CALIFORNIA STATE UNIVERSITY, NORTlffi.IDGE
CURRICULUM CONTENT OF
I)
EARLY CHILDHOOD EDUCATION COURSES
IN THE CALIFORNIA COMMUNITY COLLEGES
A thesis submitted in partial satisfaction of the
requirements for the degree of Master of Science in
Home Economics
by
Florence Endo Hironaka
_./'"
January 1979
The Thesis of Florence Endo Hiron<:>..ka is approved.:
California State University, Northridge
ii
To rrry husband, rrry children, and rrry parents
for their loving encouragement and assistance
throughout rrry graduate program.
iii
ACKNOWLEDGEMENTS
Sincere appreciation and gratitude is expressed to
Dr. Marjory L. Joseph for her guidance, acceptance, and
instruction throughout this research.
Appreciation is extended to Dr. E. Audrey Clark and
Mrs. Louise B. Sutton for serving on this thesis committee.
The author is also indebted to Dr. Roy Fitch,
Professor of Educational Administration-Supervision and Higher
Education, for introducing the researcher to the subject
matter in a positive, accepting manner.
Special recognition must be expressed to the thirtyfive contributing community colleges who sent Early Childhood
Education course outlines.
iv
TABLE OF CONTENTS
. ... ..... ..... ....
ACKNC1tlLEOOEMENTS . . . . . . .
.......
LIST OF FIGURES . . . . . . . . . .
.....
. ... . . ..... .... ... ...
ABSTRACT
DEDICATION • • •
Page
iii
iv
vii
viii
Chapter
1.
INTRODUCTION •
... .....
...
..........
Justification for the Study . . . . . . . . .
Limitations . . . . . . . . .
....
Statement of the Problem •
Definitions of Special Terms Used
2.
.......
REVIEW OF LITERATURE • •
1
1
2
9
9
10
History of Child Care Training in California •
10
Child Care Course Offerings in the Colleges. •
12
Literature Pertaining to Curriculum Content. •
15
Courses Considered Essential to Nursery School
Teacher Training Programs • • • • • •
16
... ..........
21
) • RESEARCH METHODOLOGY
Selection of Sample
•
•
$
•
•
•
•
•
•
•
•
....... ........
Presentation of Data • . . .
. ...
Instrument
v
21
21
22
Page
4.
ANALYSIS AND INTERPRETATION OF THE COURSE
OUTLINES • • • • • • • • • • • • • • • • •
24
College Data • • • • • • • • • • • • • • • • •
........ • •
5. Stn4MARY, CONCLUSIONS, AND RECOMMENDATIONS . . .
. .. ........... . .....
REFERENCES
Outlines Information • • •
APPENDIXES
.... . ..... ....
... • • • ....
A.
LETTERS TO COLLEGES
B.
DATA CONCERNING THE COLLEGES
C.
24
25
64
68
75
79
Community Colleges that Responded, and
wcations • • • • • • • • • • • • • • •
80
2.
Early Childhood Divisions at the Colleges
83
).
Early Childhood Departments at the
Colleges
• • • • • • • • • • • • • • •
85
DATA CONCERNING THE OUTLINES • • • • • • • • • •
87
1.
Titles of Courses Used by Two or More
Colleges
• • • • • • • • • • • • •
...
2.
Mean Semester Units for Each Course
).
Percentage of Outlines Requiring
Prerequisites and Mean Semester Units
Per Course Category • • • • • • • •
4.
88
92
..
95
Texts Used by Three or More Colleges • • •
98
vi
LIST OF FIGURES
Figure
1.
2.
J.
4.
Page
California Community College Offerings in
Early Childhood Education • • • • • • •
...
Representation of Colleges in Each Course
Category • . • . . . . • • • . • • • • • • .
Comparison of the Outlines Received to the
Number of Faculty at the Colleges • . . • . .
Comparison of the Outlines Received to the
Age of the Colleges . . . . • . • . . • .
vii
14
27
29
JO
ABSTRACT
CURRICULUM CONTENT OF
EARLY CHILDHOOD EDUCATION COURSES
IN THE CALIFORNIA COMMUNITY COLLEGES
by
Florence Endo Hironaka
Master of Science in Home Economics
The purpose of this study was to determine the
curriculum content of Early Childhood Fducation courses in the
California community colleges.
The research was needed mainly
to assist those initiating nursery school programs at the
community colleges, and to aid part-time instructors by serving
as a guide for curriculum development.
Forty of the 81 California public community colleges
offering early childhood programs were selected randomly and
sent a letter requesting all course outlines for their early
childhood education program.
Of the 35 community colleges responding, the Social
viii
and Behavioral Sciences division and the Child-related depart-
ments were the most often in charge of the most frequently
named program, Early Childhood Education.
Diversity was the most marked characteristic of the
curriculum content.
TWenty-five courses were categorized from
the total outlines.
Those courses having a mean greater than
three semester units suggested the possible offering of the
course in sequence.
Those courses for which 50 percent or
more of the colleges required prerequisites probably were
taken the second year at the college.
each course category was included.
ix
A summary outline for
Chapter 1
IN'ffiODUCTION
Statement of the Problem
The purpose of this study was to determine the curriculum
content of Early Childhood ID:iucation (ECE) courses in the public
community colleges of California
qy studying course outlines.
Information on course title, division, department, program
name, units, prerequisites, lecture hours, laboratory hours,
textbooks, and course content were examined.
The availability of course outlines was assured in
Title
5, California Administrative Code, Section 55002 (8:639)
b,y the statement,
(b) : It is offered as described in the college catalog,
or a supplement thereto, which provides an appropriate
title, number, and accurate description of course content.
A course outline is available at the college.
The process of dealing with curricular problems should
be based on certain beliefs.
related to content as :
Babin (1:34-35) cited those
1) curriculum development is on-going;
2) "curriculum development should begin with an inventory of
present curriculum at the institutional level; 11 3) na11 decisions
about curriculum can be rationally based by referring to learning
theories, departmental documents and board policy; 11 and
4) decisions must consider class and school size, teacher
1
2
competency, budget, cultural or community pressures, preparation
time and teaching load.
This study was mainly based on beliefs 1) and 2).
The
Chancellor of the California Community Colleges confirmed 3)
and 4) by considering each application for the approval of an
educational program on the basis of at least the following
(8:640.1):
(a) Whether it is appropriate to the objectives and
conditions of higher education and Community College
education in California.
(b) Consistence with policies adopted by the district
board of trustees.
(c) Student and community need.
(d) Feasibility in terms of qualified faculty, library
resources, and facilities.
(e) Conformance with area and statewide master planning.
(f) Existence of similar programs being maintained in
the area and available to Community College students.
Justification of the
stu~y
The focus of Home Economics has been the
various forms.
fam~
in its
As a profession based on both the physical and
social sciences, Home Economics has worked through the family to
effect an optimum balance between people and their environments.
This discipline accepted the challenge of helping people to
adjust to change and to shape the future.
Because the core of
Home Economics has been the family ecosystem (24), the study of
Child Development concerning the nursery school teacher training
courses in the community colleges is definitely a relevant
component of this field.
3
This research in early childhood provided information
that may:
1) assist those initiating programs at the community
colleges or other two-year institutions, and at four-year
degree granting universities or colleges,
2) aid part-time teachers and others by serving as a
guide for curriculum development,
3) help those preparing outlines for accreditation by
allowing them to observe what others had prepared,
4) interest teachers to consider new courses, and
5) encourage others to pursue research in the field.
Those initiating early childhood programs at the
community colleges or other two-year institutions
and at four-
year degree granting universities or colleges would find this
research helpful in aiding their decisions concerning which
department, division, program name, course title, units
offered, prerequisites, lecture hours, laboratory hours,
textbooks, and content to use.
Neither the California Community Colleges (14) nor the
State Department of Etlucation (17) have curriculum guides for
early childhood curricula in the community colleges.
The
Carnegie Foundation for the Advancement of Teaching (18:8)
stated that "the most marked characteristic
of American
higher education, and of its curriculum, is diversity. 11
further assert (18:27) that,
11
They
diversity leaves colleges without
4
generally recognized reference points in the search for qu.a.li ty • 11
and that (18:27) "the two-year community colleges are easily
the most diverse of' all colleges in the country."
This research
then would provide "reference points" to help part-time teachers
and others.
Early childhood programs need to be concerned for its
part-time teachers.
These instructors have multiplied almost
as fast as part-time students (42).
of' abating.
In
The trend shows little sign
1975 Ross (48) found that only one California
district (San Francisco) of' 67 districts had fewer part-time
than full-time instructors.
The overall ratio of' part-time to
full-time instructors in the California community colleges was
67.2 to 32.8.
Guichard and others (32) reported that part-time
instructors had little, if' any, say in departmental matters,
course content, curriculum development or textbook selection.
Bender and Hammons (4:21) further concluded that because these
instructors are poorly oriented, "The beginning of' the term is
often a case of' the blind leading the blind. 11
Their studies
have shown that part-time instructors have earned fewer graduate
degrees or graduate units and possess less teaching experiences
than full-time instructors.
Phair (44) found that 8 percent of the new staff' in the
California community colleges for 1976-77 had less than a
bachelor's degree.
This is possible, because, in California an
applicant is eligible for a community college special limited
5
services credential i f he satisfies the requirements of high
school graduation and six years of occupational experience in
a subject matter area named on the credential (8:628.57).
He
is authorized to teach the subject matter area appearing on his
credential up to 40 percent of the credit hours considered to
be a full-time assignment of an instructor in the community
colleges in the district qy which he is employed.
For these
instructors, then, a reference would be of benefit.
Even instructors in adult education need assistance.
Stejskal (55) found that teachers of adult classes in Iowa
requested that the coordinator or college adult director show
more interest in them.
They needed to gain an increased feeling
of security and satisfaction for their contributions.
Stejskal
recommended in-service training for teachers of adults in
teaching family and human development, in addition to the
colleges providing a basic course for new teachers in teaching
these subjects.
She also felt that resource materials should
be made available to teachers.
This study would serve as a
needed reference for adult educators.
In
1973 (7:30-31) 80 percent (543) of the Tennessee
vocational-technical teachers in post-secondary schools returned
a questionnaire expressing their needs.
More than two-thirds
perceived 12 items of teacher preparation as
or 11 necessary. 11
11
very necessary"
Among these was "developing course outlines. 11
The community college accreditation teams evaluate
each course on the basis of the philosophy and aims of the
6
college.
Johnson (36), reporting on the evaluation of 95
percent of the total enrollment of community colleges in
California for 1953-57, found that 18 accreditation teams
commented on the value of the course outlines.
Of the 50
colleges, seven colleges• course outlines were rated excellent
and up-to-date.
If the remaining 43 colleges had a curriculum
resource guide to use as reference, they might have been able
to raise their rating to excellent.
The possible listing of new courses and contents might
encourage those who do not have them to consider introducing
them in their colleges.
Gordon (29) mentioned that no guidelines,
curriculum, or program of structured, systematic infant intervention existed in the early 1960 1 s.
The outlines collected
should indicate which of these courses are offered in the
California community colleges in the late 1970 1 s.
Additional value of this research project is the
updating of old information.
Child Care and Guidance (56), a
suggested post-high school curriculum published in 1967 by the
U.S. Department of Health, ID.iucation, and Welfare, was found to
be
the only available source containing suggested content for
12 courses of study.
Revised in 1970, the resource is out-of-
print and no longer available.
The need for this guide was
prompted mainly by the requirements of the Vocational Education
Act of 1963 and the Economic Opportunity Act of 1964.
With the influx of children centers, preschool teachers
w·ere in great demand.
The Child Care and Guidance (56) guide
7
was then developed to help those initiating training programs
for teacher's assistants across the United States.
The need
for nursery school teachers is still present with the birth
rate in 1977 of 7 percent over 1976 (31) and the recent rapid
growth in proportion of women seeking work outside the home.
While there were 4.3 million working mothers in 1954, there
were 28 million in 1975 (23).
In
1976 there were 6.4 million
children under six years of age with mothers in the work
force (30), and only 1.6 million licensed day-care openings
were available throughout the nation (26).
This number is
enough to accommodate only 25 percent of the children under six
needing care.
At a three week institute planned to analyze Child Care
and Guidance, only nine participants of a total of 40 from 38
states represented the community colleges (27).
These nine
attending were not responsible to report to the other junior
colleges in the United States.
Because no other reference was
found to update this guide, a current resource would be of value
to those who did not purchase the government guide as well as
to those not selected to attend this institute.
Finally, findings from this study might provide impetus
for further research in
level.
ear~
childhood at the community college
The field is still new to many.
Robbins (47) and
Stejskal (55) both commented atx:>ut the difficulty in finding
research literature on curriculum.
However, curriculum guides
are abundant for nursery school teachers (34, 51).
Resources
8
for the secondary schools are numerous through each state's
Department of Education or a school district office (21, 52).
Even those who are aides are helped with manuals defining tasks
to be developed (43, 6).
Despite these aids, only one, (Child
Care and Guidance, 1967), had been helpful for the community
college program.
Westbury (61) found evidence of infrequent evaluations
of actual curricula or curriculum materials in research and
subject journals.
He found no papers in the American Etluca-
tional Research Journal that consisted of an evaluation of a
curriculum or curricular materials.
None were found in his
survey of School Review, Harvard Educational Review, Social
Education, Science Teacher, College English, College Composition
and Communication, Research in the Teaching of English, and
Theory into Practice. Westbury maintained that there is
literature of curriculum evaluation, but it is not publicly
available in journals.
They remain mainly in files.
In a.d.dition to Westbury's study, an ERIC computer
search for 75 relevant studies was completed October 19, 1977,
using descriptive words as community colleges, junior colleges,
curriculum guides, guides, course content, curriculum planning,
curriculum problems, lesson plans, teaching guides, criteria,
early childhood education, preschool education, preschool
programs and combinations of them.
A total of 16 prints were
collected, of which four were of possible use.
In most
curriculum studies content is analyzed for only one course, not
9
for the entire discipline (47, 22, 5.5).
A further analysis was
completed from the Comprehensive Dissertation Index, 1861-1972
(25).
For a total listing of 1754 items under
11
Curriculum 11
only eight were of possible use, with three of these actually
being relevant.
Also, none were found for the years 1973-77.
Therefore, a study on early childhood curriculum should fill a
definite need.
Limitations
Because California led the nation in the rapid expansion
of junior college campuses (39), this research was limited to
the California public community colleges with early childhood
programs and to forty of the 81 listed (12).
The course outlines received were valid for the 1977-78
year.
No assessment of their quality was attempted.
Definitions of Special Terms Used
Child-related departments refer to those departments
using the concept of the preschool in its name.
ECE refers to Early Childhood Education.
Early Childhood Education is treated synonymously with
Child Development, Nursery School, or Early Childhood.
Junior college refers to the community college.
Chapter 2
REVIEW OF LITERATURE
The survey of the history of child care training in
California, the child care course offerings and content in the
colleges, and the courses considered essential to early childhood teacher training programs assisted in clarifying the goals
of the present study.
History of Child Care Training in California
According to the Carnegie Foundation for the Advancement
of Teaching (18:17), it is not possible, even if it were
desirable, to recapture the past, particularly, the distant past.
However, several events of the past are of interest to the Early
Childhood training program in the community colleges.
The California State legislature enacted a bill January,
1943, authorizing the establishment of the first state-wide
Child Care Centers Program under the Department of Education and
the local school districts (16).
Then, in 1952, the State
required permits to teach in these centers based on the
professional preparation of the teacher (45).
The most ambitious early childhood project was enacted
as part of the Federal Economic Opportunity Act (FEOA) of 1964.
Project Head Start served as one of the major FEOA Community
10
11
Action Programs in California providing educational experiences
to children from lower socioeconomic groups.
This program
hired and trained the unemployed and under-employed residents of
low-income communities to help lighten the load of overburdened
professionals.
Head Start was also required to establish and
operate continuous, comprehensive staff development programs.
There was a basic and essential need for training teachers and
program assistants in early childhood education (57).
As part of the 1'War on Poverty 11 era, Title V of the
Elementary and Secondary Ekiucation Act (ESEA) of 1965 set the
requirements for a Children's Center Permit.
A teacher wanting
employment in a Children 1 s Center funded by ESEA had to obtain
her earlY childhood credential through this permit (15).
The Social Security Amendments of 1967 provided federal
money for child care and other support services for those
recipients working or in job-training programs.
In addition,
funds from the Education Professions Development Act (EPDA)
assisted institutions of higher learning in training personnel
to serve as junior college faculty.
EPDA also supported the
recruitment and preparation of aids, teachers, and other
perso:rmel to serve young children (58).
In
1968, the Federal Interagency
Day
Care Requirements
were developed to insure the same quality of day care services
to children regardless of which federal agency provided the
monies.
Among the comprehensive standards required were
qualifications and in-service training of staff (60).
r•
•
12
More recently, in 1972, the
u.s.
Office of Child
Development established an accreditation procedure based on a
list of skills desirable for those working with young children.
Persons attaining the expertise were given a credential as Child
Development Associate.
This enabled that person to work in any
facility without further evaluation b.1 a licensing agency (41).
Child Care Course Offerings in the Colleges
Since 1917 the National Vocational Education Acts
provided funds on a continuing basis for the promotion and
development of vocational education (62).
With revisions, the
act mandated that Home Economics assume leadership in teaching
youth and adults for the dual role of homemaker-wage earner and
for occupations that offer services to individuals and families
(35).
As part of this mandate, community and four-year college
Home Economics Departments have been training students in Child
Development.
When Carter (19) surveyed 188 junior college Home
Economics Departments throughout the nation in 1951-52, she
found that 24 percent of the colleges offered a course in Child
Development.
In a study of how many California junior colleges
offered nursery school assistant programs in 1968, Johnston (38)
recorded 44 percent of the colleges offering a program and that
67 percent were under the Home Economics Department.
More recently in 1972-73 Harper (33) studied bachelor
degree programs in Home Economics granted in colleges and
13
universities throughout the United States and Puerto Rico.
Students in the Child Development and Family Relations area
received the second largest percentage of Home Economics degrees.
The average number of degrees granted per year per college in
Child Development and Family Relations were 29.
Enrollments
and bachelor degrees granted in this area of study in Home
Economics for 1972-73 were increasing at the most rapid rate.
In fiscal 1972 Home Economics-Related Occupational
Programs of Care and Guidance of Children (59) enrolled 77, 158
students throughout the United States.
This was an increase
from 1967 when 8,453 were enrolled.
The growth of Child Development offerings in the
California community colleges is observed in Figure 1, page 14.
The percent of colleges having early childhood programs ranged
from 51 percent in 1959-60 to 79 percent in 1976-77.
Information regarding the dates of initiation of early
childhood programs in each of the California community colleges
was not available at the Chancellor's Office.
Beck (13) stated
that due to the diversity of departments under which child
development occurs and to the variety of titles applied to this
field of study, it is very doubtful that any authentic list could
be developed.
The specialists in Sacramento have found that
there is not even a clear-cut distinction between child
development and child care, and the degree of supervision
between the Office of the Chancellor and the State Department of
Education is varied and overlapping.
14
79%
1976-77
(81)
(12)
1973-74
73% (72)
(11)
1971-72
(10)
64% (59)
1967-68
(38)
44% (36)
1959-60
(20)
51~
10
20
30
40
50
(33)
.60
70
Percent of Colleges with Program
Figure 1
California Community College Offerings
in Early Childhood Education
80
90
15
Literature Pertaining to Curriculum Content
Content of a course refers to what is to be taught, the
subject matter stated in the form of facts, principles, and
generalizations (.53).
Content selection is complicated by the
fact that it must be functional.
When vocational education
curricula were first taught in the mid nineteenth century, the
main purpose was to show "how" rather than 11why 11 because the
11
why 11 was often not known (28:7).
With the increasing compli-
cation of our technology the purpose of' school has changed to
one of decision making.
Dressel proposed that i f all the
problems were conceived to be of exactly the same type, solvable
b.1 a simple formula or procedure, the suitable education reduces
to a how-to-do-it demonstration in which concepts are of' no
great importance.
Johnson (37) emphasized that there appeared to be no
possibility of any early state-wide adoption of' a single pattern
in the California junior college general education courses.
did not believe any one pattern would be desirable.
He
Recently,
the Carnegie Foundation for the Advancement of' Teaching (18)
confirmed that academic planners no longer attempt to answer
questions about the curriculum in terms of' how much of the
world's knowledge one should try to obtain.
Such questions,
they feel, are simply unanswerable.
Robbins (47) found in his survey of 40 junior college
outlines in family living, only one topic item from a total of
16
75 appeared in 39 of 40 outlines. Appearing
in at least
75
percent of the colleges were 17 topics of the 75 total while
19 of this same total of 75 were present
colleges.
in 25 percent of the
King (40) further identified teacher-assistant
duties and responsibilities (tasks) useful for the curriculum
in a pre-kindergarten aide class.
To be considered a task, a
committee of 15 judges had to be 80 percent in agreement.
After
identifying a total 551 tasks for teacher-assistants to perform,
the judges reached 80 percent agreement among 54 percent of the
tasks.
The experts reached 100 percent agreement for only 4
percent of the tasks while 93.4 percent were in agreement for
11 percent of the tasks.
In another study, Bauer (3) reported
that he found 11 different titles used in 29 marriage education
courses in the California junior colleges.
So far, no one has devised anything as inexpensive and
portable as a book for presenting the basic principles and
information that underlie a course of instruction (49:43).
Textbooks are normally adopted for a three to five year period
for efficiency and economy at the community colleges.
If only
one person teaches a course he is responsible for selecting and
recommending the basic instructional materials.
If more than
one teacher handles a course, textbook selection may be decided
by the majority (39).
Courses Considered Essential to Nursery School
Teacher Training Programs
During the 1961-63 period in California two state
17
committees were separately organized to study standards for
teachers in day care programs for young children by the State
Department of Social Welfare (45).
The Committee on Minimum
Course Preparation for Nursery School Teachers led qy the
Education Extension Department of the University of California
at Los Angeles recommended a core program of 16 semester units
including:
Course
Development in Early Childhood
The Nursery School Program
Teacher-Child Relationships in
the Nursery School
The Child in the Family
Electives
Semester Units
3
2-2
2
3
2-2
The second California group (45), Subcommittee on
Educational Qualifications, recommended that the licensed day
nursery staff be required to have within three years 12 semester
units in the following courses:
Course
Human Growth and Development
The Child, Family, Community
The Nursery Program
Semester Units
3
3
6
In addition, it was recommended that directors with less than
two years experience in the nursery school program be required
to obtain three semester units in a course in Administration.
Later in 1972, the State passed legislation (9:610) requiring
the successful completion of 12 semester units in Early Childhood Education or, after the initial year of employment, the
successful completion each year of at least two semester units
18
until at least 12 such units are completed.
The courses in
Early Childhood Education were not identified.
In addition,
the director needed the equivalent of three semester units in
adm:inistration or staff relations ( 9 :609).
Child Care and Guidance (56) recommended 12 Early
Childhood courses for graduation :in a post-high school curriculum.
The suggested U.S. Department of Health, Education, and Welfare
program preparing persons to serve as teacher's assistants
included a total of 37 semester units as follows:
Course
Semester Units
Child Growth and Development
Advanced Child Growth and Development
Child Nutrition and Health Care
Community Relationships
Music for Young Children
Introductory Creative Activities
Creative Activities
Literature for Young Children
Observing and Recording Child Behavior
Supervised Student Participation
Social Problems
Family Relationships
4
4
2
2
3
2
2
3
3
6
3
3
Scriven's survey (50) of public and private junior
colleges in Illinois for 1968-69 showed that courses were
offered in Child Development (90 percent of the junior colleges),
Educational Methods (50 percent of the colleges), Practice in
Preschool (50 percent), E:iucational Philosophy (27 percent),
History of Education (27 percent)., Educational Psychology (22
percent) and Theory in Preschool Education (15 percent of the
colleges).
Of lesser importance (5 percent each) were courses
in Parent Education, Education of the Disadvantaged, Child
19
Study, language Arts, and Music for the Preschool.
In an ERIC Clearinghouse on Vocational and Technical
Education information series
(5),
guidelines for curriculum
needed by child care workers included courses in Child Development, Materials, Physical Arrangements, and General Career
Instruction.
Extensive observation, supervised work experiences
and knowledge in working with parents of the children in the
child care setting were also part of the
64 credit hours
recommended for a post-secondary or adult training program for
child care workers on the sub-professional level.
The Child Development Associate (41) training program
listed competency areas instead of courses needed by trainees.
This individualized program developed knowledge and skills for
1) setting up and maintaining a safe and healthy learning
environment, 2) advancing physical and intellectual competence,
3) developing a child 1 s positive self-image, 4) building a
healthy group environment, 5) coordinating home and center
experience, and 6) carl:-yi.ng out supplementary responsibilities.
More recently in 1975, the North Carolina Department of
Community Colleges (54) suggested a two-year curriculum for the
Early Childhood Associate Degree.
Courses that were related to
the major and were two semester units each were Children's
Literature, Community Resources, Creative Activities, Exceptional Child, General Psychology, Humanities for Children,
Marriage and Family, Nutrition, Oral Communication, Parent
Education, and Physical Activities for Children.
Courses with
20
more semester units were Human Growth and Development (6 units),
Preschool Education (2.66 units), Seminar-Practicum (12 units),
and Electives (10 units).
Chapter J
RESEARCH HETHODOLOOY
This investigation sought to reveal the curriculum
content of early childhood education courses in the California
community colleges.
Selection of Sample
Forty of the 81 California community colleges offering
early childhood education programs as listed in Occupational
Programs in California Public Community Colleges 1976-77 (12)
were selected randomly by utilizing a table of random numbers
(46:155).
Instrument
A letter (Appendix A, page 76) was sent to the 40
selected community colleges, in care of the Dean of Instruction,
requesting all course outlines for their early childhood education program.
Each college was sent a list of its courses
identified in its 1977-78 catalog as a part of the early
childhood education program at the college.
A stamped self-
addressed 9 x 12 envelope was enclosed for convenience.
A follow-up letter (Appendix A, page 77) was mailed at
the end of three weeks to those who had not responded.
21
College
22
catalogs provided additional information on the colleges and
courses for 1977-78.
Presentation of Data
Because this is a descriptive study the development of
hypotheses, assignment of variables, selection of controls,
and statistical tests for significance are not applicable to
this investigation.
Areas studied were as follows:
1) course
outline contents and 2) selected information related to course
outlines and the colleges.
The course outlines were read for general content then
grouped into 25 categories which were selected arbitrarily.
The
outlines in each of the categories were then abstracted, and
from these abstracts a summary outline was compiled.
There
were six outlines in the areas of audio-visual aids, library
procedures, and basic business principles that were not included
in this study.
Data on the following were tabulated manually and
analyzed for frequency, mean, and mode:
I.
Information on the colleges
.A..
B.
C.
D.
E.
II.
Division in charge of the program
Department
Program name
Faculty number
Age of the college
Information on the courses
A.
B.
c.
Title
Prerequisite units
Units
23
D.
E.
F.
lecture hours
laboratory hours
Textbooks
The results from these analyses are presented in
tables and figures.
All calculations were rounded off to the
significant number of digits.
Chapter 4
ANALYSIS AND INTERPRETATION OF THE COURSE OUTLINES
College Data
From the sample, 35 (88 percent) of the community
colleges (Appendix B.l, page 81) responded to the contact
letter (Appendix A, page 76 ) by sending a total of 574 course
outlines.
This resulted in a mean of 16 outlines per college
and a range from four to 41 outlines.
colleges in the sample, one
was
Of the remaining five
taking "time out to get all
outlines copied" and planned to send them; two had outdated
outlines and were having them revised; one had no program due
to the lack of students and the lack of full-time staff in
1977; while the last declared it was against college policy to
send the outlines.
Of the 35 responding, 30 were on the semester system
and five were on the quarter system.
Courses from these
latter five colleges were changed to semester units by multiplying the number of quarter units by two-thirds (8 :628.19).
A summary of this study was requested by seven (20 percent)
colleges; one that did not send outlines also requested a
summary.
The pursuit of an Associate of Science degree
was
emphasized by nine (26 percent) college nursery school programs
24
2.5
while twenty (.57 percent) encouraged the Associate of Arts
degree.
Recommending either degree were six (17 percent)
colleges.
Of the 3.5 colleges responding, four (11 percent)
had no certificate program while 31 (89 percent) did.
For
those with certificate programs, the requirement ranged from
12 to 42 required semester units.
The major academic area of the college in charge of
early childhood programs was the Social and Behavioral Sciences
division representing 40 percent of the colleges.
A total of
seven different names were used in this division.
Technological
/Business divisions were second with 23 percent and eight varied
names {Appendix B. 2, page 84 ) •
Child-related departments were
the most frequent control areas (.57 percent) and there were six
different names used.
Ho~e
Economics-related departments with
eight different names had 37 percent (Appendix B.3, page 86 ).
Thirty-four percent of the colleges maintained an Early Childhood Education program title while 26 percent chose Early
Childhood Development and 23 percent selected Child Development.
One college had separate Child Development and separate ECE
departments and programs.
Outlines Information
The .574 outlines were arranged into 2.5 course categories
as compared to 12 used in the Child Care and Guidance (.56)
study.
Excluded were six outlines that did not fit into the
groups and for which there were less than five each per category.
26
These included such outlines as
11
How to Run a School Library, 11
Introduction to Business, 11 and
11
Audio-Visual Aids. 11
11
The
remaining 99 percent of the outlines received had a mean of 23
outlines per course category.
The dates on 524 (91 percent)
of the outlines ranged from March, 1971, to April, 1978, with a
mean of December, 1975.
1978.
Two colleges revised their outlines in
The remaining 50 outlines were not dated.
Figure 2, page 27, shows the percent of colleges
sending outlines for each course category.
Fifty percent or
more of the colleges sent outlines for Administration, Child
Development, Child/Family/ Community, Curriculum, Language/
Literature, Parenting, Principles, and Practices.
The least
sent were for Seminar/ Special Studies, Teacher Aide, and Day
Care/Foster Care/Head Start.
In a study of accredited four
year colleges in the United States (2), 50 percent or more of
the colleges offered courses in Practicum, Child Development,
Curriculum, and Foundations in ECE (Principles ) •
These are
similar to those courses as offered in the California community
colleges.
However, the California colleges showed an addition
of four courses represented b,y 50 percent or more of the
colleges.
They were Administration, Child/Family/Community,
Language/Literature, and Parenting.
The least offered courses
in Balch's study (2) were Children with Special Problems,
Children 1 s Literature and Independent Study.
The only agreement
of both studies of the least offered was for Independent Study/
Special Studies.
27
Administration
Child Development
Observation
Child/ Family/Community
Child with Special Needs
Cultural Education
Curriculum
Art for Early Childhood
Language/Literature
Music for Young Children
Play/Rhythm/Movement
Science for Young Children
Day Care/Foster Care/ Head Start
First Aid/Health
Trlfant/Tod.dler
Marriage and Family
Nutrition
Parenting
Practices
Principles
Principles and Practices
Psychology
Seminar/Special Studies
Teacher Aide ·
Work Experience/Careers
j8~ (28)
~
!83% (29 )
t 37%
:::1
'
f~1
(13)
J86%
(3 0)
137% (13)
23% (8)
!66% (23)
.J;J
1 46% (16)
~~
1 54% (19)
1 49% (17)
23% (8)
23% (8)
117% (6)
1
34% (12)
J 37%
I
(13)
26% (9)
I 34%
\
(12)
1 51% (18)
1 69% (24)
!
1 74% (26)
I 34%
(12)
I 37%
(13)
14% (5)
14% (5)
23% (8)
20
40
60
80
Percent of Colleges
Figure 2
Representation of Colleges in Each Course Category
100
28
The number of outlines were then analyzed in scatter
diagrams for their relation to the total number of faculty
(as cited in the college catalogs ) and to the age of the
colleges (12).
No statistical relationship was obtained as
seen in Figures 3 and 4, pages 29 and 30.
The course categories were represented b.1 a mean of 18
different names each.
Those names used b.1 at least two or more
colleges are listed in Appendix C.l, page 89.
Those courses
that had a different name for every outline were Cultural
Education, Science for Young Children, Day Care/Foster Care/
Head Start, Seminar/ Special Studies, Teacher Aide, and Work
Experience/ Careers.
A total of 464 (81 percent) outlines used
a different name from each other.
All course categories had a mean unit per college of
three except for Child Development, Child with Special Needs,
Cultural Education, Curriculum, Day Care/Foster Care/Head Start,
Language/Literature, Parenting, Principles, Practices, Principles
and Practices, Teacher Aide, and Work Experience/Careers, which
had more units (Appendix C.2, page 93).
In a curriculum of 15
courses suggested for the North Carolina community colleges (50)
all had two units (converted from three quarter units) except
Preschool Education (Principles), Seminar-Practicum, and Human
Growth and Development, which had more units.
Seminar-Practicum
in North Carolina was represented b.1 12 units as compared to
four units in the California community colleges.
Preschool
Education and Child Development were represented b.1 more units
29
Number
of
Outlines
0
40
0
JO
E)
0
0
0
0
0
20
0
0
0
10
0
(!f)
@
00
0
00
0
0
00
0
100
~
0
0
0
0
0
0
0
200
300
Number of Faculty
Figure 3
Comparison of the Outlines Received to the
Number of Faculty at the Colleges
400
30
Number o£
Outlines
40
10
20
50
3
60
Age in Years
Figure 4
Comparison o£ the Outlines Received
to the Age o£ the Colleges
70
80
,,
'
31
in California than in North Carolina.
Course categories with 50 percent or more colleges
requiring prerequisites were Administration, Child with Special
Needs, Infant/Toddler, Principles, Practices, Principles and
Practices, Seminar/Special Studies, Teacher Aide, and \iork
Experience/Careers (Appendix c.3, page 96).
No colleges
required prerequisites for Cultural Education, Art for Early
Childhood, Day Care/Foster Care/Hearl Start, and Marriage and
Family.
Outlines indicated that 94 percent of the courses used
lecture hours with a mean of two hours per course.
The
outlines indicated that 36 percent of the courses included the
laboratory method of instruction for the courses for a mean of
four hours per course.
Outlines indicating that 50 percent
or more of the courses included laboratory hours were Principles
and Practices, Practices, Work Experience/Careers, Art for Early
Childhood, Observation, and Husic for Young Children.
A textbook list was sent b,y 25 (71 percent) of the
colleges.
Those texts used b.1 three or more colleges are
listed in Appendix C.4, page 99.
Those courses for which the
same book was not used b,y more than one college were Child with
Special Needs, Day Care/Foster Care/Hearl Start, Marriage and
Family, Nutrition, Play/Rhythm/Movement, Psychology, Seminar/
Special Studies, and Work Experience/Careers.
When Child Development course outlines were combined
with course outlines for Observation, a total of 31 (89 percent)
32
colleges had a mean of five units per college.
When all the
Curriculum course outlines were combined, 31 (89 percent)
colleges had a mean of ten units per college.
This included
courses in Curriculum, Art .for Early Childhood, Language/
Literature, Music .for Young Children, Play/Rhythm/Movement, and
Science for Young Children.
When all Principles and Practices
course outlines were added together, 35 (100 percent) of the
colleges had a mean o.f nine units per college.
A.fter the contents o.f each outline were recorded .for
each course category, a summary outline was developed.
following are summary outlines for each category.
The
33
Administration
This course concentrated on the application of the basic
principles and practices for the establishment, operation,
supervision and evaluation of a preschool setting.
Contents
included:
I.
II.
History of the early childhood programs
Status of nursery school education
A.
B.
C.
III.
V.
Management and organization
c.
D.
E.
F.
G.
VII.
VIII.
IX.
Building standards
Licensing of the program
Health and safety requirements
Staff employment considerations
Relations with regulatory agencies
Business practices and budget
A.
B.
VI.
Philosophy and goals for the schools
TYPes of programs
Standards for quality
Laws governing the operation
A.
B.
C.
D.
E.
IV.
ted~
Registration and record keeping
Program planning and scheduling
Curriculum areas
Personnel practices
Physical plant, environmental arrangement
Health, safety and nutrition
Public relations and evaluation
Parent relationships
Community resources and volunteers
Boards or advisory committees
Professional development
Compiled from 30 outlines.
Child Growth and Development
Instruction was on the child from prenatal life through
adolescence with major emphasis on the preschool years.
The
study included intellectual, physical, emotional, and social
growth of the child within the family, the values of school,
and techniques in guidance.
I.
II.
III.
Dl.
V.
History and theories of Child Growth and Development
Methods of studying human behavior
Child Growth and Development principles
Physical needs of the growing child
Disturbances in development
A.
B.
C.
VI.
Abnormality
Accidents
Emotional problems
Stages in development
A.
B.
c.
D.
E.
F.
G.
VII.
Topics included:
Prenatal development
l. Heredity and genetics
2. Conception
3. Environmental influences
4. Stages of fetal development
5. Birth process
Infant
Toddler
Preschooler or early childhood
Middle childhood
Adolescence
Maturity
Aspects of development
A.
B.
Physical growth
l. Growth cycles
2. Nutrition and health
J. Physical proportions
4. Muscular development
Motor development
35
c.
D.
E.
F.
VIII.
Education of the child
A.
B.
c.
D.
E.
IX.
Intellectual development
1. Sensitivity and perception
2. Language development
). Concept formation
4. Creativity
5. Learning theories
6. Individual differences
7. Heasurement of intelligence
a. T,ypes of tests
b. Reliability, validity, design
Emotional development
1. Fears and anxiety
2. Anger and hostility
). Foundation of basic trust
4. Psychological needs
Social development
1. Concept of self
2. Beginnings of social response
). Personality development
4. Cultural influences
5. Independence
6. Peers
7. Sex role development
Children 1 s Pla;y
1. Values and types of pla;y
2. Materials and equipment selection
Types of programs and philosophy
Teaching techniques in guiding the child
Physical setup of the environment
Activities
Health and safety
The family
A.
B.
c.
Family member interaction
Family structure
Parenting
Compiled from 4) outlines.
36
Observation
Insight was focused on the principles of child growth
and development b.y direct observation in the preschool of
planned activities and behavior patterns at various stages of
development.
The role of the observer and various approaches
to observation were important.
Subjects included:
I.
Philosophy of observation
II.
Approaches to observation
A.
B.
C.
D.
E.
F.
III.
IV.
Methods of recording behavior of children
1. Impressionistic - diary, log, incidental
report
2. Mechanical - photographs, movies, tapes
3. Objective - anecdotes, time-study, spotcheck, selective incidence
Interviews and their uses
Case study techniques
Use of learning activities in studying children
Observational approach applied to interpretation
of tests and diagnostic tools
Studying children through others
Procedures
Role of the observer
A.
B.
C.
D.
Acceptance of individual differences
Techniques to develop senses
Self-evaluation
Professional ethics
Compiled from 16 outlines.
37
Child, Family and Community
Emphasis was placed on patterns of family living in
contemporary society, including interaction of family members
and the community.
Considered were factors affecting family
life, the relationship of the family to the preschool, and
available community resources to families in difficulties.
Themes included:
I.
Principles of socialization
II.
Process of socialization
III.
Family as a social system
A.
B.
C.
D.
E.
F.
rv.
History
Family life cycle
Needs and rights of children
Interaction of family members
Styles of child rearing
Factors affecting .family life
1. One parent family
2. Working mother
J. In-laws
4. Exceptional child
). Divorce
6. Death and illness
7. Extended family
8. Poverty
Interaction to the community
A.
Factors in the community affecting the family
Economic conditions
2. Social class
J. Cultural customs and attitudes
4. Ethnic composition
). Urban, suburban or rural setting
6. Church and state
7. Mobility, geographical area
8. Changing community
Home and school relations
1. Services of the schools
2. Communication
J. Meetings, conferences
1.
B.
38
C.
Community resources
1. Agencies serving children and their families
a. Welfare
b. Eliucation
c. Health
d. Recreation
e. Counseling
f. Religion
g. Diagnostic clinics
h. Juvenile justice system
2. Ways to use resources
Compiled from 33 outlines.
39
Child with Special Needs
Instruction was based on the concept of children with
special needs, classification of special needs, diagnosing
procedures, family and social factors affecting development,
management procedures, and resources of government and private
agencies.
I.
II.
The content included:
History and philosophy of children with special needs
Classification of special needs
A.
B.
C.
D.
E.
F.
G.
H.
I.
III.
IV.
V.
VI.
Causes
Diagnostic screening procedures
Family and social factors affecting development
Methods of management
A.
B.
C.
D.
E.
F.
G.
VII.
Orthopedic handicaps
Language disabilities
Vision and hearing impairments
Learning disabilities
Mental retardation
Emotional disturbances
Neurologically handicapped
Child abuse
others
Institutional procedures
Recreational therapy
Occupational therapy
Counseling
Speech therapy
Physical therapy
School programs
Te.chniques for the classroom
A.
B.
C.
D.
E.
Observations
Learning environment - materials, equipment
Types of programs available
Activities to meet development needs
Behavior modification
40
F.
G.
VIII.
Resources of support, referral, and continuing care
services
A.
B.
IX.
Prepared curricula available from model programs
Home-school management
Government agencies
Private agencies
Career opportunities
Compiled from 25 outlines.
41
Cultural Education
Featured was an examination of the multi-ethnic family
structure in california and problems relative to cultural
conflicts.
Instruction also revealed the role of women and the
role of men in the child's socialization.
Subject matter
included:
I.
II.
Historical development of culture
Cultural diversity today
A.
B.
c.
D.
TII.
B.
C.
VI.
Social determinants of Black identity
Child rearing styles
Black community as role models
Other multi-ethnic cultures
Women in American culture
A.
B.
c.
D.
E.
VII.
Social and psychological factors in development
of self-concept
Child's perspective of the world
Role of women in home and community
Black American culture
A.
B.
C.
V.
Economical aspects
Politics
Religion
Mexican American culture
A.
IV.
Family and marriage
Theories of woman's nature
Sex role conditioning
Legal status
Socioeconomic status
Single or married
Men in American culture
A.
B.
C.
D.
Changing sex roles
Paternal power and socioeconomic status
Theories on father's role
Divorce and single parenting
42
E.
VIII.
Cultural education in the preschool
A.
B.
IX.
Men in the preschool
Use of multicultural art, dance, games,
literature and language in the curriculum
Bilingual education
1. History and philosophy of use in schools
2. Role of language in expression of self and
culture
3. Methods and activities
a. English as a Second Language activities
b. Spanish as a Second Language activities
Resources
A.
B.
Parents
Community
Compiled from 13 outlines.
43
Curriculum
This class was designed to help the preschool teacher
plan and use the physical environment for creative activities
in such areas as in art, literature, music and movement,
nutrition and cooking, science and mathematics, and physical
development.
I.
II.
III.
Items of interest included:
Developmental stages of creative expression
Importance of creativity
Group management techniques
A.
B.
C.
D.
E.
F.
IV.
V.
VI.
VII.
VIII.
Art
Literature and language arts
Science and mathematics
Music and movement exploration
Nutrition and cooking
A.
B.
C.
D.
IX.
Nutrition education for preschoolers
Food preparation techniques and activities
Exploration of tastes
Relation to mathematics, science, reading,
language arts
Physical development
A.
B.
C.
X.
Eltpectations
Schedules and plans
Physical setting for the total child
Individual needs
Goals and role of the teacher
Teaching techniques
Role of play in development
Small muscle activities
Large muscle activities
Cultural activities, including festivals, food
44
XI.
XII.
Activities for holidays, birthdays, weather
Media
A.
B.
C.
XIII.
Resources
A.
B.
C.
D.
XIV.
Discrimination in television viewing
Community shows, plays
Films, tape recordings, bulletin boards
Field trips
Visitors
Sources for supplies
Picture and book files
Evaluation of the teaching role and the program
A.
B.
Observations
Parent and community interact.ion
Compiled from 40 outlines
45
Art for Ea.rl.y Childhood
Instruction was focused on the basic principles of art,
the philosophy of art education in early childhood, and
exploration of art media and techniques appropriate for young
children.
I.
II.
III.
Contents included:
Basic principles of color and design
Philosophy of art education for young children
Developmental sequence of children's art
rv. Exploring art media and techniques
A.
Art media
1. Two dimensional - drawings, rubbings, chalk,
paintings, fingerpaints
2. Three dimensional - cl~, mobiles, papier
mache, collage, sculpture
J. Large muscle three dimensional - woodwork
4. Small muscle three dimensional - weaving,
stitchery, stuffed creatures
5. Representational art - puppets, masks
6. Mosaics - natural media
?. Forms in printing, stamping
8. Construction with glue, staples, tape
9. Group activities in murals, cardboard
construction
10. Sensory development - smell, taste
B. Techniques
1. Variety of materials
2. Integration with other curriculum activities
.). Preparation, supervision, and clean up
4. Use of environment to promote art expression
v.
Theme and related activities
A.
B.
c.
Holidays and seasons
Family and community helpers
Colors and shapes
VI. Resources and evaluation
Compiled from 21 outlines.
46
Language/Literature (for Young Children)
A study of literature for children included survey of
appropriate materials, criteria for selection, and techniques
of presentation.
Language development activities emphasized
preparation for reading and writing skills.
I.
Children's Literature
A.
B.
C.
D.
E.
F.
II.
History and trends of children's literature
Values for children
Criteria for book selection
Author's purpose and theme
Classification of stories
Issues involved in children's literature
Language development
A.
B.
C.
D.
E.
III.
Topics included:
Theories of language acquisition
Stages of language development
Assessment of language skills
Techniques for developing vocabulary
Problems in language development
Activities to foster language skills in children's
literature
A. Listening skills
B. Speaking skills
C. Writing skills
D. Reading skills
E. Methods to use with minority children
IV.
V.
Working with parents
Resources and evaluation
Compiled from 39 outlines.
4?
Music for Young Children
Fundamentals of musical knowledge for those who work
with young children emphasized basic teaching techniques,
selection of materials and equipment appropriate to the musical
awareness and growth of children.
I.
Music fundamentals
A.
B.
c.
D.
E.
F.
G.
II.
III.
Notation - meter, rhythm, pitch
Major, minor scales, chords
Key signatures
Unison melodies
Phrasing
Sight reading, transposition
Keyboard, musical terminology
Values of music appreciation
Teaching techniques
A.
B.
c.
D.
E.
F.
G.
H.
IV.
Subject matter included:
Songs and singing
1. Types of songs
2. Qualities of good song
J. Presentation of unison, rounds, chants, echo
singing
4. Repertoire of songs for young children
Records
Autoharp
Rhythmic body movement
1. Value
2. Use with instruments
3. Movement exploration
Homemade instruments
Group participation in finger plays, games
Guitar, other instruments
Holiday music
Resources and evaluation
Compiled from 24 outlines.
48
Play/Rhythm/Movement (Exploration)
The philosophy and values of
p~
and movement explo-
ration experiences for young children were highlights for this
course.
The teacher's role in the selection of appropriate
programs, methods and materials were also of interest.
Themes
included:
I.
II.
History and philosophy of creative movement and play
Values of creative movement and play
A.
B.
c.
D.
E.
III.
IV.
V.
VI.
Overall growth and development
Cultural values
Aesthetic growth
Therapy for physical and emotional stress
~ image and self concept
Fundamentals of movement exploration
Types of play
Attitudes, abilities, and skills of children
Teacher's role
A.
B.
C.
Program planning
1. Movement exploration
2. Posture activities
). Fitness exercises
4. Games - balls, sidewalk, schoolroom relays,
perception
;. Water, sand, mud play
Selection of materials and resources
Evaluation of skills, materials, and achievement
Compiled from 12 outlines.
49
Science for Young Children
Exploration of the natural and physical sciences were
the main themes.
Included were the philosophy and methods of
a science curriculum for young children with recognition to
various developmental concepts involved in science and mathematics development.
I.
II.
Natural sciences - plants, animals, man, ecology
Physical sciences
A.
B.
C.
D.
III.
V.
Measurement and number
Classification skills
Spatial relations
Temporal relations
Seriation
Health
CUrriculum methods and techniques
A.
B.
C.
VI.
Quantifying instruments
Weather
Earth and natural materials
Simple physical principles
1. Solids, liquids, gas
2. Magnetism, electricity
3. Gravity
Developmental concepts
A.
B.
C.
D.
E.
rl.
The content included:
Value of methods used
Presentation of activities in school
1. Games - dominoes, blocks, feely boxes
2. Experiments - water, temperatures
3. Gardening
4. Field trips
5. Pets
6. Cooking
7. Rhymes, puzzles
Teaching aids, resources
Evaluation
Compiled from 9 outlines.
50
Day Care/Foster Care/Head Start
Principles and practical guidance to the responsibilities
and duties of a day care/foster care/Head Start worker were the
goals of this class.
I.
Day care worker
A.
B.
C.
II.
c.
D.
c.
V.
Role and responsibilities of worker
Community resources and agencies
Home visitation
Legal requirements
Principles
A.
B.
C.
D.
VI.
Responsibilities
Children 1 s rights
Kinds of service
Relations with natural parents
Head Start worker
A.
B.
Dl.
Types of day time child care programs
Role of the worker
Problems and concerns of fcunily day care
Foster care worker
A.
B.
III.
Subject matter included:
Planning the physical environment and materials
Concepts of growth and development
Activities appropriate to stages of development
Techniques in effective communication
Career opportunities
Compiled from 10 outlines.
51
First Aid/Health
The goal of this course was focused on the factors
basic to personal and community health with emphasis on first
aid.
Items of interest included:
I.
II.
Importance of good health
11ental health
A.
Hazards to emotional stability
B. Mental illness defined
c.
III.
Family life
A.
B.
c.
D.
IV.
v.
Human sexuality
Preparation for marriage
Human reproduction
Child rearing practices
Disease control
Health in our society
A.
B.
c.
VI.
Symptoms, causes, treatment
Alcohol and drugs
Pollution and safety
Consumer knowledge
Community Health
A.
First Aid
1. Value of training
2. General rules
J. Anatomy and physiology of the body
4. Wounds, dressings and bandages
5. Treatment of shock
6. Artificial respiration
7. Injuries due to heat and cold
8. Poisons
9. Injuries to bones and joints
10. Common first aid problems of the home
11. Cardio-pulmonary resuscitation
12.
Burns
lJ.
14.
Emergencies, as serious bleeding
Sudden illness
Alcohol intoxication
Narcotics
15.
16.
.52
B.
C.
D.
VIIL
Public health organizations
Radioactive fallout and shelters
Resources
Maintaining your health
A.
B.
C.
Physical fitness and exercise
Basic nutrition
Personal health - teeth, eyes, skin
Compiled from 1.5 outlines.
53
Infant/ Toddler
Principles and philosophy of care of children up to
two years of age were the main focus, with information on growth
and developmental factors and on administration of an infant
care center.
I.
Contents included:
Philosophy of day care for infants/toddlers
A.
B.
II.
III.
Neonate
Infant/toddler
A.
B.
C.
D.
E.
F.
rv.
Development in physical, emotional, cognitive,
social and intellectual growth
Assessment of developmental status
Curriculum activities
1. Language stimulation
2. Developmental stimulation
Management principles
Basic care of the child
Health and safety standards
Infant/toddlers with developmental disabilities
A.
B.
C.
D.
V.
Current issues and controversies
Present and proposed standards
Assessment of impairments
Curriculum
Resources
Parental stresses and need for support
Infant center administration
A.
B.
C.
D.
E.
F.
G.
Licensing requirements
Goals of the center
Staffing and program planning
Working with parents
Dealing with crises
Community resources
Evaluation
Compiled from 16 outlines.
Marriage and Family
A study of marriage and family life emphasized mate
selection, human sexuality, marital adjustments, parenthood
and
f~
I.
interaction.
Topics of interest were:
Family, a social institution
A.
B.
C.
Historical perspective
Cross cultural influences
Forms of marriage
II. . Love and mate selection
A.
B.
III.
IV.
Human sexuality
Marital adjustments
A.
B.
C.
V.
Sexual problems
Adjustments to in-laws, money management,
children, leisure, retirement
Conflicts
Parenthood
A.
B.
VI.
Types of marital love
Factors influencing mate selection
Forms of parenthood
Issues involving children
Family interaction
Compiled from 9 outlines.
55
Nutrition
The introduction to basic nutrition included the study
of nutrient needs of families, especially children; and the
application of nutrition practices in preschools, including
planning, preparing and serving meals, food purchasing and basic
principles of food sanitation.
I.
Basic nutrition concepts
A.
B.
C.
D.
II.
Overview
1. Basic food plan through the life cycle
2. Food fads and fallacies
3. Psychology of food
Digestion
Nutrients• functions
1. Carbohydrates
2. Fats
3. Proteins
4. Minerals
5. Vitamins
Special diet considerations
1. Cultural and geographical dietary habits
2. Weight control
J. illnesses
Planning and preparing a nutritious food program
A.
B.
C.
III.
Themes included:
Principles of meal planning
1. Requirements of the recommended dietary
allowances
2. Budget
J. Psychological considerations
4. Evaluation
Food preparation techniques
1. Value for children
2. Experiences for children
Parent education
Health/sanitary considerations
A.
B.
Principles of food handling
Health concerns for children
Compiled from 15 outlines.
Parenting
Focus on this course was on the philosophy of parent
involvement and participation in preschools, parent education,
techniques of guidance, communication skills, and activities in
the classroom.
I.
Role of the parent in the classroom
A.
B.
II.
c.
c.
D.
E.
F.
Behavior modification
"Democratic parenting"
Setting limits
Enriching the home environment
Setting goals and evaluations
Crises intervention
Communication skills
A.
B.
C.
VI.
T,ypes of schools for children
Developmental characteristics of children
Techniques of guidance
A.
B.
V.
Techniques in working with parents
Using adults as resources
Home and school relationships
Parent education classes
A.
B.
rl.
Philosophy of involvement
Observations
Role of the teacher
A.
B.
III.
The content included:
Active listening
Alternative ways to share ideas
Parent conferences and meetings
Activities in the classroom
A.
B.
C.
Use and types of play equipment
Parental involvement in curriculum planning
Working as a team in content areas
Compiled from 44 outlines.
57
Practices (in Early Childhood Education)
Major concern was on supervised field work experience
in a preschool setting.
Instruction also considered the
philosophies of education, curriculum activities, basic
principles of guidance for the young child, and evaluation of
the experience.
I.
Educational philosophies
A.
B.
II.
III.
Curriculum
Techniques in management of behavior
Teaching techniques
Evaluation
A.
B.
C.
VI.
Developing behavior objectives and lesson plans
learning experiences in content areas
Developing teaching materials and equipment
Field work
Principles of guidance
A.
B.
V.
Principles of learning
Local school goals
T,ypes of preschools
A.
B.
C.
D.
IV.
Subject matter included:
Observations of child's involvement in activities, capacities
Student's experience
Curriculum
Parent interaction
A. Parent conferences
B. Working with parents in the classroom
VII.
Career opportunities
A.
B.
c.
Job application procedures
Professional development
Ethics
Compiled from 36 outlines.
58
Principles (o£ Early Childhood Education)
This survey of the field of early childhood education
included history and current trends, laws involved in licensing,
the physical environment, the teacher's role, techniques of
guidance, and the exceptional child.
I.
History of early childhood education
A.
B.
II.
c.
C.
D.
VI.
Government programs - Federal, state, local
Laws in licensing, credentialing
Funding
Teacher's role
A.
B.
V.
Types of programs
Purpose of schools
Qualities o£ the teacher
Career possibilities
Institutional roles
A.
B.
IV.
Philosophers and theorists
Educators
Overview o£ preschool education
A.
B.
C.
D.
III.
Items o£ interest were:
Techniques in guidance
Curriculum
1. Assessing developmental characteristics
2. Writing instructional objectives
3. Planning content to provide maximum
opportunities for development
4. Field trips
5. Routines
6. Observations
7. Evaluating curriculum
Staf£ relationships
Interaction with parents, community
Parents• role
The exceptional child
Compiled from 42 outlines.
59
Principles and Practices
Because the contents of this course were a combination
of the Principles class and the Practices course already cited,
a separate outline was not included.
This combination course
was used by 34 percent (12) of the colleges for a mean of
eight units per college.
60
Psychology
This introduction to scientific theories and concepts
which affect human behavior also featured orientation to the
principal psychological processes and their applications to
daily living.
I.
II.
Contents included:
Study of behavior
A.
Learning
B.
C.
D.
E.
F.
G.
Perception and sensation
Motivation and emotion
Personality development
Intelligence and testing
Social psychology
Behavior deviations
Factors affecting behavior
A.
B.
C.
D.
E.
Heredity
Environment
Maturation and growth mechanisms
Mental illness
Mental health
Compiled from 15 outlines.
61
Seminar/Special Studies
Workshops or individual conferences qy arrangement
provided for independent study and enriched academic experience.
Topics included:
I.
II.
Content determined qy the student and instructor
Assigned problems involved library, laboratory,
observation, and field work
Compiled from 7 outlines.
62
Teacher Aide (Training)
Covered were the principles and philosophy of the
teacher aide program with practical experience in the school
setting.
Subjects of interest were:
I.
II.
Elementary school history and philosophy
Duties of the teacher aide
A.
B.
III.
Instructional
Non-instructional
Classroom management skills
rv. Field experience
V.
VI.
Parent interaction
The profession
A.
B.
Ethics
Opportunities
Compiled from 12 outlines.
Work Experience/Careers
This organized and supervised work experience program
allowed students to extend learning opportunities through
vocational employment and related study, as well as technical
in-class instruction.
I.
Vocational competencies
A.
B.
II.
Themes included:
Teaching techniques and skills
Evaluation of abilities
Careers
A.
B.
Job opportunities
:Employment procedures
1. Application
2. Resumes
3. -Interviews
Compiled from 16 outlines.
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The purpose of this study was to determine the curriculum content of Early Childhood Education courses in the public
community colleges of California.
The research in early
childhood education was needed mainly to assist those initiating
programs at the community colleges or other colleges, and to aid
part-time teachers and others by serving as a guide for curriculum development.
In addition, the inquiry could assist those
preparing outlines for accreditation, interest teachers to
consider new courses, update information, and encourage others
to pursue research in the field.
Forty of the 81 California public community colleges
offering early childhood programs as listed in Occupational
Programs in California Public Community Colleges 1976-77 (12)
were selected randomly by using a table of random numbers.
A
letter was sent to the 40 colleges requesting all course
outlines for their early childhood education program.
Of the
35 responding the Social and Behavioral Sciences
division and the Child-related departments were the most often
in charge of the most frequently named program, Early Childhood
Education.
Twenty-five general course areas were categorized
64
65
from the total of the 574 outlines received.
A statistical
relation between the number of outlines sent and the number of
faculty at each of the colleges and to the age of the colleges
was attempted.
Summary information was also compiled for course titles,
units, prerequisites, lecture hours, laboratory hours, textbooks
and course content.
Conclusions
Diversity was indeed the most marked characteristic of
the curriculum content of early childhood courses in the
community colleges as forewarned b,y the Carnegie Foundation for
the Advancement of Teaching (18).
No major division or depart-
ment was in charge of the early childhood courses at the
California community colleges.
Although the Social and Behav-
ioral Sciences division was in charge of the Child Development
program in 40 percent of the colleges, the divisions had seven
varied names.
names.
The Child-related departments had eight dissimilar
or the total outlines received, 81 percent had different
names.
When more than 50 percent of the colleges sent outlines
for a course category the apparent importance of the course was
emphasized.
No statistical correlation could be drawn by
comparing the total number of outlines to the number of faculty
and to the age of the colleges.
Those courses having a mean of
more than three semester units suggested the possible offering
66
of the course in a sequence over two or more semesters.
Those courses for which 50 percent or more of the
colleges required prerequisites seemed to indicate that they
were taken the second year at the community college.
The use
of lecture hours suggested the importance of learning principles.
Those courses for which the same book was not used by more than
one college suggested the variety of books available with
possibly no quality comprehensive text that could be used by
many colleges.
The summary of all the outlines into categories might
serve as a basis for ideas for those initiating early childhood
programs or full or part-time instructors or others at the
community colleges and four-year institutions.
The topics
included might assist those preparing outlines for accreditation
by
suggesting what others had been using.
From the collected data the following topics might
stimulate interest of teachers in developing new or revising
existing courses:
Child with Special Needs, Cultural ID:iucation,
Play/Ffrlythm/Movement, Day Care/Foster Care/Heaii Start, and
Infant/Toddler courses.
The move to update information in early childhood
courses at the community colleges hail been completed by the two
colleges who revised outlines in 1978 and has been indicated by
the two others who did not participate in the study as they were
in the process of revising their course outlines.
67
Recommendations
From the data analyzed, recommendations have been
made for additional research.
1.
A comparison of the data generated by this study
to practices in other community colleges throughout the United
States,
2.
A study to determine the frequency of concepts in
the outlines by each course category,
3. Faculty input on teaching early childhood courses,
and
4. Textbook selection process and choices.
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68
69
1.
Babin, Patrick. 11 Crisis in Curriculum U3adership. 11
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2.
Balch, Ruth Ernst. "A Survey of Selected Early Childhood
Teacher Education Programs and a Recommended Course of
Study. n Unpublished EdD dissertation, Northern illinois
University, 1976.
3.
Bauer, Harry L. "Marriage Education in California Junior
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the National Council on Family Relations, Committee on
Education for Marriage and Family Life in Colleges, held
in Denver, Colorado, September 7, 1950. (Typed).
4.
Bender, L. W., and J. 0. Hammons. "Adjunct Faculty:
Forgotten and Neglected." Community and Jnnior College
Journal, October, 1972, ~:2, 20-22.
5.
Berry, Suzanne. Establishing a Training Program for Child
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on Vocational and Technical Education. Information
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6.
Blake, Mary Elizabeth, ed. Day care Aides: A Guide for
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Federation of Settlements and Neighboring Centers, 1972.
7.
Brown, Donald V.
8.
California. Administrative Code. Title 5 Education. Part
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Procedure, 1977.
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10.
11.
Post-Secondary Teachers of Technical
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Winter, 1975, 4:4, 25-32.
11
Administrative Code. Title 22 Social Security.
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Administrative Procedure, 1972.
California Community Colleges. Occupational Programs in
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• Occupational Programs in California Public
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Office, 1973.
I
70
12.
• Occupational Programs in California Public
Community Colleges 1976-77. Sacramento: Chancellor's
Office, 1976.
13.
• Personal correspondence from J. Milton Beck,
Specialist in Facilities Planning and Utilization.
March 29 to July 28, 1978.
14.
• Personal correspondence from Barbara S. Pratt,
Specialist in Consumer and Home Economics Education.
June 18, 1976.
15.
California Legislature. Joint Legislative Budget Committee.
Publicly Subsidized Child Care Services in California.
Sacramento: California Legislative Analyst Office,
August 23, 1974.
16.
California State Department of Education. Curriculum
Guide, Child Care Centers. U.S. Educational Resources
Information Center, ERIC Document ED 002 147, 1964.
17.
• Personal correspondence from Berthann Heath,
Regional Supervisor of the Bureau of Home Economics
Education. July 8 to August 2, 1976.
18.
Carnegie Foundation for the Advancement of Teaching.
Missions of the College Curriculum. San Francisco:
Jessey-Bass, 1978.
19.
Carter, Frances Tunnell. "A Study of Selected Aspects of
Home Economics Programs in Junior College. 11 Unpublished
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20.
Chalkey, Gladys B., chairman. The California Home Economics
Association Yesterday, Today and Tomorrow 1921-1961.
California: California Home Economics Association, 1962.
21.
Cincinnati Public Schools Home Economics Department.
Teacher's Guide for Exploring Careers in Child Care.
5th ed. Bloomington, Ulinois: McKnight, 1974.
22.
Clark, Ernestine Gray. "Curriculum Production and A
Creative Design For Teaching Child Development. 11
Unpublished PhD dissertation, Texas Woman's University,
1971.
23.
11
Commerce Department reports Social Trends, Including
Preschool Enrollment Rise." Report on Preschool
Education, January 3, 1978, 10:1, 1-2.
'
71
24.
Committee on Philosophy and Objectives of Home Economics.
"Home Economics - New Directions II. 11 Journal of Home
Economics, May, 1975, 67:3, 26-27.
25.
Comprehensive Dissertation Index, 1861-1972. Education A-C.
Ann Arbor, Michigan: Xerox University Microfilms, 1973,
20, ll44-1166.
26.
Cranston, Alan.
Newsletter.
27.
Dales, Ruth J. and Anne G. Buis. "Development of Post-High
School Wage Earning Programs in Home Economics Education
Utilizing the Resource Guide Care and Guidance of
Children. Final Report." Tallahassee: Florida State
University, June, 1968.
28.
Dressel, Paul L. "The Role of Concepts in Planning the Home
Economics Curriculum. 11 Home Economics Seminar. French
Lick, Indiana. Home Economics Division of Association
of State Universities and Land Grant Colleges. East
Lansing_: Michigan State University, 1962, 7-18.
29.
Gordon, Ira J. The Infant Experience.
Charles E. Merrill, 1975.
30.
Grossman, Allyson Sherman. 11 Almost half of all children
have mothers in the labor force. 11 Monthly Labor Review,
Jtme, 1977, 100:6, 41-44.
31.
"Growing Market For Retailers. Climbing Birthrate Delights
Business. 11 Los Angeles Times, December 1, 1977, Part _2,
19.
32.
Guichard, G., C. Mangham, and G. M. Gallary. Part-Time
Employment, Item 8. Report to the Board of Governors of
the California Community Colleges, Sacramento, April 910, 1975.
"Cranston Speaks on Child Care."
January, 1978, 12, 4.
33. Harper, Laura Jane.
Education.
67:2, 7-10.
11
SCAEYC
Columbus, Ohio:
The Status of Home Economics in Higher
Journal of Home Economics, March, 1975,
11
34.
Hildebrand, Verna. Introduction to Early Childhood
Education. New Jersey: Macmillan, 1976.
35.
Hurt, Mary Lee. "Vocational Home Economics Present and
Future. 11 Journal of Home Economics, Ma;y, 1972, 64:5,
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72
36. Johnson, B. Lamar.
"Accreditation Teams Look at California
Junior Colleges. 11 The Junior College Journal, October,
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37.
• General Etlucation in Action. Washington, D. C. :
American Council on Education, 1952.
38. Johnston, Velma S.
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~:4,
"Home Economics in California 1 s Junior
American Vocational Journal, April, 1968,
50-51, 7 •
39. Kelley, Win and Leslie Wilbur.
Junior College.
New York:
Teaching in the Community
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1970.
40. King, Carl Howard.
A Proposed Curriculum in Community
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11
41.
Litman, Fran and Rita Weathersby.
42.
I.ombardi, John. Part-Time Faculty in Community Colleges.
ERIC Clearinghouse for Junior Colleges. Topical Paper
No. 54. los Angeles: University of California,
December, 1975.
Becoming a Child Development Associate A Guide for Trainees. Washington, D.C.:
U.S. Department of Health, Education, and Welfare, 1975.
43. Parker, Ronald K. and Laura L. Dittmann. .5
Pay Care Staff
Training. Office of Child Development Publication.
No. (OCD) 73-23. Washington, D.C.: Department of
Health, Education, and Welfare, 1971.
44.
Phair, Tom S. Staffing Patterns in California Public
Community Colleges, A 1976=77 Overview. Sacramento:
California Community and Junior College Association,
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4.5.
Presley, Frances. "Teacher Preparation for Nursery Schools
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NurserY Education, September, 1963, 18:4, 267-27.5.
46. Rand Corporation. A Million Random Digits with 100,000
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Glencoe, Illinois :
The Free Press,
19.5.5, 1.5.5.
47. Robbins, Richard C.
"Some Criteria for the Selection of
Content for a General Education Course in Fami~ Living
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dissertation, University of California, Los Angeles, 19.54.
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48. Ross, D. M.
Preliminary Report on Part-Time Faculty.
Sacramento: California Community College Trustees,
California School Board Association, May 22, 1975.
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Undergraduate Course of Study Since r36. Prepared for
the Carnegie Council on Policy Studies in Higher
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50.
Scriven, Georgia H. "A Survey of Junior College Curricula
Related to the Preparation of Preschool Personnel. 11
Illinois School Research, Fall, 1971, ~:1, 47-52.
51.
Seefeldt, C. A Curriculum for Child Care Centers.
Charles E. Merrill, 1974.
52.
Simi Valley Unified School District. Secondary Course of
Stu~y for Home Economics Program. Department No. 06.
Simi Valley, California: Department of Curriculum, 1972.
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Simpson, Elizabeth Jane. 11 Planning for the Year, the Unit,
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54.
State Advisory Committee and Jim A. Richardson. Education
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Stejskal, Sister Helen. 11 Content of classes in human
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Care and Guidance - A Suggested Post High School----Curriculum. U.s. Office of Etlucation Publication, No.
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57.
- - - - · Project Head Start, career planning and progression For a Child Development Center. Publication
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58.
U.s. Department of Labor. Federal Funds for Day Care
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U.S. Office of Education. "Vocational Education Reports."
Washington, D.C.: Division of Vocational Training and
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Ohio:
74
60.
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"CUrriculum Evaluation." Review of
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Williamson, Maude and Mary Stewart Lyle. Homemaking
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APPENDIX A
LETTERS TO COLLEGES
75
76
CALIFORNIA
STATE
UNIVERSITY,
NORTHRIDGE
Northridge, California 91330
"IN THE SAN FERNANDO VALLEY"
3425 Rivermore Street
camarillo, Calif. 93010
Department of Home Economics
(213) 885-3051
Dear Dean
Because research concerning early childhood education curriculum in the
community colleges is almost non-existent, I am studying course outlines from 25*
randomly selected California schools. Your community college has been selected to
participate in this survey at California State University, Northridge. Because courses
in early childhood may be found in various departments, I am requesting your assistance
to reach the proper personnel for the needed information.
I would like to receive course outlines for all the courses relating to early
childhood or to nursery school teacher training offered at your college for the 1977-78
year. A list of courses identified in the current catalog as a part of the early
childhood education program at your college is enclosed. Information on these outlines
should contain the following:
1.
2.
J,
4.
5.
6.
7.
8.
9.
10.
Descriptive title
Division/Department
Date of current outline
Units, lecture hours, laboratory hours
Prerequisites
Catalog description
Course description
Course materials: text, films, etc.
Course content, assignments
Evaluation methods
Please send the outlines in the enclosed self-addressed stamped envelope. IT
your college publishes a counseling brochure on the early childhood education program,
I would also appreciate receiving it.
Thank you very much for your prompt consideration and for your help.
are interested I will be happy to send you a summa.ry of the study.
Yours truly,
Florence E. Hironaka
Graduate student
Marjory L. Joseph
Department Chairman
Jd.ajor Advisor
Enclosures 2
*
Letter was finally sent to
40 colleges instead of 25.
If you
77
CAliFORNIA
STATE
UNIVERSITY,
NORTHRIDGE
Northridge, California 91330
"IN THE SAN FERNANDO VALLEY"
Department of Home Economics
3425 Rivermore Street
(213) 885-3051
Camarillo, Calif. 93010
FOI.LC1N-UP LETTER
Dear Dean
A few weeks ago I requested the 1977-1978 course outlines from your
collllllUility college early childhood education program to assist in my graduate
study program. AB yet I have not received your response,
Since I am most anxious to obtain your college's input, I would
appreciate it i f you would please remind the personnel in charge to send them
soon. However, i f sending the outlines is not possible, please fill out
the self-addressed stamped postcard and return it to me.
Thank you for your cooperation in helping me complete this graduate
research.
Yours truly,
Florence E. Hironaka
Graduate student
Marjory L. Joseph
Department Chairman
Major Advisor
Enclosure
78
SELF-ADDRESSED STAMPED POSTCARD
CALIFORNIA COMMUNITY COLLIDE QUESTIONNAIRE
on Early Childhood Education Courses
Name of Community College ----------------------------------What are your reasons for not sending course outlines 1
reasons.
_ _ 1.
2.
-__
__
__
__
3.
4.
5.
6.
7.
_ _ 8.
Check
have no early childhood education program
no outlines are available
outlines outdated
against college policy
against department policy
prefer not to share outlines
many departments are involved
other, please specify-------------------------
APPENDIX B
DATA CONCERNING THE COLLEGES
79
APPENDIX B.l
Community Colleges That Responded,
and Locations
80
81
COMMUNITY COLLIDES THAT RESPONDED, AND LOCATIONS
1977-78 College Catalogs Used from These Colleges
Name of College
Location
1.
American River College
Sacramento
2.
Reedley College
Reedley
3.
College of Marin
Kentfield
4.
Hartnell College
Salinas
5.
Napa College
Napa
6.
Moorpark College
Moorpark
7.
Cerro Coso Community College
Ridgecrest
8.
Glendale College
Glendale
9.
Cerritos College
Norwalk
10.
Los Medanos College
Pittsburg
11.
San Joaquin Delta College
Stockton
12.
Porterville College
Porterville
13.
Santa Barbara City College
Santa Barbara
14.
Lassen College
Susanville
15.
Pasadena City College
Pasadena
16.
San Diego City College
San Diego
17.
College of the Sequoias
Visalia
18.
Modesto Junior College
Modesto
19.
Santa Rosa Junior College
Santa Rosa
20.
Chabot College
Hayward
21.
Herritt College
Oakland
82
Name of College
Location
22. Yuba College
Marysville
23. Sierra College
Rocklin
24. Shasta College
Redding
25. Santa
Santa Ana
Ana College
26. Sacramento City College
Sacramento
2?. Solano Community College
Suisun City
28. De Anza College
Cupertino
29.
Imperial Valley College
Imperial
30.
Compton Community College
Compton
31. San Jose City College
San Jose
32. Barstow College
Barstow
33. San Diego Mesa College
San Diego
34. Allan Hancock College
Santa Maria
35.
Chaffey College
Alta Lama
APPENDIX B. 2
Early Childhood Divisions at the Colleges
83
p '
84
EARLY CHILDHOOD DIVISIONS AT THE COLLEGES
Number of Colleges
Percent
14
40
8
23
5
14
Humanities
2
6
No Divisions
1
3
Not listed
5
14
Names of Divisions
I.
Social and Behavioral Sciences
A.
Behavioral Science
B. Health Sciences, Physical
c.
D.
E.
F.
G.
II.
Technological/Business
A.
B.
c.
D.
E.
F.
G.
H.
III.
Education and Human Services
Health Services
Human Services
Public Services
School of Human and Educational
Services
Social Science
Business and Science
Business/Home Economics
Home Economics and Trade and
Technical Education
Technical
Technological/Business
Technology
Vocational Education
Vocational/Technical
Arts and Sciences
A.
Applied Arts and Sciences
B. Applied Science
c.
D.
IV.
v.
VI.
Fine and Applied Arts
Fine Arts
APPENDIX B.3
Early Childhood Departments at the Colleges
8.5
86
EARLY CHilDHOOD DEPARTMENTS AT THE COLLEGES
Names of Departments
I. 'Child-related
A.
B.
c.
D.
E.
F.
II.
B.
c.
D.
E.
F.
G.
H.
III.
B.
c.
20
57
13
37
3
9
Business and Family Studies
Consumer and Family Studies
Consumer and Home Economics
Education
Family and Consumer Education
Family and Consumer Science
Family and Consumer Studies
Home and Family Living
Home Economics
other
A.
Percent
Child Development
Early Childhood
Early Childhood Development
Early Childhood Education
Early Childhood Studies
Nursery School Education
Home-related
A.
Number of Colleges
Etl:u.Qation
Occv,pational Education
Psyehology
One college represented two departments
APPENDIX C
DATA CONCERNING THE OUTLINES
87
APPENDIX C.1
Titles of Courses Used
qy Two or More Colleges
88
89
TITLES OF COURSES USED BY 'IWO OR MORE COLLEGES
Names of Courses
1.
Administration
a.
b.
c.
d.
e.
2.
a.
c.
d.
e.
2
Administration
in Early
6
2
2
of Nursery
2
Child Development
Child Growth and Development
Early Childhood Development
Introduction to Child Psychology
Principles of Child Development and Observation
9
)
2
2
)
Observing and Understanding Children
2
Child, Family, and Community
a.
b.
c.
d.
e.
f.
5.
of Early
Observation
a.
4.
Administration and Supervision
Childhood Programs
Nursery School Administration
Nursery School Supervision and
Supervision and Administration
Childhood Education
Supervision and Administration
Schools
Child Development
b.
).
Number of
Colleges
Child, Family and Community
Child, Family, Community
Child-Family-Community Interrelationships
Home, School, and Community Relations
The Child, Family and Community
The Child in Home and Community
7
2
2
2
5
2
Child with Special Needs
a.
b.
The Child with Special Needs
The Exceptional Child
6.
Cultural Education - none
7.
Curriculum
a.
b.
c.
Language Skills, Literature, Dramatic Play,
and Science
Creative Activities for Children
Creative Activities for Young Children
2
2
2
2
2
90
Names of Courses
8.
Art for Early Childhood
a.
b.
9.
Art
Creative Activities for Children
Children 1 s Literature
Literature for the Young Child
Beginning Piano
Music and Rhythm
Music for Young Children
Music Fundamentals
11.
Science for Young Children - none
12.
Play/Rhythm/Movement
a.
Play and Play t.fa.terials
13.
Day Care/Foster Care/Head Start - none
14.
First Aid/Health
a.
b.
2
Child Health
First Aid
3
2
3
2
2
2
3
Infant and Toddler Development
Infant Care
Infant Development
2
2
2
Marriage and Family
a.
b.
17.
3
Infant/Toddler
a.
b.
c·.
16.
2
Music for Young Children
a.
b.
c.
d.
15.
2
Language/Literature in Early Childhood
a.
b.
10.
Number of
Colleges
Marriage and Family
Marriage and the Family
2
3
Nutrition
a.
b.
Basic Nutrition
Nutrition
2
3
91
Names of Courses
18.
Parenting
a.
b.
19.
2
2
Introduction to Early Childhood Education
Introduction to Education
Introduction to Nursery School
Principles of Early Childhood Education
Program Planning
2
2
2
4
2
Practices
a.
b.
c.
d.
21.
Parent Education
Parent Seminar
Principles
a.
b.
c.
d.
e.
20.
Number of
Colleges
Early Childhood Education Field Practice
Field Experience
Nursery School Laboratory
Practices in Early Childhood Education
2
2
2
2
Principles and Practices
a.
b.
Introduction to Early Childhood Programs
Principles and Practices in Early Childhood
2
2
22. Psychology
a.
b.
General Psychology
Introduction to Psychology
23.
Seminar/Special Studies - none
24.
Teacher Aide - none
25. Work EXperience/Careers - none
4
3
APPENDIX C. 2
Mean Semester Units for Each Course
92
93
MEAN SEHESTER UNITS FOR EACH COURSE
Course Category
Semester Units
1.
Administration
3
2.
Child Development
4
3.
Observation
3
4.
Child, Family, Community
3
5.
Child with Special Needs
6
6.
Cultural Education
4
7.
Curriculum
4
8.
Art for Early Childhood
3
9.
Language/Literature
5
10.
Music for Young Children
3
11.
Play/Rhythm/Movement
3
12.
Science for Young Children
3
13.
Day Care/Foster Care/Head Start
4
14.
First Aid/Health
3
15.
Infant/Toddler
3
16.
Marriage and Family
3
17.
Nutrition
3
18.
Parenting
5
19.
Principles
4
20.
Practices
4
21.
Principles and Practices
8
22.
Psychology
3
94
Course Category
Semester Units
23.
Seminar/ Special Studies
3
24.
Teacher Aide
6
25.
Work Experience/Careers
4
APPENDIX C.3
Percentage of Outlines Requiring Prerequisites and
Mean Semester Units Per Course Category
95
96
PERCENTAGE OF OUTLINES REQUIRING PREREQUISITES AND
MEAN SEMESTER UNITS PER COURSE CATEGORY
Course Category
Percentage of
Outlines Requiring
Prerequisites
Mean
seMester
Units
1.
Administration
53
11
2.
Child Development
14
3
3.
Observation
38
3
4.
Child, Family, Community
30
3
5.
Child with Special Needs
52
5
6.
Cultural Education
7.
Curriculum
8.
Art for Early Childhood
9.
Language/Literature
36
4
10.
Music for Young Children
12
1
11.
Science for Early Childhood
22
11
12.
Pla~/ID:J.ythm/Movement
17
5
13.
Day Care/Foster Care/Head Start
14.
First Aid/Health
20
3
15.
Jn£ant/ Toddler
56
3
16.
Marriage and Family
17.
Nutrition
7
3
18.
Parenting
7
6
19.
Principles
57
8
20.
Practices
83
10
21.
Principles and Practices
69
7
none
50
5
none
none
none
97
Course
Cate~ory
Prerequisites
Mean
semester
Units
7
3
Percent~e of
Outlines Reguirin~
22.
Psychology
23.
Seminar/Special Studies
57
4
24.
Teacher Aide
50
6
62
7
25. Work Experience/Careers
APPENDIX C.4
Texts Used
b,y
Three or More Colleges
98
99
TEXTS USED BY THREE OR MORE COLLEGES
1.
2.
3.
Administration
a.
Cherry, Clare, Barbara Harkness and Kay Kuzma. Nursery
School Management Guide. Belmont, CA: Fearon, 1973.
b.
Hewes, Dorothy and Barbara Hartman. Early Childhood
Education: A Workbook for Administrators.
San Francisco: R and E Associates, 1974.
Child Development
a.
Ambron, Sueann Robinson. Child Development.
cisco: Holt, Rinehart and Winston, 1975.
b.
Stone, L. Joseph and Joseph Church. Childhood and
Adolescence. New York: Random House, 1973.
c.
Smart, Mollie s. and Russell c.
New York: Macmillan, 1977.
5.
3d
ed.
Observation
a.
4.
Children.
San Fran-
Cohen, Dorothy and Virginia Stern. Observing and
Recording the Behavior of Young Children. New York:
Teachers College Press. Columbia University, 1974.
Child, Family and Community
a.
Elkin, Frederick and Gerald Handel. The Child and
Society: The Process of Socialization. New York:
Random House, 1972.
b.
Satir, Virginia. People Making.
and Behavior Books, 1976.
Palo Alto, CA:
Science
Curriculum
a.
Croft, Doreen J. and Robert Hess. An Activities
Handbook for Teachers of Young Children. 2d ed.
Boston: Houghton Mifflin, 1975.
b.
Machado, Jeanne M. Early Childhood Ex.periences in
Language Arts. New York: Delmar, 1975.
c.
Pitcher, Evelyn G. and others. Helping Young Children
Learn. 2d ed. New York: Charles E. Merrill, 1974.
100
d.
6.
9.
Cherry, Clare.
Belmont, CA:
Creative Art for the Developing Child.
Fearon, 1972.
First Aid/Health
a.
8.
Provo,
Art for Early Childhood
a.
7.
Taylor, Barbara J. A Child Goes Forth. 3d ed.
Utah: Brigham Young University Press, 1972.
American National Red Cross First Aid Manual. Standard
First Aid and Personal Safety. Garden City, New York:
Doubleday, 1973.
Infant/ Toddler
a.
Gaplan,
b.
Brazelton, T. Berry.
Dell, 1972.
Frank, ed. The First Twelve r-ionths of Life.
New York: Grosset and Dunlap, 1973.
Infants and Mothers.
New York:
Principles and Practices
a.
Croft, Doreen. Be Honest with Yourself.
Wadsworth, 197 •
Belmont, CA:
b.
Hendrick, Joanne. The Whole Child.
C.V. Mosb,y, 1975.
c.
Hess, Robert D. and Doreen J. Croft. Teachers of Young
Children. Boston: Houghton Mifflin, 1975.
d.
Hildebrand, Verna. Introduction to Early Childhood
Etlucation. 2d ed. New York: Macmillan, 1976.
e.
Leeper, Sarah Hammond, and others. Good Schools for
Young Children. 3d ed. New York: Macmillan, 1974.
f.
Read, Katherine. The Nursery School.
Philadelphia: W. B. Saunders, 1976.
St. Louis, MO:
6th ed.