Jun 14, 2024  
2021-2022 Catalog 
2021-2022 Catalog [ARCHIVED CATALOG]

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ECED 340 - Equity and Social Justice in Early Care and Educ

Credits: 3
Equity and Social Justice examines attitudes and practices that are explicitly and/or subtly biased on the basis of race, gender, socioeconomic status, ethnicity, age, culture, disability, family/lifestyle, sexual identity and gender orientation. Students will explore historical and current issues of how systemic power, privilege, and oppression impact early childhood education systems and the individuals within those systems.

Enrollment Requirement: Admission into BAS in Early Childhood Education or instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

  1. Define and apply key terms and concepts of diversity, inclusion and social justice.
  2. Analyze how implicit bias can influence relationships and identity development.
  3. Analyze how systemic power, privilege, and oppression impact early childhood education systems and the individuals within those systems.
  4. Summarize how professional practice is influenced by personal, social, and cultural contexts.
  5. Deconstruct biases, stereotypes, and micro-aggressions present in early childhood educational settings and the larger community.
  6. Critique how an individual’s family structure, culture, social, emotional, and political contexts may impact learning.
  7. Evaluate early learning programs by applying the National Association for the Education of Young Children (NAEYC) Position Statement on Diversity.

Program Outcomes
  1. Apply relationship-based principles and strategies that support young children and families.
  2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
  3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
  4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
  5. Screen, assess, and identify children with mental health challenges.
  6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
  7. Establish and maintain connections with appropriate support services and community resources.
  8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
  9. Advocate for families and young children through service, education, and leadership.

College-wide Outcomes
  • Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
  • Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
  • Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

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