Early Childhood Education (ECED)

Considers current problems and issues in early childhood education.

This course guides students in critically examining their own perspectives regarding diversity, seeks to expand students' awareness and understanding of individuals and groups representing differences, and explores pedagogical issues and practices essential for embracing the whole community of learners and families.

Introductory study of the role of the teacher, the role of the learner and the developing child as the basis for designing programs and developing curriculum for children 0-8 with different abilities and from various cultures.

Study of content, processes, teaching methods and materials for teaching science and social studies in the early childhood classroom. Knowledge of cognitive development as applied to the selection of content in method will be examined.

This course is a supervised field experience in which students work in an early childhood laboratory classroom with pre-kindergarten age children. It emphasizes applications of age-appropriate guidance strategies for facilitating children's total development, including children with diverse needs. Observational strategies for assessing growth and progress are developed.

This course integrates child development knowledge and theories, academic content knowledge, and age/stage appropriate guidance strategies for teaching children pre-kindergarten through grade three. Emphasis on observational/assessment strategies and inquiry processes related to young children's growth and development as a basis for teaching decisions.

This field experience supports the study of child development and emerging literacy through direct observation and interactions with children in a classroom setting. Candidates will examine and reflect on their personal attitudes, assumptions and behaviors toward students and their families who represent diverse class, cultural and linguistic backgrounds. Students will complete 80 hours over the course of the full semester (16 weeks).

This is the first of two courses that helps prospective early childhood teachers (PreK-3) develop mathematical content and pedagogical knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-3. Emphasis is on children's mathematical learning in the following mathematical strands: number and number sense, computation and estimation, and patterns, functions and algebra.

This is the second of two courses that helps prospective early childhood teachers (PreK-3) develop mathematical content and pedagogical knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-3. Emphasis is on children's mathematical learning of geometry, measurement, data analysis and probability.

This all-day, primary-grade practicum allows students to demonstrate their educational decision-making skills through planning, implementing and evaluating appropriate activities for children of diverse interests, needs and abilities. Strategies to assess learning, guide behavior, work with professionals and involve families are applied in this practicum and accompanying seminar.

Enables students to apply in public school classrooms those understandings, skills and attitudes acquired in all components of teacher education. Under the guidance of university supervisors and cooperating teachers, students engage in full-time teaching responsibilities.

This fieldwork is designed to provide support for students and reinforces skills and concepts learned during the education program which are being applied during student teaching. Particular attention is given to school and family/community unity.

Designed to give capable students opportunities to complete independent research on educational problems under faculty guidance. The plan for the study must be presented to the department head in prescribed form for approval prior to registration.

The teaching seminar is a space for students to reflect on their experiences, grapple with how to best meet the needs of diverse learners and contemplate their evolving identity as a teacher. Through this course, students will recognize the vital role that families and communities play in shaping and supporting children. Students will become a resource for themselves, their peers, their grade level team, their students and the families. As students transition from being a student to a professional, they will continue to develop not only their content knowledge and pedagogy, but also their skills and dispositions.

Skills for observing, recording and interpreting the behavior of the young child as a basis for adult intervention and guidance are developed. Laboratory experience is required.

This course introduces theory and writing about creativity, and requires critical analysis of theory in terms of application in the early childhood classroom. Students plan, implement and evaluate activities in music, literature and the visual arts that are consistent with creativity theory.

This practicum provides a setting for observations and experiences in ECED classrooms and in the guiding and teaching of young children including those whose cultures or languages represent diverse family contexts. The accompanying seminar provides opportunities for activities and discussion related to PreK-3 classrooms and accompanying texts.

Study of the history, content, processes, teaching methods and materials for teaching natural and social sciences in Pre-K to 3rd grade. Focus is on constructivist learning theory, levels of inquiry, and national and state standards as applied to the selection of content, method and learning equivalent.

This course provides students with the knowledge, skills and understandings to design and implement effective mathematics programs in PreK-3 grades. Focus is on appropriate mathematics content, teaching strategies and curriculum materials from a developmental perspective.

Theories and practices in the design, implementation, and evaluation of curriculum for pre-kindergarten and kindergarten through third-grade children are examined with an emphasis on development through play.

This practicum provides a setting for observations and experiences in ECED classrooms and in the guiding and teaching of young children including those with special needs. The accompanying seminar provides opportunities for activities and discussion related to PreK-3 classrooms including those whose abilities require accommodations and adaptations.

Study of the role of the teacher in early childhood education relating to and working with families, school personnel and communities. Methods of involving stakeholders and providing effective communication among groups are emphasized. Resources for supporting parents and engaging the community are examined.

Directed reading and research in areas of student interest. Reading and research may be done only in the major field of study. A plan of study must be submitted in prescribed form and approved prior to registration for the course.

Student teaching provides a context in which to demonstrate and integrate the skills, knowledge and dispositions that are essential for success as a classroom teacher. Under the guidance of a university supervisor students are expected to reflect on the teaching role as they assume the full responsibilities typical of teachers in grades PreK-3.