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Course Criteria
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3.00 Credits
Covers the origins, status, and trends of Early Intervention and school age Special Education. Students are introduced to the characteristics of exceptional children from birth to school age. Primary focus is on preparing prospective teachers and early childhood students to work with the individual differences of children within an inclusive educational and/or child care setting. Child giftedness is also covered. Approximately 6-hours of field visits/ observations at programs/schools, serving exceptional children, are required. Prerequisite: EDUC 110 and PSYC 212 and ENGL 101 with a grade of C or higher.
Prerequisite:
EDUC 110 & ( PSYC 212 or EDUC 185 ) & ENGL 101
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3.00 Credits
Covers the origins, status, and trends of Early Intervention and school age Special Education. Students are introduced to the characteristics of exceptional children from birth to school age. Primary focus is on preparing prospective teachers and early childhood students to work with the individual differences of children within an inclusive educational and/or child care setting. Child giftedness is also covered. Approximately 6-hours of field visits/ observations at programs/schools, serving exceptional children, are required. Prerequisite: EDUC 110 and PSYC 212 and ENGL 101 with a grade of C or higher.
Prerequisite:
EDUC 110 & ( PSYC 212 or EDUC 185 ) & ( ENGL 101 or ENGL 101H )
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3.00 Credits
Introduces the principles and rationales for partnerships in the provision of early intervention services for young children with disabilities. The course focuses on legislation, service-delivery models, curriculum planning, classroom strategies, and the role teachers and families play in supporting children with Individual Family Service Plans (FSP)/Individual Education Plans (IEP). Six hours of field visits and observations are required. Prerequisite: EDUC 110 or 111 and PSYC 212 with a grade of C or higher. EDUC 185 may be substituted in place of PSYC 212 by permission of Instructor.
Prerequisite:
( EDUC 110 or EDUC 111 ) & ( PSYC 212 or EDUC 185 )
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3.00 Credits
Introduces the principles and rationales for partnerships in the provision of early intervention services for young children with disabilities. The course focuses on legislation, service-delivery models, curriculum planning, classroom strategies, and the role teachers and families play in supporting children with Individual Family Service Plans (FSP)/Individual Education Plans (IEP). Six hours of field visits and observations are required. Prerequisite: EDUC 110 or 111 and PSYC 212 with a grade of C or higher. EDUC 185 may be substituted in place of PSYC 212 by permission of Instructor.
Prerequisite:
( EDUC 110 or EDUC 111 ) & ( PSYC 212 or EDUC 185 )
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3.00 Credits
Covers a variety of developmental theories that foster mathematical thinking in young children. Students gain knowledge in teaching mathematics using appropriate methods, strategies, and materials for children ages birth-9 years. The course also includes content, strategies, resources, and technology information. Prerequisite: EDUC 110 or 111 with a grade of C or higher.
Prerequisite:
( EDUC 110 or EDUC 111 )
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3.00 Credits
Covers a variety of developmental theories that foster mathematical thinking in young children. Students gain knowledge in teaching mathematics using appropriate methods, strategies, and materials for children ages birth-9 years. The course also includes content, strategies, resources, and technology information. Prerequisite: EDUC 110 or 111 with a grade of C or higher.
Prerequisite:
( EDUC 110 or EDUC 111 )
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3.00 Credits
Introduces students to topics in the field of early Math and Science. This course focuses on research-based practices in emergent Math and Science and assessment techniques for children ages birth through five years. Developmentally appropriate strategies for teaching Math and Science concepts through active discovery, and play, including the use of technology is emphasized. Ten hours of exploration in an early care setting is required for this course. Enrollment is restricted to students enrolled in the Early Care and Education AAS and Certificate programs. Prerequisites: EDUC 110 or 111 with a C or higher.
Prerequisite:
EDUC 110 or EDUC 111
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3.00 Credits
Introduces students to the current issues and trends in the teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts for the young learner. This course focuses on STEM education and its application with children using developmentally appropriate practices and technology. Enrollment is restricted to students in the Early Care and Education AAS and certificate, as well as the Early Childhood - Elementary Education AA program. Prerequisite: EDUC 110 or EDUC 111 with a grade of C or higher.
Prerequisite:
EDUC 110 or EDUC 111
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3.00 Credits
Prepares students to apply the standards and thematic strand of social studies as defined by the National Council for the Social Studies. Emphasis is on creating effective citizens using developmentally appropriate practices, as outlined by the Pennsylvania Learning Standards, which include the four disciplines (civics and government, economics, geography, and history), used to define social studies in Pennsylvania. Prerequisite: EDUC 110 or 111 with a grade of C or higher.
Prerequisite:
( EDUC 110 or EDUC 111 ) & ( PSYC 212 or EDUC 185 )
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3.00 Credits
Studies how children acquire and process information using Brain-based learning research. Students apply the knowledge of Developmentally Appropriate Practice, the PA Early Learning Standards, the PDE Standard Aligned System, and the National Association for the Education of Young Children (NAEYC) guidelines to develop strategies that engage children in the learning process. Students plan a classroom environment that supports development and learning for children Pre K - grade 4 and use an integrated approach to lesson planning by incorporating learning experiences from all content areas throughout the curriculum. Creating lesson plans that contain developmentally appropriate learning opportunities and support and conform to model SAS planning (including big ideas, essential questions, and developing learning outcomes that support standards, etc.) is an integral part of the course. Ten (10) hours of observation are required. Prerequisite: ENGL 101; EDUC 110 or 111; PSYC 212; EDUC 140, 220, 260, and 270 with grades of C or higher. For students in the Certificate program only: EDUC 185 may be substituted in place of PSYC 212 by permission of Instructor.
Prerequisite:
ENGL 101 & ( EDUC 110 or EDUC 111 ) & ( PSYC 212 or EDUC 185 ) & ( ( EDUC 140 & EDUC 220 ) or ( EDUC 140 & EDUC 260 ) or ( EDUC 140 & EDUC 270 ) or ( EDUC 220 & EDUC 260 ) or ( EDUC 220 & EDUC 270 ) or ( EDUC 260 & EDUC 270 ) )
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