Course Syllabus

Summer 2026 | EDU-1030-VO02 - Introduction to Early Childhood Education

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Faculty

Heather Mattison
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

This course is an overview of early childhood education and the ways in which early childhood experiences can enhance the development of the whole child. Students examine the provision of early education and services for children from conception to age eight. Topics include child development, national and state standards, curriculum development, early intervention, regulation, and career exploration. This course introduces concepts that are aligned with the National Association for the Education of Young Children (NAEYC) Professional Standards for Early Childhood Educators: Standards 1, 2, 4, 5, & 6.

Essential Objectives

1. Discuss the cultural, historical, and philosophical evolution of early childhood education. 
2. Explore early education programs in the context of family and community relationships, including the need for cultural competence when supporting and collaborating with individuals from diverse backgrounds. [NAEYC Standard 1b, 1c, 2a, 2b, 2c, 4a, 4c] 
3. Understand the theories of child development and how they relate to the implementation of Developmentally Appropriate Practices (DAP). [NAEYC Standard 1a, 1b, 4a, 4b, 4c] 
4. Discuss national and state standards for the provision of education to young children and how early childhood education programs meet these standards. [NAEYC Standard 6b] 
5. Review the elements of early childhood education curricula, the theoretical framework for different approaches to what is taught, and the pedagogy of inclusion and universal design.  [NAEYC Standard 1d, 4b, 4c, 5b] 
6. Analyze evidence-based research on effective models of early education. [NAEYC Standard 1d, 4b, 5c, 6a]
7. Examine the early intervention system and the provision of services to support the development of children with diverse abilities and/or affected by trauma. [NAEYC Standard 1a, 2c] 
8. Discuss the regulation of programs, staff, and facilities to ensure health and safety, including the role of the state in policy development and regulation enforcement. [NAEYC Standard 6b] 
9. Explore the scope and diversity of career opportunities in the field of early childhood education, the NAEYC Code of Conduct, and dispositions required for work in the field, through assignments such as informational interviews, job shadows, or other career exploration activities. [NAEYC Standard 6a, 6b] 

Required Technology

More information on general computer and internet recommendations is available on the CCV computer recommendations Support page.

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Allowed: This course's generative AI policy acknowledges technology, including generative AI, plays a supportive role in learning and feedback. During our class, we may use AI writing tools such as ChatGPT in certain specific cases. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of these specific cases constitutes a violation of CCV's Academic Integrity Policy.

During our class, you may use AI support tools for grammatical support, such as Grammarly. Overall, the assignments in this course are reflective in nature, and AI is not appropriate for use in this course.

Methods

· Online discussions

· Readings, videos, and podcasts

· Written assignments

Evaluation Criteria

1. Class participation (60%) allows students to demonstrate mastery of the course content through discussion, in-depth analysis, and the expression of ideas about the material. Each of the 15 weeks is worth 3 points. Class participation is judged on attendance criteria, preparation (being up to date on assignments), and active participation in discussions (expressing ideas, questioning, showing interest, listening to others in class, making relevant comments, integrating ideas from different sources, and scenario-based assessments).
   
2. Interview (20%) with a professional in early childhood education. This interview allows the student to explore a career in the field, including the education, experience, and skills required.
   
3. Philosophy Statement (20%) allows the student to demonstrate reflection on class materials and how they would be applied in practice.

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Class attendance: Any missed classes will affect your grade. We will be covering a lot of material over the course of the semester and most of it will not be able to be replicated through outside assignments. The course is designed to enhance learning through participation and when you miss class you will miss that learning opportunity. Three or more absences may result in failure of the class.Attendance is defined by full, on time participation in online discussions.

Missing & Late Work Policy

Assignments: It is expected that assignments will be handed in on time. You can expect your assignments to be returned to you on time, as well-one week after the due date. Assignments will be marked down to half of the points it would have been given if on time if handed in up to a week late. After a week the assignment will receive a zero. This is the policy regardless of the reason the assignment is late.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/student-support/accessibility-services/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

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