Prior Learning Assessment Course Subjects

Children

More *'s indicate a better match.
Courses 1-10 of 57 matches.
Health and Safety for Young Children   (CDS-111)   3.00 s.h.  
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Course Description
This course will deal with all aspects of health (physical, mental, emotional) and safety for young children. Emphasis will be placed on the construction of teaching units for use with young children.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Articulate how children use sensory information to plan and carry out motor skills and movement.
  • Discuss how to assist children in safely performing skills sets such as: throwing, pushing, pulling and balancing.
  • Note the significance of assisting children to develop autonomy regarding personal hygiene and self-help skills.
  • Note the difficulties for children who struggle with verbal communication in terms of conveying illness or emotional stress.
  • Indicate the value and need for safety rules and communication of those rules to young children.
  • Discuss ways to help children explore and name a range of emotional feelings
  • Determine ways to incorporate problem solving and a sense of accomplishment into curriculum and daily routines.
  • Indicate how to teach children pro-social behavior in group settings.

 
Parenting Very Young Children   (CDS-113)   3.00 s.h.  
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Course Description
The parenting of Very Young Children (Birth to 6 years Old). A study of parental involvement with children, the amount & quality of parent- child interaction, the psycho-social development of young children, personnel placement in early childhood programs, & school-home communication.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss the benefits of a positive behavior plan for both parents and child.
  • Explain the significance of setting developmentally appropriate expectations.
  • Establish the significance of the home-school connection and strong communication ties.
  • Discuss how emergent literacy begins in the home and note how issues such as poverty impacts the onset of emergent literacy skills for the young child.
  • Indicate how the child develops cognitively and emotionally and what happens when a child fails to reach significant growth milestones. Incorporate Piaget's theories.

 
Introduction to Children's Literature   (LIT-221)   3.00 s.h.  
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Course Description
Introduction to Children's Literature is a course designed for adults who care deeply about children and children's books. Recognizing the crucial role adults play in introducing children to the joys of literature, the course encourages and promotes sharing books with children, including infants. The course text, Through the Eyes of a Child, shares this perspective and provides a wealth of information about the history and diversity of children's literature.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Answer knowledge-based questions about the history and importance of children's literature.
  • Identify criteria for evaluating children's literature.
  • Evaluate a wide variety of books available today for children, from newborns to adolescents, according to stated criteria.
  • Recognize and describe the artistry in children's books.
  • Discuss issues surrounding children's literature.
  • Compose essays on various themes related to children's literature.

 
Child Welfare Services   (SOW-262)   3.00 s.h.  
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Introduction to current issues in child welfare services. Examines the changes in the larger society which affect children, families, and the system of child welfare services. Course may include issues related to adoption, foster care, child advocacy, treatment of minority children, deinstitutionalization, etc. 
Children's Literature in Hispanic World   (SPA-262)   3.00 s.h.  
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Course Description
Study of children's literature of Spain and Spanish America. Readings from traditional children's poems, stories, plays, and from works written for children by authors such as Benavente, Gabriela Mistral, and Garcia Lorca.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Identify Latin American and Spanish writers who have written stories and poetry for children.
  • Identify literary genres and movements of selected children's works by authors from Spain and Latin America.
  • Explore the cultural context of children's literature by Latin American and Spanish authors.

 
Creative Arts for Preschool Children   (CDS-110)   3.00 s.h.  
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Course Description
The student will be able to demonstrate knowledge of the theory, content, and methods available to facilitate children's creative expression in the early childhood classroom (pre-kindergarten to third grade) through graphic art, music, drama, and literature as they impact both cognitive and affective development in children.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss theories related to the emergence of creativity in young children.
  • Describe and compare methods to enhance the creative expression of young children in areas of art, music, literature and drama.
  • Describe methods to foster creativity and artistic expression in a given content area.
  • Explain how to adapt instruction to meet the creativity needs of children experiencing developmental delays or disabilities.
  • Discuss how music and movement relate to the development of cognitive ability and analytical skills.
  • Compare and contrast philosophical approaches to creativity in the early childhood classroom.
  • Explain and provide examples of how culture and ethnicity can be explored and celebrated through mediums of art, music, and drama.

 
Children's Literature and Story Telling   (CDS-214)   3.00 s.h.  
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Course Description
A study of the principles of selection, adaptation and the techniques of storytelling, book talks and book reviews. A survey of children's literature and the age appropriate use of various genre.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss how the early childhood educator selects good and age-appropriate children's literature for the classroom.
  • Briefly considers the various genres and the defining elements of each.
  • Talk about the role of children's literature in promoting emergent literacy in early childhood education.
  • Indicate the role of parents/caregivers in terms of incorporating children's literature in the home environment.
  • Consider the role of multi-cultural literature in the classroom.
  • Discuss how literature has a cathartic element in the life of a child.
  • Briefly state how storytelling enhances the experience of literature in the classroom.

 
Administration and Supervision: How to Start a Childcare Facility   (CDS-353)   3.00 s.h.  
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Course Description
Administration and Supervision: How to Start a Childcare Facility Introduction to administrative responsibilities, types of programs, staff selection, business operation, insurance and requisitions for Child Care Programs.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss the administrative responsibilities of the director of a child-care program.
  • Articulate the many types of child-care programs available and how you would direct a parent/guardian to choose a type for their child.
  • Discuss the principles involved in staff selection and training.
  • Summarize sequence of events leading up to opening a day care facility including the daily operations, insurance, payroll, etc.
  • Indicate how children with special needs will be cared for given the day-care model.

 
Guidance for Young Children   (CDS-354)   3.00 s.h.  
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Course Description
This course will assist the child care staff in interpreting the behavior of young children and examining approaches to discipline. The student will develop realistic expectations of the child according to his/her developmental level. Other topics include relationship of space, materials, and activities to children's behavior; the staff member's personal attitude and approach toward children's behavior, and his/her influence on shaping responses from children; and the appropriate skills in speech and action which guide children's behavior in a positive manner.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss several developmentally appropriate approaches to the discipline of young children.
  • Determine the role of family, family culture, and family values in developing a discipline plan for young children.
  • Discuss the behavioral developmental milestones of children from birth through second grade.
  • Discuss the relationship of space, materials, and activities to the child's behavior.
  • Indicate the role of the staff member, regarding speech and actions, in shaping the behavior of young children.
  • Suggest ways in which the staff member can set realistic behavioral expectations for young children.

 
Caring For Children With Handicaps In Day Care, Preschool, and Family Day-Care Homes   (CDS-441)   3.00 s.h.  
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Course Description
Caring For Children With Handicaps In Day Care, Preschool, & Family Day-Care Homes. Increasingly, child-care givers confront the need to work with handicapping conditions in a variety of settings. This course provides information on various handicaps & their behavioral consequences as well as strategies for dealing with handicaps teachers are most likely to encounter.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Give an overview of the national laws designed to support the needs of disabled children.
  • Discuss the most prevalent early childhood disabilities (PL 94-142, IDEA).
  • Consider strategies for caring for the needs of children with autistic spectrum disorder.
  • Articulate the role of family and community in the process of caring for disabled children.
  • Cite and described at least five (5) organizations dedicated to information and advocacy on behalf of disabled children/families.

 
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