Las Positas College - Spring 2025 - Class Schedule

SPRING 2025 9 25. 424. 1 000 | l p c - a d m i s s i o n s @ l a s p o s i t a s c o l l e g e . e d u S P R I N G 2025 - C O U R S E L I S T I N G S Please refer to the onl ine schedule on CLASS-Web to access course section detai ls and the course record numbers (CRNs) for registration. changes. Emphasizes the connection between children’s social and emotional development and their success in the classroom, and how the teachers’ perceptions, experiences, and behavior influence childbehaviors. Upon completionof the course, students should be able to demonstrate strategies that encourage positive social interactions, promote conflict resolution, and develop self- control, self-motivation, and self-esteem in children. ECE 79 TEACHING IN A DIVERSE SOCIETY 3.0 Units Examines the historical and current perspectives on diversity, equity, inclusion, and the impact of systemic societal influences on children’s development, their learning, and school experiences. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored as well as approaches to promote inclusive and anti-racist classroom communities. Self-examination and reflection on one’s values, beliefs, and attitudes about social identities, stereotypes, conscious and unconscious bias will be emphasized. The class will focus heavily on anti-bias approaches to teaching, curriculum and family partnerships. Recommended Course Preparation: ECE 62 with a minimum grade of C ECE 87 QUALITY ENVIRONMENTS INFANTS 3.0 Units Applies current theory and research to the care and education of infants and toddlers in group care. Examines essential policies, classroom environments, caregiving principles and practices that lead to quality care and developmentally appropriate curriculum for infants and toddlers which is culturally sensitive and supports families. Strongly Recommended: ECE 67 with a minimum grade of C ECE 90 PRACTICUM-SUPERVISED EXP. 4.0 Units Practicum experience working with young children under the supervision of an ECE/CD faculty; Students will utilize practical classroom experiences to make connections between theory and practice, developprofessional behaviors, and build comprehensive understanding of children and families. Child centered, play oriented approaches to teaching, learning and assessment and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. Prerequisite: ECE 50 and ECE 56 and ECE 62 and ECE 63 with a minimum grade of C ECONOMICS ECON 1 PRINCIPLES OF MICROECONOMICS 3.0 Units Economic analysis of market systems, price theory, including supply and demand analysis, marginal utility, elasticity, cost and revenue concepts, perfect and imperfect competition, international trade theory, pricing of the factors of production, poverty and income inequalities. Prerequisite: Elementary Algebra or a higher level of mathematics. Recommended Course Preparation: Intermediate Algebra or a higher level of mathematics. ECON 2 PRINCIPLES OF MACROECONOMICS 3.0 Units Economic analysis of the theoryof incomedetermination, including national income analysis, business cycles, the consumption function, the multiplier, fiscal policy, monetary policy, money and banking, the public debt, economic growth and development, comparative economic systems and international trade. Prerequisite: Elementary Algebra or a higher level of mathematics. Recommended Course Preparation: Intermediate Algebra or a higher level of mathematics. ECON 10 GENERAL ECONOMICS 3.0 Units Survey of the economic system of the United States, covering pathways, and professional standards. Introduces 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. ECE 54 CHILD HEALTH, SAFETY & NUTR. 3.0 Units This course covers aspects of nutrition, health, and safety that promote and maintain the health and well-being of all children and adults who work with young children. Topics include health and nutritional guidelines; maintaining safe and healthy learning environments; state regulations, policies, and procedures; common childhood illnesses and infectious diseases; school- family collaboration; and emergency preparedness, first aid, and injury prevention. ECE 56 CHILD GROWTH AND DEVELOPMENT 3.0 Units A study of the major physical, psychosocial, and cognitive/ language developmental milestones for children, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. ECE 60 CHILDWITH EXCEPTIONAL NEEDS 3.0 Units Introduces the variations in development of infants and children with exceptional needs and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with exceptional needs and the identification and referral process. Assessments, interventions and learning environments for infants and children with exceptional needs. Prerequisite: ECE 56 with a minimum grade of C ECE 62 CHILD, FAMILY AND COMMUNITY 3.0 Units The processes of socialization and identity development, focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s development. ECE 63 EARLY CHILDHOOD CURRICULUM 4.0 Units This course offers students the opportunity for professional application of the principles of child growth and development in the study of play based, inclusive, emergent curriculum within the physical environment of the infant, toddler and preschool classrooms. Students will learn of a variety of program models used and explore how program models inform curriculum planning. The learning experiences will include program content pertaining to the use of materials, the facilitation and guidance of all children’s experiences based on what is culturally and developmentally appropriate for children; utilizing best practices in meeting the children’s physical, social, emotional, cognitive and creative needs. Prerequisite: ECE 50 and ECE 56 with a minimum grade of C ECE 69 CHILD STUDY: OBSERVATION 3.0 Units Introduces the appropriate use of assessment and observation tools and strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals. Prerequisite: ECE 56 with a minimum grade of C ECE 74 CHILD GUIDANCE 2.0 Units Appropriate for classroom teachers in various settings including Transitional Kindergarten, students will identify developmentally appropriate behaviors, challenging behaviors, and the various influences that affect children’s behavior. Students will analyze children’s behaviors and select strategies to make positive