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Course Criteria
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3.00 Credits
This course provides an in-depth learning experience in child development theory and best practices that apply to the care and education of children from birth to 5 years of age. Assessment and observation techniques are carefully aligned with curriculum and program planning so students may see the strong connection between assessment and curricular practices. Principles of physical, social-emotional, cognitive, moral, aesthetic, and language development will be covered within the context of family and community. Students will examine issues relating to the development of children, ages 3 to 5 years, from an historical, cultural, and family perspective, as well as through current theories and research. As a stage of development, early childhood will be studied and analyzed across the full range of normative, non-normative, inter-and intravariability for all young children. Students will learn and practice the basic skills of observation. Students will be required to apply theory to daily practice
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3.00 Credits
This course will be based on principles of child development, including understanding how children learn from birth to 9 years of age, and focusing on all the domains of the child's development. The relationship between each child and the teacher is the basis of all effective teaching. Students will examine the historical and psychological perspective of early childhood education in order to understand the context and particular challenges of early childhood professionalism today. The principles and stages of child development, birth to 9 years of age, will serve as the foundation for defining the essential components of a successful learning environment for young children. Family and community relationships will be emphasized as well
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3.00 Credits
This course provides an in-depth learning experience in child development theory and best practices that apply to the care and education of children from birth to five years of age. This course is designed for transfer students who enter Carlow with child development courses. This course is meant to introduce students to the Carlow's academic learning community and build upon the developmental foundation students have achieved at their previous education institution. Advanced assessment and observation techniques are carefully aligned with curriculum and program planning so students may see the strong connection between assessment and curricular practices. Principles of physical, social-emotional, cognitive, moral, aesthetic, and language development will be covered within the context of family and community. Students will examine issues relating to the development of children, ages three to five years, from an historical, cultural and family perspective as well as through current theories and research. As a stage of development, early childhood will be studied and analyzed across the full range of normative, non-normative, inter-and intravariability for all young children. Students refine basic skills of observation. Students will be required to apply theory to daily practice
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3.00 Credits
This course addresses the physical, cognitive, and psychosocial development of children in grades PreK through four. The student is introduced to major concepts and theories of child development and the scholarship and research that inform these concepts and theories. The course is designed to promote connections between one's understanding of child development and how that understanding informs those who work with this age group
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3.00 Credits
This course provides an overview of the role and value of play in child development and learning. Students will examine stages of children's play and learn how play reflects and enhances social, emotional, cognitive, and physical development. Topics include various perspectives on the meaning of play, current theories about play, research on children's play, and the role of play during various stages of development, from infancy through the school-age years. Students will design an appropriate play environment for early childhood classrooms. They will demonstrate the ability to assess children' play skills and adapt activities to support and facilitate symbolic representation through play
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3.00 Credits
This course provides the theoretical principles and methodologies in the teaching of mathematics for prospective teachers of children ages 3 to 9 years old-and about how the mathematical mind of the child works. The course of study is designed to promote mathematics teaching competence; review exemplary curriculum materials, and design the creation of standard-based, active learning environments that foster curiosity, confidence, and persistence; and encourage the successful acquisition of knowledge of important mathematical relationships, number sense, and the ability to solve problems in the early years. Participants will strive to gather examples of current teaching methodologies through a progression of field observations
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3.00 Credits
This course provides the theoretical principles and methodologies in the teaching of science for prospective teachers of children ages 3 to 9 years old-and about how the scientific mind of the child works. The course of study is designed to promote science teaching competence, review exemplary curriculum materials, and design the creation of standards-based, active learning environments that foster curiosity, confidence, and persistence, and encourage the successful acquisition of knowledge and skills of scientific ideas necessary to understand and explain phenomena of the natural world. Participants will strive to gather examples of current teaching strategies through a progression of field observations
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3.00 Credits
This course will be based on principles of child development, including understanding how children learn from birth to 9 years, and focusing on all the domains of the child's development. The course hinges on an understanding of how children grow and develop socially, emotionally, morally, cognitively, aesthetically, physically, in language, and as part of their families and communities. Five effective models for early childhood classrooms will be examined. The theoretical foundation for the course is rooted in child development theory, multiple intelligences, and contemporary neuroscience. Formal and informal assessment strategies will be a part of diversification of curriculum and instruction. The course requires a 40 hour practicum experience
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3.00 Credits
This course provides an in-depth learning experience in best practices that applies to the care and education of children from birth to 3 years of age. Principles of development and infant/toddler milestones form the basis for making decisions about effective caregiving practices. Emphasis will also be placed on the child within the context of the family as a major factor to consider when determining high-quality infant/toddler care outside the home. This course combines in-class learning with a 40-hour practicum experience where students will have the opportunity to interact with children and caregivers and apply theory and in-class learning. Students will also study the sociological and political contexts that affect programs for infants and toddlers
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3.00 Credits
This course focuses on recognizing and implementing partnership relationships among the child, the family, and the community. Family is recognized as a primary unit of a diverse and unique nature. Family systems are examined to understand family structure and function. Likewise, family is viewed in its role in a child's development. The family and community will be examined using strategies for meeting cross-cultural needs. Knowledge of community resources and family methods to find and access these resources will be examined as well
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