Below you will find a listing, and course description of all of the Early Childhood Education Classes in the category of Child Development. Not all courses are offered each semester. See the official schedule for courses that are open for registration. Most of the courses are also available as customized/contract training classes for your organization. Contact the Early Childhood program for more information.
Announcement: Additional Class Added in Child Growth and Development ECH205
By popular demand, we have scheduled an additional class June 2 to July 9, 2014, Mondays and Wednesdays from 10:00am - 2:00pm at the Gaithersburg Business Training Center. See Flyer for Child Growth and Development. You MUST email Tracy.Singleton@montgomerycollege.edu to let her know you are interested in the new class so she can place you on the waiting list. Note: the class is contingent upon sufficient enrollments.
Applying New Brain Research to your ECE Program, ECH011, hours: 2
Find out about new development in brain theory. Recent research provides proof that a child's interactions and experiences in the first few years of life have significant impact on social, intellectual, and language development. Acquire strategies to use this research in your practical work with young children to foster and support development.
Basics of Child Development, ECH002, hours: 12
Apply basic child development principles to child guidance techniques. Review stages of child development and discuss methods of implementing these principles. Leave this course with both an understanding of and techniques for applying the principles of child development in the caregiving environment.
Brain Buzz – Understanding Brain Functioning, ECH089, hours: 3
What do our brains look like? What are the different parts of the brain? What do we know about the way our brains develop? How can we learn more? This course offers an introduction to the physiology of the human brain. You will learn how the growing brain can help prepare a child for new experiences at different stages of life. This class will introduce students to resources for learning more about brain functioning.
Building a Cooperative Classroom, ECH222, hours: 3
This class will focus on how we impact the emotional environment, guide children’s choices and behavior, and how we can facilitate cooperation in our classroom setting.
Caregivers’ Guide to Nurturing the Brain in Infants and Toddlers, ECH019, hours: 3
As a caregiver you make important and healthy connections with infants and toddlers that promote brain development. Learn how to implement new ideas in your program using language, music, and movement, and create the right environment. You will be building the foundation for a lifetime of learning.
Child Growth and Development ECH205 45hrs
Learn the principles of child growth and development necessary for working in programs that serve children from infancy through age eight. Social, emotional, physical, and intellectual development of young children and the implications of these areas of growth and development on group care are emphasized. This class provides the first 45 of the 90 classroom hours needed to become a teacher in programs licensed by the MSDE Office of Child Care Licensing
Communicating with Babies: Using Sign Language with Infants and Toddlers, ECH133, hours: 12
Infants and toddlers are able to communicate. They do not yet have the ability to articulate words and phrases, but they do have needs and feelings that they want to share with the people who care for them and each other. Adults can help by learning and teaching simple hand signals which represent words. This class offers a basic introduction to American Sign Language for early childhood educators and parents.
Communicating With Preschoolers: Using Sign Language with Young Children, ECH134, hours: 12
Young children are learning to understand and manage powerful emotions. They can be expected to use multiple methods to communicate their needs and feelings. These efforts to communicate are likely to include crying, screaming, striking out, biting and other forms of physical expression. Some teachers have experienced success in helping children express themselves through using basic sign language to signal anger or frustration before it escalates. Using sign language to assist in-group management can be a useful tool in the classroom. Try signing in your classroom to help keep the environment more calm, comfortable and controlled.
Creative Cognition I ECH262 4hrs
Teachers can improve the learning capacity of children through simple, specific activities that serve a clear function. One of these specific activities is movement. This class will establish the need of using different effective tools towards the integration of physical, psychological, academic, and language functions.
Creative Cognition II: Integrating Skills with Young Children ECH251 4hrs
Teachers can improve the learning capacity of children through simple and fun activities. This class will explore cognitive integration through music, movement and artistic expression. A variety of strategies will be introduced to achieve developmental progress in multiple learning domains through integration of physical, psychological, academic, and language functions.
Developmental Assessment for Children 6 Weeks to 5 Years Old, ECH070, hours: 3
Explore basic milestones of child growth and development for young children from early infancy to age five years. Three frameworks for observing, evaluating, and documenting children's developmental level will be examined and discussed.
Effective Observation; Assessing Children’s Skills & Abilities and Setting Goals to Meet Individual Needs, ECH249, hours; 3
Observing children, their interactions with adults and peers, recording these objectively, and planning the program based on this information are the keys to a successful early childhood education. This session will provide techniques for effective observation to assess children's skill development, to evaluate the learning environments, to identify which techniques to apply to individual situations, and how to then use this information to plan a dynamic program.
Family Child Care Pre-Service Module One, ECH165, hours: 4
This course is designed as an introduction to the basic concepts of child development for family child care providers. Topics include the milestones of growth and development birth through 13 years, basic beliefs of leading child theorists, and insights into learning differences among children.
Healthy Beginnings: Module I ECH269 6hrs
This course provides a foundation for understanding and using Healthy Beginnings as a child development tool. An introduction to the new Healthy Beginnings guide is provided and connections are made between the new guide and the Maryland Model for School Readiness.
Implementing the Fundamentals of NAEYC Developmentally Appropriate Practices, ECH179, total hours: 63 hours Child Development
3 hours Professionalism
The National Association for the Education of Young Children (NAEYC) created a blueprint for working with children aged birth through eight years entitled Developmentally Appropriate Practice ((DAP). This valuable booklet presents a set of carefully articulated child developmental stages, combined with appropriate instructional strategies for nurturing and instructing specific age groups. This document is a vital and practical resource for teachers working in early learning environments. Join us in examining and discussing these valuable tools to improving professional behaviors and becoming a more effective teacher.
Individualized Children’s Portfolio Development: Learn To Observe and Document Behaviors, ECH180, total of 7 hours:3 hours Child Development
2 hours Professionalism
2 hours Community
Researchers and educators have identified the need to assess baseline information about children’s abilities and individual developmental levels in order to plan useful classroom activities. When this information is attained, teachers can plan to address and design lessons that support each child’s emerging skills. During recent years, the value of developing Individualized Child Portfolios has become a popular and valuable strategy for documenting and measuring achievement toward learning goals. This class presents formats and methods for developing these portfolios and sharing the information with families.
Keys/Quality School Age Care, ECH072, hours: 8
Explore basic principles for providing quality learning experiences for school-aged children. The course will include discussion of the developmental needs of this age group and ways to effectively deal with special personality types within a group setting. The course will cover physical, cognitive, and psychosocial development, the importance of creating a friendly environment, and the necessity of defining and reinforcing appropriate behavioral limits through a structured, yet informal, setting.
Learning By Heart: Emotional Intelligence and School Readiness, ECH069, hours: 16
This course will present an overview of the complex interconnecting mutual influences of early brain growth, inter-personal relationships, social emotional experience, cognitive abilities and language development. The course will focus on the significance and importance of play in forming cortical connections related to self-regulation of attention, emotion and behavior. Topics will include models and resources depicting examples of adult-initiated play that nurtures positive emotional development and interactions.
Managing Emotions through Movement, ECH125, hours: 6
Young children often experience feelings that they do not understand, such as anger, fear, jealousy, elation, exhaustion, and shyness. Along with using names and words to describe emotions, movement can play a powerful and therapeutic role in self expression and creativity. This class offers opportunities to examine the value and scope of movement in the healthy development of emotions through deliberate and regular movement activities.
Montessori: Practical Life Skills, ECH211, 3hrs
Examine why practical life exercises are the foundation of the Montessori classroom. Specific life skills activities and activities goals will be presented. You will have the opportunity to practice these life skill exercises.
Montessori: Using Phonics, ECH210, 3hrs
The Montessori Method uses a tactile, kinesthetic approach to phonetics that makes it possible for children to learn to “sound out” words at a very early age. Children will gain the ability to read longer phonetic words, non-phonetic words, and sentences, as they gain mastery at foundational developmental levels. In this session, emphasis is placed upon the Montessori way of introducing phonics to pre-readers.
Montessori: Teaching Math Concepts, ECH209, 3hrs
Using the Montessori Method, children work hands-on with learning materials that make abstract concepts become clear and concrete. In this session, emphasis is placed on Montessori’s method of introducing Pre-Kindergarten number concepts, including values, addition and subtraction, decimals, and value placement. You will actively participate in learning how to create activities and play math games using common daily life items found in our homes and classrooms.
Naptime Made Easy, ECH145, hours: 2
Rest renews and refreshes us all. Why, then, is it that naptime can be such a stressful time in the group child development schedule for both caregivers and children? This class provides tips and tools to assist children in relaxing during naptime. Some children will not and cannot sleep midday. This class provides suggestions and alternatives for handling these children during rest times.
OneUp: Module 1, Principles of Caregiving and Infant-Toddler Education, ECH108, hours: 5
This course introduces 10 basic principles as a theoretical foundation for respectfully caring for infants and toddlers. These principles are examined and supported by practical examples of caregivers in action.
OneUp: Module 3, Attachment and Brain Development, ECH110, hours: 5
The strong affectionate connection infants and toddlers feel toward their special caregivers is called "attachment." This bond involves closeness and responsive interactions and is necessary to promote a sense of security in the world within a young child's life experiences. Attachment is key to the way in which a baby's brain develops. This attachment concept is discussed in this class.
OneUp: Module 4, Physical Development / Motor Skills, ECH111, hours: 5
This class introduces an overview of the developmental stages of physical growth and movement sequences of infants and toddlers. Caregivers can facilitate motor development by valuing it and giving children natural everyday experiences and freedom to move in safe environments.
OneUp: Module 5, Perception, Cognition and Language, ECH112, hours: 5
Perception is the ability to accept and organize information. Sensory experience links to motor development, and early sensorimotor experiences provides the basis for cognitive development in infants and toddlers. These topics are investigated in this six-hour session.
OneUp: Module 6, Social-Emotional Development, ECH113, hours: 5
Adults help infants and toddlers develop the ability to connect socially with other human beings. Socialization starts at birth and continues to develop well into early childhood and young adulthood. This class defines the need for autonomy and the processes involved in promoting pro-social behaviors in infants, toddlers, and young children.
Raising Nonviolent Kids I, ECH051, hours: 8
Learn the six core strengths children need to develop in order to live peacefully and what adults can do to develop those strengths in children. Based on the work of Dr. Bruce Perry.
Raising Nonviolent Kids II, ECH052, hours: 8
Continue your study into the possibility and process of raising nonviolent children. Prerequisite: Raising Nonviolent Kids I.
Responding to Children Under Stress, ECH024, hours: 6
As children grow and mature, they gain self-esteem, develop social skills, use various cognitive abilities and practice newly acquired fine and gross motor skills. These challenges create stress-- the kind normally thought of as healthy. Some children bear additional stress from hunger, extreme poverty, homelessness, or violence. Learn way to help them cope with these challenges.
Review of Child Growth and Developmental Milestones Birth to 8 Years, ECH182, hours: 6
This course serves as an introduction and a review to the specific milestones of early growth and development in young children from birth to eight years of age. These years are exciting, dynamic and crucial to providing opportunities to enhance cognitive, socio-emotional and physical development. Teachers are most effective when they are intentional in their individualized planning based on knowledge of the basic foundations of development.
School Aged Childcare, ECH135, hours: 45
This course will cover necessary elements for providing before-and-after-school programs serving children ages 5 to 13, including quality standards and care issues, child growth and development, teacher's roles and qualifications, and working with families and communities. Activity planning, environment designing, scheduling, building relationships with other children, guiding children's behavior, and caring for children with special needs will also be covered.
Targeting Social Interaction Skills ECH264 3hrs
Social skills form a crucial key for interfacing with the world and are critical for children’s lifelong success and achievement. Join us indentifying activities and strategies designed to increase social competence among young children, thereby creating a more dynamic learning environment and close classroom community. This class features the research-based principles of Promoting Positive Peer Social Interactions set forth by The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) project developed by the Vanderbilt Kennedy Center for Research on Human Development.
Teaching Social Skills in School Age Programs, ECH071, hours: 8
This course focuses on helping children to develop social competence. Discussion will include a definition of the concepts of social competence and self-image. Identifying the core “problem” and articulating the problem between individuals or groups will be a focus of this class. In addition, problem solving step by step activities will be introduced. Discussion will include an examination of conflict and strategies to work through and manage conflict, as well as activities designed to help children acquire and “practice” these skills. This class includes understanding and developing communication skills between individuals and cooperation within small groups. The understanding of oneself in relationship to functioning as a part of a larger community will be a major emphasis for this experience.
Teasing, Tiffs, and Tattlers Preschoolers Resolving Conflicts ECH124 3hrs
Help preschoolers articulate their problems and feelings. Learn how to enable children to maintain their self-esteem and create an atmosphere of cooperation through proven conflict-resolution and limit-setting strategies.
The Child Development Approach to Discipline, ECH010, hours: 2
Learn to assess children's behavior and respond to their need for guidance with problem-solving strategies such as effective use of routines, transitions, and the daily schedule. Move away from using "time out" to implementing developmentally appropriate interventions.
Time Out: Positive Guidance Strategies for Young Children, ECH149, hours: 2.5
Teachers should help young children identify and manage their behaviors. Some actions are dangerous or rude and are not appropriate in a classroom environment. This class explores the foundational theories of behavior management. It also provides numerous positive strategies for helping children act in acceptable ways, and taking responsibility for their choices and actions.
What’s Next for Baby ECH198, 6hrs
Look, suddenly he’s running around dumping toys and saying “no.” Assessment helps you solve the mystery and provide quality care. This two-part series is designed for teachers, family members, and others who care for infants and toddlers. Participants will receive a copy of Guidelines for Healthy Child Development and Care for Young Children. These Guidelines let caregivers know what behavior, knowledge, and skills to expect from the child and what caregivers can do to extend learning.