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Course Criteria
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3.00 Credits
This course covers policy formulation and decision-making processes in organizations; the interrelationships of functional areas within the organization, the application of management skills and processes to integrate these areas, and the impact of external factors to the organization are examined with a view toward the attainment of organizational goals. This course also is designed to integrate several fields of study in the area of business administration pursued by undergraduate majors into a meaningful whole. Case materials also are used. In-depth study analysis of a problem, as well as writing of a major paper and its presentation to the class, is part of the course. Prerequisites: BUAD 456. Spring.
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3.00 Credits
This course provides an option for students to earn academic credit through specially structured work experiences complemented by an academic exercise, or through special programs combining on-the-job training with academic projects. Students must confer with their advisor prior to enrollment and must receive approval from the co-op coordinator and the division chair prior to registration. Prerequisite: Permission of co-op coordinator. Fall, Spring, and Summer.
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3.00 Credits
Provides an overview of the various theoretical principles that underlie developmentally appropriate practices in inclusive early childhood programs. Explores how these principles inform early childhood care and education practice including curriculum, environmental organizational and structures, and the teacher and children'' roles. Active, individualized and exploratory learning willbe modeled and discussed from different theoretical perspectives. Emphasis will be placed on understanding how diverse social and cultural factors affect the teaching-learning process. (Includes co- requisites CDFS 201, CDFS 206, PSYCH 203 or permission by instructor).
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3.00 Credits
This course examines the developing child from birth-age eight emphasizes the interaction between cognitive, social, emotional and physical development. Major developmental theories are critically examined, and theory is illuminated through students' experiences with children. Salient themes include the child as a maker of meaning, gender identification, attachment and the social context of development.
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3.00 Credits
This course stresses a developmental observation and assessment of young children. Examines the practice of gathering information for the purpose of making individual instructional decisions for young children. Students are exposed to a variety of assessment techniques including theoretically based unstructured observations, psycho-educational screening instruments and tests and their limitations. Considers information relevant to interdisciplinary team meetings for children with special needs. (10-hour field experience is required)
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3.00 Credits
This course requires that students examine language development and learning within the contexts of culture, family and society. Students explore a variety of theories of language development as well as approaches to the teaching of literacy skills in order to develop classroom practices that enables all children to become competent, effective users of language in all of its forms. Students are required to demonstrate an understanding of the interrelation among culture, language, thought and the function of the home language and literacy in the development of young children. (10-hour field experience is required)
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3.00 Credits
This course examines how to create learning environments for children with and without identified special needs, in order to foster sensory-motor, social, emotional, and cognitive development through play. Basic principles underlying developmentally appropriate curriculum, planning, scheduling and design of learning environments are an integral part of this course. Students also examine the rationale and learning opportunities offered by particular materials, activities, and content area knowledge. The role of the teacher in relation to the parent and the child is examined. Special issues such as integrating health and safety procedures into the daily program and early intervention strategies are highlighted. (15-hour field experience is required)
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3.00 Credits
Explores curriculum development for early childhood education in the context of field experiences in school classrooms and cognitive discourse in a seminar setting. Examines relationships among children's acquisition, structuring and organization of knowledge, developmental stages, racial and cultural identities, and pedagogical practices. Investigates how theories of learning and schooling influences curriculum and are shaped by cultural, political, social and economic forces. Presents methods for planning, implementing, and evaluating lessons, curriculum units and learning experiences. (15-hour field experience is required)
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3.00 Credits
This course is designed to introduce students to a variety of literature for children and youth. Emphasis is placed on standards for judging various genres'. Extensive reading, use of libraries, and other media resources are required. Required: 10 hours of field experiences.
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3.00 Credits
This course involves a critical examination of the concepts, theories, and issues involved in working in diverse and inclusive early childhood programs. The course is designed to help students to reflect on current issues in early childhood, the importance of becoming leaders in the field and their role as advocates for children and families.
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