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  • BKE 2326: Early Language and Literacy I hrs

    3.00 Credits
    Winston-Salem State University

    This course is designed to teach students how to recognize and implement appropriate environmental strategies that support early literacy development and appropriate early experiences with books and writing. Emphasis is placed on speaking and listening, as well as reading and writing readiness. Upon completion of the course, students will be able to select, plan, implement, and evaluate appropriate early literacy experiences.
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  • BKE 3321: Seminar Early Childhood Education hrs

    3.00 Credits
    Winston-Salem State University

    This seminar provides an opportunity for students to study current aspects of early childhood education, including statutes governing child care facilities, developmentally appropriate curriculum and child observation. Prerequisite: Approval of department chair.
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  • BKE 3327: Study and Recording of Child Development hrs

    3.00 Credits
    Winston-Salem State University

    This course is designed to develop a broad set of observation skills in teachers of young children. Through this course students acquire the ability to apply and interpret a variety of formal and informal assessment tools. Students collect data on groups of and individual children, utilizing system observations, screening and developmental assessment tools, interviewing and descriptive case studies. Each student completes an individual case study. A 20-hour field experience is required. Students begin the field experience by observing in a variety of settings serving birth through kindergarten, typical and atypical children, and progress to an intensive study of an individual child for the purpose of developing a case study that includes an individualized education plan.
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  • BKE 3329: Early Language And Literacy hrs

    3.00 Credits
    Winston-Salem State University

    This course is designed to teach students how to recognize and implement appropriate environmental strategies that support early literacy development and appropriate early experiences with books and writing. Emphasis is placed on speaking and listening, as well as reading and writing readiness. Upon completion of the course, students will be able to select, plan, implement, and evaluate appropriate early literacy experiences. Pre-requisites: BKE 2323: Child Development I and BKE 2325: Child Development II.
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  • BKE 3331: Creating Environments for Young Children hrs

    3.00 Credits
    Winston-Salem State University

    This course is designed to prepare students to create, adapt, implement and manage safe, rich, and developmentally appropriate classroom environments which develop emergent conceptual abilities, cognitive processing skills, optimal social and physical skills and creative expressions of young children. In a 20-hour field experience, students demonstrate the ability to foster children's learning, manage health and safety needs, and implement an integrated curriculum that is developmentally and functionally appropriate and includes individual, group, child and teacher initiated activities.
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  • BKE 3333: Teacher Parent and Professional Partnerships hrs

    3.00 Credits
    Winston-Salem State University

    This course is designed to acquaint students with the need for educators, parents and community agencies to work together for optimal development of children. Students learn to work with other professionals and parents to design appropriate family service plans. The course emphasizes the role of the teacher in initiating and implementing this cooperative process and is taken concurrently with the Family Studies Practicum. The course is team-taught by a parent, a University faculty member and one or more members of the interdisciplinary team.
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  • BKE 3336: Family Life Span Development hrs

    3.00 Credits
    Winston-Salem State University

    In this course, students examine the concept of family development. Students study individuals' behavior in families from a developmental framework. Further, students explore how families change because of individual development and in response to individual ages, needs and roles. Particular attention is given to developmental challenges of families having typical or atypical, birth to kindergarten children.
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  • BKE 3339: Child and Family Assessment hrs

    3.00 Credits
    Winston-Salem State University

    This course covers the history, principles and methodology of assessment and evaluation. Competent observational skills, utilization of family and developmental screening, assessment and evaluation instruments, and assessment techniques and procedures for typical and atypical children are emphasized. Identification of appropriate instruments to assess the total development of children and their families is a major part of this course. A 10-hour field experience is required, in which individual children and children within the context of their families are assessed, using formal and informal instruments.
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  • BKE 3340: Families in the Education Process hrs

    3.00 Credits
    Winston-Salem State University

    This course explores the major differences in the degree to which various intellectual abilities and behaviors are valued, and hence, emphasized by different cultures. Students examine how various abilities are viewed by the family and in turn emphasized and/or de-emphasized as ability worth learning (e.g., some cultures value silence and listening while others value language verbosity). Students study the relationship of family values to education systems and processes and explore ways in which intellectual skills valued by diverse groups can be integrated into the process of educating typical and atypical, birth to kindergarten children.
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  • BKE 3341: Infant Toddler Screening and Assessment hrs

    3.00 Credits
    Winston-Salem State University

    This course takes a relationship-based, developmental approach to observation, screening, and assessment of children from birth through age three. Assessment is viewed as an integral part of the intervention process and as a collaboration between parents and providers. Students are trained to focus on underlying developmental processes as well as the appearance of individual milestones in cognitive, social/emotional, communication, and sensory and motor development. Students are guided in partnering with parents to assess the child's strengths and challenges to development, and to identify the family's priorities for services.Selected screening tools, standardized tests, and criterion-referenced instruments are reviewed. Students receive introductory training in one screening and one assessment tool, including administration, interpretation, referral, and recommendations for developmental intervention. The rationale and practices for screening, referral, and assessment in various infant/toddler settings (e.g., child care, Early Head Start, early intervention) are examined.
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