CHLD 59: WORKING WITH SCHOOL-AGE CHILDREN
Foothill College Course Outline of Record
| Heading | Value |
|---|---|
| Units: | 4 |
| Hours: | 4 lecture per week (48 total per quarter) |
| Degree & Credit Status: | Degree-Applicable Credit Course |
| Foothill GE: | Non-GE |
| Transferable: | CSU |
| Grade Type: | Letter Grade Only |
| Repeatability: | Not Repeatable |
Student Learning Outcomes
- Identify the behaviors and characteristics of children ages five to twelve years.
- Define the elements of developmentally appropriate, high quality school-age child care.
- Define the characteristics of effective caregivers.
Description
Course Objectives
The student will be able to:
A. Identify the behaviors and characteristics of children ages five to 12 years.
B. Define the elements for developmentally appropriate, high quality school-age programs.
C. Demonstrate schedule and program planning skills in meeting the developmental needs, abilities and interests of the school-age child.
D. Demonstrate an understanding of cultural and learning differences and the need to use a variety of techniques when working with groups of children.
E. Develop problem-solving skills used in understanding and appropriately handling children's behavior.
F. Compare school-age program evaluation methods and tools.
G. Review Title 22 licensing regulations for school-age programs, staffing, adult-child ratios, off-site experiences, space and other program requirements.
Course Content
A. Identify the behaviors and characteristics of children ages five to 12 years.
1. Physical development.
2. Cognitive development.
3. Psychosocial development.
B. Define the elements for developmentally appropriate, high quality school-age programs.
1. Goals, environment, and elementary school experiences compared with out-of-school-experiences and opportunities.
2. Importance of making children's and their family's needs a priority in program decision making.
3. Strategies to accommodate the needs, interests and abilities of the school-age child in developmentally appropriate ways.
C. Demonstrate schedule and program planning skills to meet the developmental needs, abilities and interests of the school-age child.
1. Plan and present curriculum which promotes critical thinking, creativity, self-expression and fosters a sense of competence.
2. Plan schedules for a wide range of ages, developmental levels, and school schedules.
3. Develop curriculum opportunities for independent exploration, discovery and experimentation.
D. Demonstrate an understanding of cultural and learning differences and the need to use a variety of techniques when working with groups of children.
1. Examine how community and culture influence children's development of peer groups and self-esteem.
2. Explore ways of establishing community ties to the school-age program (field trips, speakers, civic service).
E. Develop problem-solving skills used in understanding and appropriately handling children's behavior.
1. Identify typical age-related issues for school-age children.
2. Incorporate issues in the curriculum such as pro-social skills, dealing with violence, bullying, peer pressure and media influence on the school-age child.
F. Compare school-age program evaluation methods and tools.
1. Use School-Age Environmental Rating Scale to evaluate a school-age program.
2. Use NAEYC Accreditation standards to evaluate a school-age program.
3. Use DRDP to evaluate a school-age program.
4. Use other evaluation tools to critique a school-age program.
G. Review Title 22 licensing regulations for school-age programs, staffing, adult-child ratios, off-site experiences, space and the requirements.
1. Compare public and private school-age programs in California.
2. Identify hiring requirements for the school-age program teacher.
3. Examine space, ratio and facility requirements in California licensing regulations for school-age programs.
Lab Content
Not applicable.
Special Facilities and/or Equipment
Method(s) of Evaluation
A. Quizzes, tests, final exam
B. Observation reports
C. Oral presentation
D. Individual and group projects
Method(s) of Instruction
A. Lecture and visual aids
B. Discussion of assigned reading in texts and articles
C. In-class exploration of internet sites
D. Homework
E. Guest speakers and field trips
F. Collaborative learning and small group exercises
G. Individual and group projects
Representative Text(s) and Other Materials
Click, P. Caring for School-age Children. 6th ed. New York: Delmar Publishers, Inc., 2011.
Whelan, M. But They Spit, Scratch and Swear: The Do's and Dont's of Behavior Guidance with School-Age Children. Minneapolis: A-ha Communications, 2000.
Above texts do not have updated editions and department faculty have determined that the texts remain relevant and provide role plays, scenarios and specific examples useful to students.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading and study of text.
B. Reading and written response to test questions, assignments and relevant articles and online reading material.
C. Reaction writing assignments to guest speakers, video viewings, and experiences, such as research projects and field trips.
D. Research, planning and written evaluation of individual or group projects.