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Course Criteria
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3.00 Credits
This course designed to support students with integrating theory and practice, refining methods of teaching, and deepening their understanding of how to work effectively with children and families from diverse backgrounds. This course is also designed to provide principals and strategies for implementing developmentally appropriate guidance for children birth through kindergarten, the focus of which includes working with children with and without disabilities, including those who are at risk for delays. Significance is placed on promoting the child's self-esteem, cultural awareness, and effective communication skills, and also supports direct/indirect strategies and observation for critiquing the underlying causes of behavior. Upon completion, students should be able to demonstrate appropriate interactions with children and families which promote conflict resolution, self-control, self motivation, and increased self-esteem in children.
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3.00 Credits
This course is designed to promote an understanding of parenting and family life from pregnancy through the first eight years of life. Using family systems and selected developmental theory as organizing frameworks, the course explores the structure and function of families, psychological processes of parenting, and the development of the parent/child/family relationship within the context of culture and community. The contributions and challenges of early childhood disability to family relationships are also explored. Further, the course provides guidelines for examining the nature of the relationship between the family and Systems, as well as the tenets of relationship-based, family-centered approaches to child/family/systems work.
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3.00 Credits
This course is designed to provide guidelines for curriculum planning for classrooms of young children ages birth - kindergarten. Topics in the course include early childhood philosophy, child observation, curriculum planning (indoor and outdoor), environmental design, material selection, scheduling, assessment and evaluation. Upon completion of the course, students should be able to assess and evaluate curriculum, plan for daily, weekly, and long range instruction, and plan appropriate environments for young children.
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3.00 Credits
This course introduces the prevention and early intervention model of service delivery. It is designed for students to research the theory which supports early intervention services, and also is designed to assist in the development of strategies for working with pregnant mothers, parents, and young children from 0 to age three in the prevention of disabilities. It also includes strategies for working with very young children with disabilities, including those who are at risk. Upon completion, students should be able to assess young children, identify systems for providing service to the young children who are at risk, or who has been diagnosed for having disabilities. Students will also develop strategies for prevention, and for working with parents of young children with and without disabilities.
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3.00 Credits
Experiences are provided for students in a variety of approved schools and agencies that have established and maintained positive, collaborative relationships with families with birth to kindergarten children who are developing both typically and atypically. The course will focus on respecting parents' choices and goals for their children, communicating effectively with parents, involving families in planning for their children, demonstrating sensitivity to and respect for varying cultural contexts of families, and communicating effectively with other professionals concerning children and families. Prerequisites: Admission to Teacher Education Program. Grade: C or better.
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3.00 Credits
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. Prerequisite: Admission to Teacher Education Program. Grade: C or better.
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3.00 Credits
This course is designed to be the capstone methods course in which students apply theory to practice through a case study approach. Student teachers begin to clarify their developing ideologies about teaching and the teaching process by using observation and other assessment tools. This course provides students with knowledge, skills and abilities necessary to design and implement culturally and developmentally appropriate infant, toddler, and preschool and kindergarten programs for children who may be developing typically or atypically. Creative expressions are emphasized. Students must demonstrate knowledge of developmental, cultural, health and medical needs of individual and groups of children when designing the learning environment. Emphasis is placed on developmentally appropriate curricula that effectively serve culturally diverse, typical and atypical children. This course is taught collaboratively by an interdisciplinary team, including professors, kindergarten teachers, child care providers and students. This course is taken concurrently with EDU 4981 [Student Teaching].
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3.00 Credits
This interdisciplinary course for teachers of young children is designed to develop skills in integrating arts curricula to promote the creative expressions of young children. Methods for using music, art, drama, dance and literature are emphasized to enhance the total development of young children. Students observe in a variety of settings serving birth through kindergarten, typical and atypical children. Students record the methods used to promote creative expressions of young children. Students also develop an integrated curriculum for a selected group of children. During the time students are enrolled in this course, they will be involved in a one-day-a-week student teaching experience in which they will be able to demonstrate the knowledge, skills and dispositions they have acquired in the course. Prerequisite: Admission to Teacher Education Program. Grade: C or better.
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3.00 Credits
This course is designed to teach students how to recognize and implement appropriate strategies for the supervision and administration of early childhood education programs. This course covers the policies, procedures, evaluation, and responsibilities for the management of early childhood education programs. Topics include the development and implementation of goals and objectives, principles of supervision, budgeting and financial management, program assessment, and meeting the standards for a NC Child Day Care license. Upon completion, students should be able to develop program goals and objectives and a program assessment plan, explain licensing standards, determine budgeting needs, and describe effective methods of personnel supervision. Prerequisite: Approval of Advisor.
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3.00 Credits
The student must serve as an intern at an approved early childhood education site under the direct supervision of a person responsible for managing the program. This internship experience provides opportunities for the student to reflect on day-to-day activities regarding the instructional program, supervision of children and staff, program planning, management, and assessment, budget management, work with parents and other family members, and communications with staff and others. Upon completion of this course, the student should demonstrate competence in program management of an early childhood education program. A minimum of 30 hours per week on-site for 13 consecutive weeks is required. Approval of Advisor.
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