spiritual transformation of young children. The process of how the inner life is formed in young children towards an intimate relationship with God will be discussed. Particular emphasis will be placed on relationship, experience, and practice of the spiritual disciplines that create the context for spiritual formation to occur. A systematic approach will be given that lays the foundation for regular practices in the classroom. The relationship between the church, home, and the early education program will be explored as the foundational environments where spiritual transformation is developed.
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Note: Vanguard's Child Development students are from across the nation and world, and it is not possible to guarantee which courses will meet each state's/country's formal training requirements in early education. It is the student's sole responsibility to confirm with their local state licensing/accreditation agency which CDP courses will meet their formal training requirements. Students should confirm prior to registering with Vanguard which courses meet the requirements for their state/country.