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Course Criteria
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3.00 Credits
Provides opportunities to assume responsibility for preparation of curriculum and management in inclusive first or second grade classrooms with children and families from diverse backgrounds, using theories of child development and culturally responsive Developmentally Appropriate Practice. Seminar topics include: ethical responsibilities, anti-bias practices, promotion of social competence, management and partnerships with families and professionals. Examines social, legal, economic and political issues that impact early education. Full semester practicum. Prerequisites: Pass WLCE and MTEL Literacy & Communication Tests, EDU 255, EDU 305, EDU 320 & EDU 327. Taken concurrently with EDP 436 & EDU 328.
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3.00 Credits
Provides opportunities to assume responsibility for preparation of curriculum and management in early childhood care and education settings with children and families from diverse backgrounds, using theories of child development and culturally responsive, Developmentally Appropriate Practice. Seminar topics include: ethical responsibilities, anti-bias practices, promotion of social competence, management, and partnerships with families. (300 hours)
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1.00 - 3.00 Credits
Provides students with an individualized, guided field experience in an early childhood setting that is linked to career goals or their chosen focus of study. Students may choose to extend their previous practicum experience or they may choose to diversify their experience in a different setting. Students construct an independent study plan and select a site in consultation with their academic advisor and their Wheelock field supervisor. (100- 300 hours.) Prerequisite: EDP 530: Field Experience and Seminar in Early Childhood Education.
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1.00 Credits
100-hour prepracticum. Students use knowledge of content, child development, theories of learning and teaching, and assessment strategies in an elementary classroom. Students reflect upon and evaluate impact of their teaching on children's learning, and own learning and professional development, in a seminar that connects with accompanying courses. Prerequisites: A course in Human Development, EDU 505 & EDU 540. Corequisite: EDU 534, EDU 535, EDU 545, RDG 537, or RDG 631. and school cultures and pedagogical practices. Uses Massachusetts Curriculum Frameworks in planning and evaluating lessons, units, and assessments of children's understandings. Prerequisites: Completion of WLCE, Mathematics Sequence, EDU 255, EDU 306, EDU 330 & EDU 337, MTEL Literacy and Communications Test. Corequisites: EDP 317, EDU 321, and EDU 323.
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3.00 Credits
Students assume increasing responsibility for curriculum, management, teaching diverse learners, children's learning, and relationships with children, parents and school personnel. Seminar topics include educators' roles and responsibilities, implementing curriculum, and teaching and assessment strategies. Assessment of teaching through reflection and supervisory consultations. Demonstration of competencies for Initial Licensure required. Prerequisites: Passage of MTEL Communication and Literacy Skills tests, EDU 534 & EDP 535.
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4.00 Credits
Students implement their knowledge of child development, educational theories, and instructional and assessment strategies in a diverse, inclusive elementary classroom. Students assume increasing responsibility for classroom curriculum, management, children's learning, and relationships with students, parents, and school personnel. Emphasis on reflective practice, evaluation of student learning, and professional development.
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2.00 - 6.00 Credits
Field study for advanced graduate students who desire continued active involvement in ECE settings. Student works with faculty to structure experience. A plan outlining supervision and evaluation submitted to the Dean of Education's approval before registration for the next semester (may not be substituted for required practicum, degree candidates only.)
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0.00 Credits
Orients students to early childhood, elementary education, and special education concentrations. Presents the Standards for the Education Programs. Describes the portfolio process for assessing progress toward meeting these standards. Explains the process for meeting families. (200 hours) May be taken as either the first or second early childhood practicum.
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2.00 Credits
Introduces the critical study of race, culture, and identity. Explores theories to help students examine their own socialization and understanding of race, ethnicity, culture, and identity. Considers political, social, cultural, historical, economic, and power dynamics as a context for interpreting interpersonal and structural relationships.
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4.00 Credits
Considers theoretical principles underlying developmentally appropriate practice in regular, special and inclusive education and how they inform practice, e.g., curriculum, environment, teachers'/children's roles.Models and analyses active, play- and inquiry-based, and individualized learning. Emphasizes diverse social and cultural factors in teaching/learning. Includes 25 hour practicum in school and community settings. Prerequisites: Completion WLCE, EDU 201, EDU 255 and HDP 120/121 or HDP 124/125.
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