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Course Criteria
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30.00 Credits
Designed for childcare providers who are preparing for their Child Development Associate (CDA) Credential through the Council for Professional Recognition in Washington, D.C. under its present requirements. The student will attend a weekly seminar and a minimum 30 hours of fieldwork in a licensed early childhood setting. Course instructor will conduct onsite observation visits.
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3.00 Credits
Provides teachers of young children an in-depth involvement in the art experience and an understanding of how art is integral to the curriculum for young children. Emphasizes integrating art experiences with number concepts, reading readiness, literature, social studies, science, and music and movement. Trips to an art gallery and an artist's studio supplement classroom experiences. Prerequisite: ECE* 103.
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3.00 Credits
Explains the leadership role in the administration and supervision of private, public, and federally funded schools. Addresses the various philosophies, comprehensive programs, methods of managing staff and effective programs, regulations and efficient means of enforcement, and institutional facilities and equipment in a school.
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3.00 Credits
Promotes objectivity in observing and interpreting children's behavior, allowing observation of developmental characteristics and increasing awareness of typical and atypical patterns of behavior. Observation and participation placements for the study of young children are provided at the GCC Early Learning Center and at area preschools. Students observe and participate in their respective placement locations for sixty hours to gain experience and competency working with young children. Weekly seminars devoted to issues in observing and understanding children's development expand students' observation and participation experiences. Prerequisite: PSY* 122
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3.00 Credits
Provides current and prospective teachers of young children with an in-depth investigation into the need to observe and record children's behavior. Explores appropriate settings and curricula for preschoolers. The primary objective of this course is to further students' understanding and ability to interpret behavior. As an application of this understanding, students then explore ways in which young children learn and how best to furnish the settings, materials, and methodology for healthy growth and development. Prerequisite: PSY* 122. Corequisite: ECE* 210.
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3.00 Credits
Examines the multi-dimensional roles of the early childhood program administrator. Emphasis will be on effective leadership and the impact of communication and interpersonal skills, decision-making and participatory management tools, how to conduct effective meetings, formation of partnerships with families, child welfare advocacy, and strategic approaches to initiating and implementing change.
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3.00 Credits
Focuses on the financial aspects of administering an early childhood program. It will explain and discuss the various aspects of budgeting including tools that are commonly used in all businesses as well as tools that are specific to ECE programs. It will address the "trilemma" inherent to programs with strategies to think about balancing cost, quality and affordability.
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3.00 Credits
Introduces language and literacy development in young children. Students explore early childhood language arts curricula, including speaking, listening, writing, and reading skills. The influence of a child's cultural background and experiences on emerging literacy development is explored. The teacher's role in creating and fostering an environment that engages children in developmentally appropriate language arts experiences will be covered. Course content includes specific strategies for teaching reading and other literacy skills, the role of school-family partnerships in developing literacy, identification of students who are at risk, and reading assessment methods.
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3.00 Credits
Presents both the theoretical knowledge and practical skills necessary to create an infant/toddler curriculum in an inclusive environment. It provides information on how the playful interaction of infants/toddlers with their surroundings helps them to discover what the world is made of, how it works, and what they can do with their emerging skills. Students learn how the routines and organization of a child's inside-outside environment facilitate a child's learning. The successful student will demonstrate a knowledge of program planning and implementation, and an understanding of the role of the physical environment in creating quality development programs for typical and atypical infants and toddlers.
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6.00 Credits
Provides guided observation of, participation in, and supervised student teaching at NAEYC-accredited centers or kindergartens. The purpose of student teaching is to apply child development theory to a learning environment and to work with children under close supervision. Students will manage a classroom independently and plan, organize, implement, and evaluate classroom activities. Students will complete a minimum of 200 hours of student teaching. Weekly seminars devoted to communicating issues in Early Childhood Education and the teaching experience of students will extend the student teaching experience. Prerequisites: ECE* 210 and PSY* 122.
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