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| Course: ECH128 First Term: 2024 Fall
Final Term: Current
Final Term: 9999
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Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Credit(s) Period(s)
Load
Subject Type: AcademicLoad Formula: S - Standard Load |
| MCCCD Official Course Competencies | |||
|---|---|---|---|
| 1. Define play, the arts, creativity and assessment. (I)
2. Describe the essential safety considerations related to play and arts in early childhood settings. (II) 3. Identify play and art materials including consideration of storage and accessibility. (II) 4. Describe developmental trends in play behavior from infancy through age eight. (III) 5. Explain the value of play to the affective, cognitive and psychomotor development of young children. (IV) 6. Review theoretical perspectives, current philosophies and controversies related to play in early childhood. (IV) 7. Present arguments for the benefits of creativity and flexibility in children`s play and thinking. (IV) 8. Describe various play roles which adults may take within an early childhood setting including therapeutic. (V) 9. Contrast early childhood program types relative to the place of play within the programs` goals and constraints. (V) 10. Explain procedures useful in the assessment of children`s play and arts behaviors as they relate to early learning goals, such as emergent literacy and numeracy and Arizona standards. (VI) 11. Review the major factors involved in managing young children`s play and art activities to ensure safety and include assessment. (II , V, VI) | |||
| MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements. | |||
| MCCCD Official Course Outline | |||
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I. Definitions within early care and education
A. Play B. The Arts C. Creativity D. Assessment II. Safety and materials for play and the arts A. Vulnerability of the young child 1. Physical characteristics 2. Behavioral considerations 3. Knowledge and experience B. Provision of safe materials and environments 1. Selecting appropriate materials and equipment 2. Storage and accessibility 3. Arranging daily environments for young children C. Supervision and maintenance for safety III. Developmental sequences and cultural expectations A. Play behavior 1. Social categories of play a. Social interaction (Partens) b. Rough and tumble play 2. Content categories of play a. Physical play b. Sensory / manipulative play c. Symbolic / imaginative play 3. Play themes and cultural context B. Art activities 1. Graphic development a. Drawing and visual arts b. Sculptural arts c. Relation to writing/literacy 2. Performing arts a. Drama and pretend b. Music and dance c. Literacy and books 3. Aesthetic development 4. Culture and creative expression IV. Theories, philosophies, and controversies in play and the arts A. Psychoanalytic perspectives on play B. Montessori, Waldorf, Piaget, and Vygotsky C. HighScope, Reggio Emilia and direct instruction D. Value of play to developmental domains 1. Psychomotor 2. Cognitive 3. Psychosocial E. Aggressive play and the media V. Adult roles and program types A. Arranging for, interacting with and interrupting play B. Therapeutic uses of play and arts C. Involving parents D. Creativity, playfulness and adult expectations E. Advocating for play and the arts VI. Assessment of play and arts activities A. Applying state early learning standards 1. Social, emotional and social studies 2. Physical, safety and health 3. Language, literacy and writing 4. Fine arts B. Techniques of assessment & documentation 1. Informal observation 2. Checklists 3. Standardized tools 4. Portfolios 5. Other C. Managing assessment in an early childhood environment | |||
MCCCD Governing Board Approval Date: June 27, 2023 | |||