MATC 2021-22 Catalog

CHILDD

DEGREE/DIPLOMA/CERTIFICATE COURSE DESCRIPTIONS

needs of those who are employed or would like to be employed as administrators in child care programs, Head Start, nursery schools, school-age programs, family child care, child welfare service agencies, public and private schools, and other early care and education programs. This course covers child care as a family-friendly community, integration of child growth and development principles into all aspects of the program, establishing and maintaining quality in the program, developing partnerships with families, multicultural and anti-bias approaches in curriculum, materials, activities, relationships, and space design and equipment. CHILDD-186 Credits: 3 Child Care Administrative Capstone This is the last of six courses designed to prepare participants to receive a credential as a child care administrator. Like the other fi ve courses, it is developed to meet the needs of those who are employed or would like to be employed as administrators in child care programs, Head Start, nursery schools, school-age programs, family child care, child welfare service agencies, public and private schools, and other early care and education programs. Those fi rst fi ve courses are primarily about mastering the necessary skills to be successful at managing quality, early childhood education programs. The strategies learned in this course build upon their management skills and take them beyond management to incorporate leadership in their programs, communities and profession. Through the development of a major project, students synthesize, integrate and apply the concepts and skills acquired in the full series of courses. Prerequisite(s): Complete CHILDD-181, CHILDD-182, CHILDD-184, CHILDD-185 and CHILDD-204. CHILDD-187 Credits: 3 ECE: Children With Differing Abilities This three-credit course focuses on the child with di ff ering abilities in an early childhood education setting. Course competencies include: integrate strategies that support diversity and anti-bias perspectives; provide inclusive programs for young children; apply legal and ethical requirements including, but not limited to, ADA and IDEA; work collaboratively through the consultation process to embed intervention in natural-based settings; di ff erentiate between typical and exceptional development; analyze the di ff ering abilities of children with physical, cognitive, health/ medical, communication and/or behavioral/ emotional disorders; work collaboratively with community and professional resources; utilize an individual educational plan (IEP/ IFSP) for children with developmental di ff erences; adapt curriculum to meet the needs of children with developmental

di ff erences; cultivate partnerships with families who have children with developmental di ff erences. CHILDD-188 ECE: Guiding Child Behavior The course examines positive strategies to guide children’s behavior in the early childhood education setting. Course competencies include: integrate strategies that support diversity and anti-bias perspectives; summarize early childhood guidance principles; analyze factors that a ff ect the behavior of children; practice positive guidance strategies; develop guidance strategies to meet individual needs; create a guidance philosophy. CHILDD-195 Credits: 3 ECE: Family and Community Relationships In this three-credit course, you will examine the role of relationships with family and community in early childhood education. Course competencies include: implement strategies that support diversity and anti-bias perspectives when working with families and community; analyze contemporary family patterns, trends and relationships; utilize e ff ective communication strategies; establish ongoing relationships with families; advocate for children and families; work collaboratively with community resources. CHILDD-199 Credits: 3 ECE: Advanced Practicum In this fi nal three-credit practicum course, you will demonstrate competence in supporting child development through observation, assessment and implementation of teaching strategies as you work in, learn about and apply the course competencies in an actual, early childhood setting. You will demonstrate a high level of skill in fostering relationships with children, families and early childhood professionals, and use skills learned in a lead teacher role to develop a career plan to transition from student to early childhood education professional. Prerequisite(s): Admission to the Early Childhood Education (10-307-1) program. Complete CHILDD-175 and CHILDD-177. CHILDD-204 Credits: 3 Supervise/Administrate ECE Programs This is the fi rst of six courses designed to prepare participants as child care administrators. Like the other fi ve courses, it is developed to meet the needs of those who are employed or would like to be employed as administrators in child care programs, Head Start, nursery schools, school-age programs, family child care, child welfare service agencies, public and private schools, and other early care and education programs. Credits: 3

analyze development of children age 3 through age 8; summarize the methods and designs of child development research; analyze the role of heredity and the environment. CHILDD-181 Credits: 3 Child Care Operations Management This is the second of six courses designed to prepare participants to receive a credential as a child care administrator. Like the other fi ve courses, it is developed to meet the needs of those who are employed or would like to be employed as administrators in child care programs, Head Start, nursery schools, school-age programs, family child care, child welfare service agencies, public and private schools, and other early care and education fi ve courses, it is developed to meet the needs of those who are employed or would like to be employed as administrators in child care programs, Head Start, nursery schools, school-age programs, family child care, child welfare service agencies, public and private schools, and other early care and education programs. This course represents an overview of the roles and responsibilities of administrators of various early care and education programs, and the groups with whom they have role relationships, with an emphasis on quality. CHILDD-184 Credits: 3 The External Environment This is the fourth of six courses designed to prepare participants to receive a credential as a child care administrator. Like the other fi ve courses, it is developed to meet the needs of those who are employed or would like to be employed as administrators in child care programs, Head Start, nursery schools, school-age programs, family child care, child welfare service agencies, public and private schools, and other early care and education programs. This course covers the external factors and relationships that provide constraints and opportunities that a ff ect an organization’s quality and ability to survive. It includes predicting supply and demand, marketing, licensing and other required regulation, funding, accreditation, external evaluation, collaboration with community organizations and agencies, public policy issues in early care and education, advocacy and working for public policy changes. CHILDD-185 Credits: 3 Child Care Best Practices This is the fi fth of six courses designed to prepare participants to receive a credential as a child care administrator. Like the other fi ve courses, it is developed to meet the programs. CHILDD-182 Credits: 3 Child Care Financial Management This is the third of six courses designed to prepare participants to receive a credential as a child care administrator. Like the other

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