Official Course Description: MCCCD Approval: 06/27/06
EEP291 20066-20066	LEC	4 Credit(s)	4 Period(s)
Early Learning: Development and the Exceptional Young Child
Teaching and early learning issues within a cognitive processes context. Covers emotion, memory, and recall as well as early brain development and its relationship to early learning. Includes overview of the exceptional learner (birth - age 5), one who differs from the average or the norm, with emphasis on observation, techniques, characteristics, identification, types of programs, and work with families. Includes field experience. Prerequisites: Current provisional or standard teaching certificate.

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MCCCD Official Course Competencies:
EEP291   20066-20066	Early Learning: Development and the Exceptional Young Child

1.	Describe how early learning experiences affect wiring of the brain. (I)
2.	Summarize critical periods of early learning. (I)
3.	Explain the educational implications of early brain development. (I)
4.	Assess the importance of early care as it relates to school early learning. (I, II)
5.	Identify early learning characteristics that influence the architecture of the brain. (II)
6.	Distinguish between innate abilities and those enhanced by enriched early learning environments. (II)
7.	Identify characteristics that influence school readiness. (III)
8.	Apply strategies for effective early learning environment management. (IV)
9.	Define emotional intelligence. (V)
10.	Describe the impact of stress on the brain during the first five years of life. (VI)
11.	Describe the processes of identification, referral and assessment. (VII)
12.	Identify specific areas of exceptional functioning in young children, including learning exceptionalities, sensory and communication disorders, social and emotional problems, and physical and health related disorders, and giftedness.(VIII)
13.	Describe qualities and characteristics of gifted young children. (VIII)
14.	Describe the Individual Family Services Plan (IFSP) and Individual Education Plan (IEP). (IX)
15.	Describe social and emotional support systems for families. (IX)
16.	Identify unique needs of families with special needs children. (IX)
17.	Distinguish between the Arizona Early Intervention Program (AzEIP) and school district responsibilities. (IX)
18.	Explain normal language, speech, and communication development. (VII, IX)
19.	Identify early intervention priorities, programs, strategies, and research. (VIII, IX)

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MCCCD Official Course Outline:
EEP291   20066-20066	Early Learning: Development and the Exceptional Young Child

I. Breakthroughs in Neuroscience A. Early Brain Development Related to Later Learning B. Early Care/Long-Lasting Impact C. Critical Periods 1. Attachments 2. Vision 3. Language 4. Music D. Intelligence E. Interpreting New Brain Research II. Brain Architecture A. Brain Basics B. Innate vs. Environmental/Nature vs. Nurture III. School Readiness A. Developing Brain B. Emotional Readiness C. Motor Skill Readiness D. Language Readiness E. Experiences IV. Early Learning Environment Management A. Attention Drives Early Learning B. Attention Deficit Hyperactivity Disorder (ADHD) V. Emotions and Early Learning A. Role of Emotion B. Emotional Intelligence C. Practical Strategies VI. Stress and Early Learning A. Cortisol B. Threat C. Impact on Stress on Early Learning Performances D. Reducing the Effects of Stress VII. Identification and Referral A. Informal Observation B. Language Communication and Language Delay C. Professional Ethics and Confidentiality D. Roles of Early Childhood Personnel E. Assessment and Decision Making VIII. Areas of Exceptionality A. Speech and Language 1. Psychological and Behavioral Characteristics 2. Causes and Assessment 3. Educational Consideration B. Learning Disabilities 1. Psychological and Behavioral Characteristics 2. Causes and Assessment 3. Educational Consideration C. Sensory and Communication Disorders 1. Psychological and Behavioral Characteristics 2. Causes and Assessment 3. Educational Consideration 4. Assistive Technology 5. Augmentative Communication Devices D. Social/Emotional Problems 1. Psychological and Behavioral Characteristics 2. Causes and Assessment 3. Educational Consideration E. Physical and Health Related Impairments 1. Psychological and Behavioral Characteristics 2. Neurological, Musculoskeletal, Congenital, Accidental Causes 3. Educational Consideration 4. Classroom Adaptations and Ancillary Equipment F. Giftedness 1. Psychological and Behavioral Characteristics 2. Attitudes Toward Gifted 3. Educational Consideration 4. Classroom Placements G. Other Disabilities 1. Autism Spectrum 2. Fetal Alcohol Syndrome 3. Pervasive Developmental Delay 4. Other Multiple and Severe Disabilities IX. Family, Community, and State Impact A. Family Understanding and Interpretation 1. Identification 2. Assessment 3. Decision Making and Placement B. Impact on Families 1. Financial Resources 2. Emotional/Social Needs 3. Participation and Rights in Planning C. Impact on Community and State 1. Economic Responsibilities 2. Requirements 3. Social Support Systems D. Investigation of Causation and Prevention 1. Prenatal 2. Genetic 3. Environmental

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