Adapting Curricula (EDU/ECE310)
This course provides an overview of the field of how to adapt early childhood curricula for children with special needs by focusing on educating young children with special needs, partnership with families, developing individualized intervention plans and programs and monitoring progress, designing instructional programs, considerations for teaching children with specific disabilities, promoting emotional and social development, helping young children develop motor and self-help skills, nurturing communication skills, encouraging the development of cognitive skills and literacy, and teaming: collaboration, problem solving, and consultation.
Upon successful completion of the course, students will be able to: explain the challenge of educating young children with special needs; summarize partnership with families; develop individualized intervention plans and programs and monitor progress; design instructional programs; explain considerations for teaching children with specific disabilities; understand emotional and social development; illustrate helping young children develop motor and self-help skills; summarize how an educator can nurturing communication skills; describe the development of cognitive skills and literacy; and outline various teaming, collaboration, problem solving, and consultation.
Assessment in Early and Special Education (EDU/ECE309)
Major topics covered include: assessment as an ongoing and systematic process for collecting information in order to evaluate the development and make decisions to address the needs of the young child in a variety of childcare and learning environments; selecting appropriate assessment tools and processes; appropriate practices in selecting and evaluating a variety of formal and informal assessments; processes for organizing, analyzing, interpreting and sharing assessment information with appropriate individuals.
Upon successful completion of the course, students will be able to: explain the legal and ethical basis for assessment practices and procedures; examine assessment as a comprehensive process for collecting information to inform the teaching, evaluation, and placement of children birth through age 8; describe the role and value of families as partners in a comprehensive assessment system; summarize the importance of a culturally responsive approach to assessment and evaluation; plan formal and informal assessment techniques and methods in order to collect information that determines children’s progress and levels of performance; evaluate assessment tools based on the purpose of the assessment being conducted; demonstrate how technology can be used in the assessment process, including how to use assistive technology for children with disabilities.
Assessment in Early Childhood Education (ECE302)
Major topics covered include: assessment as an ongoing and systematic process for collecting information in order to evaluate the development and make decisions to address the needs of the young child in a variety of childcare and learning environments; selecting appropriate assessment tools and processes; appropriate practices in selecting and evaluating a variety of formal and informal assessments; processes for organizing, analyzing, interpreting and sharing assessment information with appropriate individuals.
Upon successful completion of the course, students will be able to: discuss the legal and ethical basis for assessment practices and procedures; use assessment as a comprehensive process for collecting information to inform the teaching, evaluation, and placement of children birth through age 8; identify the role and value of families as partners in a comprehensive assessment system; implement a culturally responsive approach to assessment and evaluation; select and use appropriate formal and informal assessment techniques and methods in order to collect information that determines children’s progress and levels of performance; identify and select assessment tools based on the purpose of the assessment being conducted; understand how technology can be used in the assessment process, including how to use assistive technology for children with disabilities; practice formal and informal assessments of young children’s cognitive, socio-emotional, linguistic and motor development; use basic test and measurement concepts as means for interpreting test results; summarize, share, and report assessment information to parents and a variety of early childhood education stakeholders.
Child Development (EDU/ECE301)
Topics include: physical, cognitive, social, and emotional development of children, birth through age eight; family and sociocultural influences on development; methods to observe and evaluate children’s development; factors that influence young children’s learning, health, and well-being.
Upon successful completion of the course, students will be able to: discuss the major theories of early childhood development; discuss the roles and influences of families on prenatal care and development; identify the physical, social, emotional, cognitive, and language developmental characteristics of children from infancy through age eight; integrate the cognitive, social, emotional, physical, motor, and language developmental aspects of child development into a holistic view of the child; identify family and cultural influences on child development; discuss how the environment in which a child learns and grows influences individual growth and development.
Creative Thinking and the Arts (EDU/ECE335)
The goal of this course is for students to understand the vital importance of creative thinking and arts-based learning in early-childhood education. Students will learn how to interpret and promote children’s creative thought and expression in original ways and will discover how the arts help children succeed in all academic areas. The course addresses which classroom supplies inspire true creativity and which should be avoided. The importance of play, music, movement, and dance are addressed for their importance in creative expression. Ways to assess creative processes and products, and methods for incorporating special-needs children into the creative environment will also be addressed.
Upon successful completion of the course, students will be able to: define “creativity” and identify the stages of the creative process; discuss the reasons for the decline in creativity in schools and outline ways in which teachers can promote their students’ creativity; distinguish between the different types of play and be able to explain how play supports a child’s literary, social, and physical development; discuss autocratic, permissive, and democratic styles of teaching and explain how each of these hinders or enhances creativity; examine the Reggio-early-childhood art curriculum and explain why it is so successful; list the nine key opportunities that teachers should provide to students through art as identified by the National Art Education Association; provide examples of how teachers can use music and dance in their curriculum, paying attention to the various roles a teacher must take on to teach children these disciplines; examine several ways in which dramatic and sociodramatic play helps children grow and develop; describe features required to create classroom environments that nurture creative work; describe classroom environments that hinder children’s creativity; examine how children’s toys have changed over history; explain three consideration when performing an assessment of a creative product; examine the 12 qualities of genius in children and discuss ways teachers can apply this information to their approach to instruction; and discuss the interrelatedness of creativity and reason.
Developmentally Appropriate Curriculum (ECE305)
Topics include: overview of curriculum planning and assessment; applying skills, knowledge, and principles used to plan curriculum in early childhood programs from infancy through early elementary grades; developmentally appropriate practices in curriculum design that takes into consideration curriculum standards; teachers’ roles; family involvement; supportive resources and materials.
Upon successful completion of the course, students will be able to: apply the principles of curriculum development and implement various approaches to the development of curriculum; evaluate curriculum materials for their appropriateness to the young child and leaning setting; adapt leaning activities for children with disabilities; design appropriate learning activities and experiences for young children; identify a variety of teaching strategies that are effective for teaching young children; incorporate children’s families and communities as resources for designing curriculum; select appropriate resources and materials, including technology, to support the curriculum design; use assessment strategies appropriate for young children; plan learning activities for a variety of groupings; structure cooperative learning experiences for young children; and plan learning activities based on learning standards for young children; develop learning activities that incorporate multiple learning domains.
Early Childhood Curriculum (ECE306)
Topics include: review of recent research on play and development in the early childhood classroom; explore various instructional strategies and techniques designed to support a play-centered curriculum in the core curriculum areas; use of play as a form of assessment; research toys and technology that will support a play-based curriculum. Upon successful completion of the course, students will be able to: discuss the development of play throughout the life span from a variety of theoretical perspectives; identify types of play based on a variety of forms such as ritual, story-making, games, and fairy tales, exploring the role of play in human experience; discuss the relationship of play to other aspects of development, such as language, logical-mathematical thinking, social and moral development, spiritual development, and creativity; critically reflect upon research and theory on play from the perspective of cultural bias; evaluate personal biases and evidence of collective bias and stereotyping in children’s toys, games, and television programming and commercials, and demonstrate how these biases and stereotypes influence children’s play; plan and facilitate play-based learning activities; and construct an understanding of the role of play in counseling and therapy.
Health, Safety and Nutrition in Early Childhood (EDU/ECE307)
Topics include: in-depth exploration of the principles and practices that support the health, safety, and nutrition of young children birth through 8 years of age; positive health routines, hygiene, nutrition, feeding and clothing practices, childhood diseases, and safety; symptoms of and reporting procedures for child abuse will also be addressed.
Upon successful completion of the course, students will be able to: apply the principles and practices for good health and nutrition in the early childhood setting; plan appropriate meal practices for young children; identify common childhood diseases, and plan appropriate responses to their onset; plan child centered activities to promote young children’s self care in the areas of health, safety and nutrition; design and apply the practices for providing a safe indoor and outdoor environment to prevent and reduce injuries; identify appropriate community resources related to health, safety, and nutrition; identify and discuss screenings and assessments that provide information on mental and health related issues for the young child; and identify the signs and symptoms of child abuse and neglect, and how to report them.
Introduction to Early Childhood Education (ECE300)
An overview of the field of early childhood education; historical and theoretical bases for early childhood education; influence of standards-based instruction and assessment on current program practices; characteristics of the scope of early childhood programs (i.e., infant and toddler through early elementary age) and programs and practices appropriate for each level; the importance of working with children and families from diverse backgrounds. Upon successful completion of the course, students will be able to: discuss the roles and responsibilities of professional early childhood educators and the importance of continued professional development; describe the variety of early childhood education program models and learning environments for children, birth through age eight; discuss the historical and theoretical bases for early childhood education; identify practices for early care and education that reflect sensitivity to differences in socioeconomic status, culture, ethnicity, and differing abilities; recognize the importance of working with the families and communities of the children they serve; apply and create developmentally appropriate practices and learning environments for children birth through eight years of age; use program and curriculum standards and assessment of children and programs to impact early childhood education programs; practice reflective thinking in becoming an effective early childhood educator; use observation to recognize the basic components of quality early childhood program setting; develop a beginning portfolio using knowledge of the teacher portfolio process.
Language Development (EDU/ECE 313)
This course will develop knowledge the theoretical perspectives and the major concepts of language development: five aspects of language knowledge, levels of language knowledge, oral and written language modes, and the critical role of oral language competencies throughout the early childhood years and beyond. Additionally, students will be exposed to language development and how teachers can enhance language development at each level. Students will also learn how to assess language development with a wide variety of assessment tools. This course also highlights how teachers can enhance language development among children with communicative disorders.
Upon successful completion of the course, students will be able to: develop knowledge and dispositions in the theoretical perspectives and contexts of language development; summarize language development among children of diversity; explain language development and ways to enhance language development of infants and toddlers; describe language development and ways to enhance language development of preschoolers; illustrate language development and ways to enhance language development of kindergartners; identify language development and ways to enhance language development of children in the primary years; examine various language assessments; and outline the importance of fostering language development through school-home connections.
Literacy Development (EDU/ECE325)
This course provides a comprehensive understanding of literacy development from birth to age eight. Students will learn the content, skills, and dispositions appropriate for teaching literacy (reading, writing, listening and speaking) through exploration of current research and theory relevant to literacy, and practical approaches to facilitating literacy development.
Upon successful completion of the course, students will be able to: discuss the theoretical basis for literacy development and the developmental nature of literacy learning; make connections between oral language development and later success in learning to reading and write; explain the role of play in early literacy development; adapt and plan meaningful literacy experiences that integrate reading, writing, listening, and communicating competencies in the classroom; recognize and understand how to develop and improve children’s reading fluency; design and implement activities and lessons to support literacy development among young children; plan for and provide a literate classroom environment to meet the diverse literacy needs of all students; use reading assessments for young children; and discuss the influence of families on literacy development.
Children’s Literature (ECE 326)
A comprehensive study of a wide-variety of children’s literature, with an emphasis on early childhood literature. Students will develop an in-depth understanding of ways literature can be used within the classroom to enhance a child’s development to promote literacy.
Management and Administration of Early Childhood Program (ECE 328)
This course is a study of the organization and administration of early childhood programs. The topics include the skills and characteristics of effective administrators; types of programs; planning, implementing and evaluating programs; policy development; staff supervision and development; finances and budget; record keeping; relevant state regulations and laws; developing, equipping and maintaining a facility; organizing a developmentally appropriate environment; collaboration with family and community; public relations; and contributing to the profession.
Mathematics in Early Childhood Education (EDU/ECE315)
Topics include: mathematical content and methods essential for teaching early childhood learners in prekindergarten through early elementary grades; how children develop math skills; basic foundations of mathematics that children need; teaching methods and materials that facilitate their learning; mathematics content based on NCTM and common core standards.
Upon successful completion of the course, students will be able to: discuss how the principles of early childhood education and mathematical concepts interact when teaching mathematics to young children; describe the mathematical concepts of number sense, number systems and their properties, computational estimation, as well as algebraic concepts (e.g., patterns, functions, using concrete objects to represent mathematical relationships), geometric figures and their properties, measurement, and data analysis (e.g., probability, graphing); develop effective units and lessons that align with state and national mathematics standards; develop lessons that incorporate various forms of communication as the young child develops mathematics knowledge and skills; apply effective and developmentally appropriate instructional strategies to help all students learn mathematics that includes the use of technology; use a variety of developmentally appropriate assessment tools that align with early childhood education curriculum and instruction; plan lessons that address student diversity and various approaches to learning; incorporate technology into mathematics lessons and; units; provide instruction that teaches early learners to use their mathematical skills in many different situations and applications to solve real life problems.
Music and Movement (EDU/ECE 312)
This course will develop knowledge, skills, and dispositions in developing movement and motor activities for young children through the use of readings, Movement and Music (M2 Fun) activities, discussion topics, learning activities, and assessment quizzes. The knowledge, skills, and dispositions gained will provide greater understanding of individual needs of each child, the importance of the interaction between the environment and the curriculum in learning, the valuable connection between movement and music, the critical influence of family and community involvement in learning, and the significance of using standards and assessment to provide guidance in learning. Upon successful completion of the course, students will be able to: develop knowledge and dispositions in meeting the cognitive, physical, and social-emotional needs of each child; explain how the environment and the learning curriculum enhance learning; describe the importance of movement and music in the curriculum for young children; express the importance of involving the child’s family and community in developing learning activities for young children; and summarize the importance of standards and assessment in improving learning.
School, Family, and Community Collaboration (EDU/ECE303)
Topics include: exploring the value of school, family, and community partnerships for the education and development of the young child; family differences in terms of social, cultural, religious, and economic backgrounds; different approaches to parenting taken by families; ways to establish collaboration among schools, families, and communities across differences is examined, as a means for building and maintaining partnerships necessary to teach and care for the young child.
Upon successful completion of the course, students will be able to: discuss the impact of family, school, and community relationships on the education and development of children; be aware of the roles and responsibilities of families, schools, and communities in the education of the young child; apply the historical and philosophical foundations of the relationships among family, schools, and communities to practice; identify the various meanings attributed to parental involvement; discuss how different parenting styles influence children’s participation in the school and community; use school, family, and community curricula that promote and support the development and well being of the young child; identify issues and practices to consider when working with families of children with disabilities; and discuss how socioeconomic, religious, and cultural factors impact family life.
Teaching Science to Young Children (EDU/ECE320)
Topics include: exploration of science content and science content pedagogy appropriate for the young child; relevant theory and methodologies to provide age-appropriate science instruction within an early childhood development setting.
Upon successful completion of the course, students will be able to: identify appropriate instructional strategies to facilitate students’ understanding of science; identify and explain young children’s developing concepts of science; evaluate science lessons based on developmentally appropriate principles; implement effective research-based instruction to teach science to students in grades preK-3; recognize, develop, and improve children’s knowledge and understanding of science; practice relevant pedagogical strategies and methods for science instruction to students in grades preK-8; accurately plan for and provide a classroom environment to meet the diverse needs of all students; adapt and plan meaningful learning experiences that integrate science, listening, and communicating competencies in the classroom; effectively evaluate materials to support science instruction and activities for appropriateness and safety of young children; and identify and correctly use common objects and experiences to support young children’s science concept development.
The Exceptional Child (EDU/ECE304)
Topics include: characteristics and educational needs of exceptional learners, birth through age eight; understanding students with specific exceptionalities and the appropriate instructional approaches and resources to serve their needs; the ways teachers and families collaborate to serve the needs of the exceptional children.
Students will be able to: discuss federal regulations related to children with exceptionalities; describe the characteristics of various types of exceptionalities, to include their signs, symptoms, and levels; practice various instructional approaches appropriate for the exceptional child; utilize educational programming and resources, including assistive technologies and adaptive equipment appropriate for various types of exceptionalities; discuss role of the IFSP and IEP in the educational planning process for the young child; use screening and assessment to support the learning and service needs of the exceptional child; discuss the function of Child Find and teachers’ roles in that process; facilitate school, family, and community collaboration strategies to serve the needs of the exceptional child; create learning environments that support the learning and development of the exceptional child; facilitate the development of children in inclusive and segregated learning environments.
Masterful Classroom Management (EDU)
Teachers play various roles in a typical classroom, but their most essential role is that of classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent routines and procedures guide behavior, chaos becomes the norm. In these situations, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish.
But a well-managed classroom doesn’t just appear out of nowhere. It takes a good deal of effort to create, and the person who is most responsible for creating it is the teacher.
• Explore teaching is the most difficult occupation.
• Summarize the problems of control.
• Explain how to establish presence.
• Describe how discipline can be as “easy as P.I.E.”
• Synthesize how to reward and discipline effectively.
• Develop how to establish routines in your classroom.
• Understand the effects of climate in the classroom.
• Evaluate the importance of hygiene in education.
• Illustrate how first-year teachers can prepare for their new career.
• Justify the reward of being a worthy educator.
Managing the Environment for Students with Disabilities (EDU)
This course prepares the special educator to manage learning environments and student behaviors in the special education classroom as well as the inclusive classroom setting. This includes focusing on the theoretical foundations of classroom management and providing a physical, emotional, and social environment that is safe, supportive, and conducive to learning. This course emphasizes positive behavior interventions and supports, or PBIS, is an umbrella term that refers to a wide array of individual and systemic strategies to teach and strengthen appropriate behavior and to reduce challenging behavior. Abundant research supports the effectiveness of these techniques with all types and ages of students in all types of situations. For the most part, these techniques are relatively easy to use, mesh seamlessly with instruction, can be used with minimal training, and can be expected to produce desirable outcomes when used correctly.
• Recognize models that explain challenging behavior.
• Evaluate positive behavior interventions and supports.
• Describe rules and procedures to prevent challenging behavior.
• Recommend effective use of scheduling, climate, and classroom planning and organization to prevent challenging behavior.
• Explain high-quality instruction to prevent challenging behavior.
• Describe behavioral monitoring to prevent challenging behavior.
• Justify reasons to implement functional assessment.
• Summarize how to effectively implement social skills instruction.
• Explain how to effectively prevent challenging behavior through reinforcement strategies.