Education (ED)
	Family Resources (FAMR) formerly HD
	Human Services (HSERV)
	Social Services (SOSERV)

***Required for Associate in Science degree
 *ED 105 - Introduction to Early Childhood Education. 3 credits Prerequisite or corequisite: ED 134. Prerequisite: English placement of ENG 22 or consent of instructor.
Consists of the common core of knowledge that make the field of early childhood a profession. Discusses the history of the field and early childhood models. Explores the teacher's style and roles. Introduces current issues and advocacy in early childhood. Gives students understanding about play and observation skills as they learn of the opportunities available to them in the field today.

 

*ED 106 - Early Childhood Curriculum. 3 credits Prerequisite: ED 105 or consent of instructor.
Offers a practical guide and overview of curriculum, developmentally appropriate practices, and basic skills needed with young children. Includes planning in the Early Childhood program to meet the needs of the child: socially, physically, emotionally, and intellectually. Discusses designing learning environments for young children and an introduction to working with children with special needs.

 

*ED 134 - Introduction to Observation of Children. 1 credit Recommended prep: Concurrent enrollment in ED 105 and/or FAMR 231.
Introduces techniques of observing young children. Helps students develop skills in observing and recording children's behavior accurately, descriptively, and objectively. Provides opportunity for students to expand and deepen their understanding of child growth and devleopment.

 

*ED 140 (cross listed as FAMR 140) - Guidance of Children in Group Settings. 3 credits Prerequisite: Access to a group or class of preschool, elementary, or high school children, and ENG 22 or English placement of ENG 100, or consent of instructor.
Addresses positive ways to support children's social-emotional development. Focuses on adult-child and child-child interactions and relationships. ED 170B ( ED 170C ED 170D *ED 190 - Early Childhood Laboratory (Recommended for students who have little or no experience with groups of young children. Students who are in-service may take ED 191V.) 4 credits - 8 hours/week practicum in Na Ho'omaka Pono, and weekly 2-hour seminar. Prerequisites: ED 134, and FAMR 231 or ED 105
Helps students put into practice the theories, attitudes, and skills gained in lecture course. Designed to be the first supervised experience in an early childhood setting. Includes weekly seminars to introduce health and safety curriculum. Student may be required to obtain a physical or doctor's note, and to be fingerprinted at student's expense.

 

**,***ED 191V - Work Practicum and Discussion in Education. 2-4 credits - 5-15 hours/week practicum, weekly 1-hour seminar. 1st semester prerequisites: ED 105 or FAMR 231, and HSERV 110 and Ed 134, or consent of instructor.
2nd semester prerequisites: ED 106 or consent of instructor.
Supervised work experience. Provides individualized in-service training in preschool, elementary, or secondary education. Includes weekly seminar which gives students opportunity to discuss practicum experiences. May be repeated for a maximum of 12 credits. Responsibilities increase with each repeat.

 

ED 234B

ED 234C

Includes advanced skills in methods of observing and recording behavior and assessing children's needs.

Introduces developmentally appropriate reading and writing strategies for preschool and primary school teachers. Explores approaches for extension of these strategies by parents.

Concentrates on facilitating large muscle development in children, ages two to eight. Examines the physical development of children. Explores a wide variety of motor/movement activities for use with groups of children and the individual child. Evaluates the physical environment and equipment.

Presents an in-depth hands-on curriculum of children's music and language arts. Focuses on students learning basic guitar and studying various uses and categories of children's music for classroom implementation. Coordinates language arts with music in selecting books for such curriculum areas as: pre-reading, storytelling, dramatic action, myths and legends of Hawai'i, puppetry, poetry, and removal of sexist language.

Explores the learning process in science and math from infancy through third grade and the teacher's role and experience inplanning for and facilitating this process. Focuses on the process of exploration, observation, hypothesis testing and discovery through activities and materials.

Presents an understanding of the basic modalities and processes by which children learn. Focuses on the special child. Emphasizes on overview of special areas such as auditory and visual perception, language, and sensory motor integration. Discusses assessment and teaching strategies to remediate specific areas of learning difficulties.

Examines licensing and its role; organizations, and roles and responsibilities of the early childhood program administrator. Looks at and evaluates present vision and mission statements, and gives students tools to develop vision and mission statements.

Examines hiring, grievance, and firing policies of early childhood programs. Examines and lets student develop a framework for staff development for their program.

Examines and analyzes early childhood curriculum and physical environments. Lets students develop plans to improve curriculum and physical environments of individual programs.

Examines principles of profit and non-profit management, budgeting, and financial planning. Gives students toold to develop budgets and short and long-term financial plans for early childhood programs.

Examines and analyzes operating policies, recordkeeping practices, and staff and child evaluation procedures of early childhood programs.

Examines the various ways an administrator can be an advocate for the profession. Looks at programs, accreditation and understanding and utilizing decision-making processes at the county, state, and federal levels.

Requires the observable performance and assessment of the six Child Development Associate (CDA) competency areas in the classroom. Includes a classroom placement which provides for a minimum of 50% teaching time for a demonstration of these competencies: 1) organize a learning environment; 2) advance physical and mental abilities; 3) develop child's self-esteem; 4) build healthy group environments; 5) coordinate home and center experiences; and 6) plan cooperatively.

Recommended prep: ED 134 (strongly recommended for Human Services majors)

Describes and analyzes human development from conception to puberty. Focuses on the interrelationship of physical, cognitive, social, and emotional aspects of developmoent at each level.

Recommended prep: FAMR 231

Describes and analyzes human development from adolescence to aging and death. Focuses on the interrelationship of physical, cognitive, social, and emotional aspects of development at each age level.

Studies the biological, emotional, and psychological aspects of the aging process. Discusses current attitudes about older people. Enables students to recognize the needs of older adults. Discusses policy and legislation affecting older people.

Explores resources available to older adults. Introduces students to various agencies and programs available in the community. Enables students to recognize the needs of older adults. Enables the student to interview and assess older adults.

Introduces the nature of human service programs. Studies federal, state, and local human service responsibilities. Includes talks be agency representatives and field trips to agencies.

Introduces therapeutic intervention techniques for use in crisis intervention and suicide prevention. Includes referral techniques and local community resources.

Offers basic introduction to counseling processes to those working or planniing to work in the helping professions including Early Childhood Education. Discusses theories and practices of counseling and interviewing individuals and groups. Gives students opportunities to practice skills through role-playing. Not intended to be preparation for counseling professionals.

Presents an in-depth and extensive survey of information on alcohol and drug abuse. Provides basic understanding of chemical dependency, its assessment, and its various treatment modalities.SOSERV 150 - Alcohol and Drug Education - 3 credits

Supervised work experience. Provides individualized in-service training in community services. Includes weekly seminar giving students opportunity to discuss practicum experiences. May be repeated for a maximum of 12 credits. Responsibilities to increase with each repeat.