ECED - Early Childhood Education

This course provides an introduction to the historical, theoretical, and developmental foundations for educating young children, with an emphasis on creating inclusive environments and curricula that are responsive to the needs of diverse children and their families. Topics include influences, program types, guidance strategies, professionalism, current trends and issues, and advocacy.

This course is an examination of the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will apply strategies, observe and evaluate children regarding individual differences, and analyze characteristics of development at various stages.

This course examines the appropriate use of assessment and observation strategies to document development, growth, play, and learning when joined with teachers, professionals, and family in promoting a child's success. Recording strategies, rating systems, portfolios, and multiple assessment instruments and tools are explored. Child observations will be conducted and analyzed.

This course explores the importance of designing a developmentally appropriate environment for young children by analyzing how to integrate an appropriate daily schedule, determine curricula model use, and selecting appropriate material use that promotes positive child development and learning. The course also emphasizes the positive technique use in effectively guiding and disciplining young children's behavior.

This course prepares teacher candidates for success in leading, managing, and teaching in early learning environments. The course introduces teacher candidates to the laws, regulations, standards, policies and procedures, and early childhood curriculum related to child health, safety, and nutrition. The key components that ensure physical health, mental health, and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. There is a focus on integrating the concepts into everyday planning and program development.

This course prepares teacher candidates for success in planning and teaching in the early childhood classroom, ages birth through eight. Emphasis is placed on appropriate content knowledge and teaching strategies that incorporate information related to child development, learning theories, and the use of assessment and standards in the early childhood years. Teacher candidates will explore various models of instruction as they develop lesson plans and activities that are appropriate for young children. Prior knowledge of child development and familiarity with early childhood classrooms is recommended for success.

This course examines the developing child in societal context, focusing on the interrelationships with the family, school, and community. The course further emphasizes historical and cultural factors which influence the family and the process of socialization for young children.

This course explores research-based principles and practices for cultivating literacy and assessments during the early childhood years (birth through age eight) within developmentally appropriate methods. Candidates will learn about the resources available to substantiate literacy and assessments proficiency in young children.

This course will examine current issues facing the Early Childhood Education professional in understanding diversity as it impacts the classroom. The course will address various aspects of diversity represented within a classroom including racial, ethnic, linguistic, biographical, and cultural diversity, as well as physical, developmental, and cognitive diversity. Challenges and opportunities associated with the diverse needs of the individual learner will be presented. Factors of working with and supporting diverse populations of young children and their families will be discussed including relevant teaching methods and materials.

This course examines components needed to operate and manage an early childhood program through exploring state regulations and IDEA and FERPA laws. Operational duties covered include managerial setup of the learning environment, creating policies and procedures, financial management, and creating forms for basics record keeping. The course also explores team building and collaborating with parents and staff.

This course provides an overview of the planning, preparation, and delivery of a developmentally appropriate curriculum for young children. Historical and philosophical influences on past and current approaches to teaching young children are traced and evaluated. It includes a critical examination of principles underlying curriculum development and program planning for young children. The role of the teacher and the curriculum in supporting the development of the whole child will be analyzed. The class will cover the basic components and developmentally appropriate implementation of curriculum across content areas.

This course presents methods best suited for educating young children who have exceptional learning needs, whether through disabilities or high/gifted abilities. Legal foundations, policies, and procedures are examined, as well as lesson planning, how to identify types of learning needs, evidence-based instructional strategies, and ways to assess growth in these children. Data-driven decision making is emphasized.

This course is a focus on the appropriate use of assessment and observation strategies to document development, growth, play, and learning to join with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, Response to Intervention, and multiple assessment tools are explored.

This course provides a foundation for teaching reading to children in P - 3 classrooms. Using a reading framework based on scientific reading research (SBRR), candidates will learn how to both teach and assess literacy skills in young children. Topics include print awareness, the alphabet, phonemic awareness, graphemes, phonics, and the structure of our language. Instructional strategies for teaching each of these are explained and modeled. Candidates will assess a single student in Grades 1 - 3 who has been identified as reading below benchmark. Prerequisite: ECED-320

This course focuses on the development of reading comprehension and writing skills of young children based on scientific reading research (SBRR). Topics include selection of appropriate reading materials, development of thematic units around texts, reading comprehension, vocabulary instruction, text structure, grammar, and the writing process. Candidates will design a literature-based lesson to teach in a P-3 classroom during their field experience. Prerequisite: ECED-325

The course will investigate the practices and procedures using Basal Reading approach, Four Blocks literacy model, Daily 5/CAF literacy framework, faith-based reading curriculum, and computer-based programs for the teaching of reading in early childhood education. Methods and tools for organizing assessment data, tracking goals and achievement, working with individuals and groups, and reading comprehension strategies are emphasized for gaining practical application to theory and best practice in literacy instruction.

The course will explore the techniques and methods using literature for pre-school age in teaching reading. Candidates will develop techniques and methods in selecting, interpreting, discussing, and formulating strategies for using quality children's books. The course will focus on the following genres: inter-relationship of reading, writing, listening, and speaking; multicultural and international publications; and historical and contemporary publishing trends

This course focuses on play as the principle medium of children's learning and development of visual and performing arts. Its objectives relate mainly to learning the teacher's role in facilitating and supporting developmentally appropriate activities for birth through age 8 settings.

This course teaches basic concepts and principles related to the mathematical understandings of young children. Numeracy, hands-on construct exploration, comprehension of computation foundations, and the relationship of math with literacy are integrated with appropriate developmental milestones when utilizing instructional strategies with young children.

This course examines the role of technology for early childhood in the 21st century and provides a comprehensive study of the use of technology to support learning domains. Top findings and statistical trends regarding children's habits and effects of media usage on development, health, and behavior will be analyzed. The course further emphasizes technology issues in education as related to technology aids for the exceptional learner, English language learner and family outreach, diversity and bias in the media, home applications, and digital citizenship.

This course includes theory, pedagogy, and related research on multiple aspects of learner diversity, with emphasis on developing appropriate culturally responsive and inclusive environments for young children. This course covers culturally responsive care and education in Early Childhood settings. It includes the study of sociocultural and political issues as they vary across the diverse cultures represented in the classroom and how they impact a child's development. The course explores the challenge of providing an equitable and effective education to all, and provides methods and materials that can be used in the classroom.

This course addresses the importance of strong literacy support between the family, school, and community in support of student reading achievement. It examines the notion of family-school-community partnerships and evaluates the effectiveness of current partnerships in the student's community. Students effectively communicate with parents/caregivers, daycare programs, community members, and local libraries to provide appropriate supports, books, activities, and resources. Students will develop criteria to assess effective partnerships as they observe and evaluate home-, day care-, community-, and/or library-based programs/activities for P-3 readers.

This course examines what social, emotional, and behavioral interventions are, and how these interventions relate to student growth in the classroom. Worldviews and the impact of the teacher's role on social, emotional, and behavioral interventions will also be analyzed. This course also examines the importance of and how to identify appropriate resources that provide intervention services for students. A field component involving critical analysis of a daycare program/curriculum is required for this course.

This course examines the issues involved with administering an early childhood program, including program and staff planning and evaluation, center operations, fiscal responsibility, ethical principles, professionalism and advocacy for children.

This course explores ways for the integration of specific subject content which utilizes pedagogical methods of teaching within an early learning setting. The early childhood classroom explores ways for collaboration and integrative curriculum building with a greater focus on theory. A strong emphasis is placed on child-initiated and culturally inclusive approaches with differentiation. The study of verbal and nonverbal communication, reading, writing, numeracy, sciences, social awareness, creative arts, and e-technology learning serve as an appropriate foundation toward a knowledge base for teaching diverse populations of young children.

A seminar stressing a professional examination of principles of classroom instruction and management, certification, job search procedures, interviewing strategies, mock interviews, accountability, and current issues in education. Activities relate theory to practical experience. An emphasis is placed upon the individual's refinement of reflective analysis skills regarding instructional/managerial strategies. Prerequisite: All core courses in the major of Early Childhood Education must be completed prior to taking this course.

Student teaching is a demonstration of practical applications of program knowledge, skills, and dispositions in facilitating P-3 students' learning. Authentic assessments documenting candidates' professional growth are exhibited and measured through the use of a Teacher Work Sample. Quality learning experiences in PK/K and Elementary grades 1-3 and are required. Prerequisite: All core courses in the major of Early Childhood Education must be completed prior to taking this course.

This course provides an orientation to the Early Childhood degree program (both A.S. and B.S.), including resources and departments available to support students as they pursue their degree. University requirements, necessary forms, and expectations are explained, as well as instruction on how best to navigate the online Learning Management System used to deliver courses.