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Course Criteria
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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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3.00 Credits
Students will choose a STEM project to research, develop, and implement into an appropriate setting (school, after-school program, museum, etc.). Students will utilize the design process and a variety of resources (educational technology, materials, tools, machines) in a Maker Space environment to safely and efficiently develop solutions to problems that require integration of concepts and skills from multiple disciplines. Seminar content includes cross-disciplinary content instruction and pedagogical strategies for working with a variety of learners. Learners will demonstrate competencies that include planning and organization; assessment of learning; reflection on teaching; interdisciplinary collaboration; and inquiry-based approaches to teaching and learning. Practicum required
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3.00 Credits
This course provides an overview of language and communication development in young children and a study of the acquisition of early literacy skills. Current research on effective strategies for enhancing language and literacy skill development is presented and discussed. Participants design experiences in language development and early literacy for children from birth through kindergarten
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3.00 Credits
This course will enable students to do field experience in a K-4 classroom. Students will be placed in a classroom one day a week for most of the school day. Students will also participate in a weekly seminar that will facilitate the practicum experience. Students will present lessons and work with small and large groups of children. The expectations will increase as the students' competencies grow
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1.00 - 3.00 Credits
An exploration of an area of study which is not already offered as a course. Students design the course with the consent of a faculty member
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3.00 Credits
Based on principles of child development, this course is designed to engage teacher candidates in various experiences that provide opportunities for understanding early childhood curriculum in its complex and multiple facets. The focus on peace and justice teaching emphasizes the importance of developing attitudes and behaviors that can contribute to building a democratic, ecologically responsible society. This includes encouraging early childhood educators to nurture dispositions in young children towards collaboration, curiosity, engaged inquiry, ecological consciousness, fairness, and empathy. Teacher candidates will have opportunities to explore the philosophical, theoretical, and practical dimensions of the PreK through grade four school curriculum. The critical areas of cultural diversity, racism, gender equity, and real world problem solving, as they relate to the PreK through grade four curriculum, are highlighted
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6.00 Credits
This course will provide opportunities for experience, discussion, and reflection on issues related to positive classroom environment; behavior support; building relationships; managing time; planning and preparation; assessment for planning; integrating the curriculum; instructional delivery; teaching to diverse learners; collaborative teachers and collaborative children; and developmentally appropriate practices. The child will be recognized as the learner and the learning community will be the classroom, the school, the family, the community, and professionalism. Evaluation of student teaching in early childhood education, both preprimary and primary, will be conducted by examining attendance and class participation; lesson plans, unit plans and teachable moments; weekly reflective logs; student teaching portfolios; midpoint and final evaluations of each site mentor teacher; and weekly observations and interactive meetings between college supervisor/mentor and student. Midpoint and final evaluations will use the PDE 430 form. NOTE: NO OTHER COURSES MAY BE TAKEN WHILE A STUDENT IS REGISTERED FOR EC 406/EC 407 WITHOUT SPECIAL PERMISSION OF THE CHAIR OF EARLY CHILDHOOD EDUCATION PROGRAM
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6.00 Credits
This course will provide opportunities for experience, discussion, and reflection on issues related to positive classroom environment; behavior support; building relationships; managing time; planning and preparation; assessment for planning; integrating the curriculum; instructional delivery; teaching to diverse learners; collaborative teachers and collaborative children; and developmentally appropriate practices. The child will be recognized as the learner and the learning community will be the classroom, the school, the family, the community, and professionalism. Evaluation of student teaching in early childhood education, both preprimary and primary, will be conducted by examining attendance and class participation; lesson plans, unit plans and teachable moments; weekly reflective logs; student teaching portfolios; midpoint and final evaluations of each site mentor teacher; and weekly observations and interactive meetings between college supervisor/mentor and student. Midpoint and final evaluations will use the PDE 430 form. NOTE: NO OTHER COURSES MAY BE TAKEN WHILE A STUDENT IS REGISTERED FOR EC 406/EC 407 WITHOUT SPECIAL PERMISSION OF THE CHAIR OF EARLY CHILDHOOD EDUCATION PROGRAM
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12.00 Credits
Student teaching and this seminar will serve to supplement and further integrate the theory and practice of teaching in early childhood education that has been a part of the student teacher's professional education in teacher preparation. All practice will be based on the theories and principles of child development, and particularly, the social, emotional, cognitive, motor, language and aesthetic development of the child
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