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Course Criteria
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3.00 Credits
For Early Childhood Education associate degree students. This course introduces practical aspects of fostering literacy development in young children. It focuses on emerging and early literacy in the home, early care, and in educational settings with an emphasis on ages three through six. Studies strategies for holistic integration of the various literacy processes. Addresses the role of children's literature, the relationship between early language development and literacy opportunities and methods for developing language and positive attitudes toward books. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Analyze various theories of language development. 2. Develop, administer, and analyze developmentally appropriate assessments to design effective instruction. 3. Recognize developmental milestones of language development / communication of children. 4. Describe the process of second language learning and integrate learner's culture into meaningful literacy experiences. 5. Define and promote literacy and emergent literacy. 6. Create, present, and teach literacy activities for young children. 7. Select and utilize literacy materials that are individually and culturally developmentally appropriate to learning needs. 8. Identify elements of a literacy rich environment that invites real life and meaningful literacy experiences and assists children in developing skills and a positive attitude towards literacy. 9. Demonstrate professional ethical behavior in relationship to colleagues, children and parents. SP
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3.00 Credits
This course is an application-oriented course giving students the opportunity to learn and practice skills and attributes that will increase their ability to enhance the well-being of children. It is founded in theory and research in human development and family relations and uses the National Extension Parent Education Model. This course is designed to prepare students for life as parents and establishes a practical foundation for later courses in learning how to become parent educators. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Create a parental self-care plan. 2. Evaluate parental expectations and determine the developmental appropriateness of those expectations. 3. Identify elements of parental example in children's behavior. 4. Demonstrate understanding of child development by formulating plans to prepare children for developmental transitions (e.g., puberty). 5. Devise potential family rituals and learning environments to enhance child well-being and celebrate the child as a fellow human being. 6. Identify areas of special need (e.g., child trauma, learning disability, giftedness) and how to help a child obtain resources to address those needs. 7. Evaluate extra-familial child care options. Prerequisites: FSHD 1500. FA
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3.00 Credits
Required of students pursuing the associate's degree in Early Childhood Education. Designed to provide on-the-job learning opportunities for prospective teachers of young children, including teaching opportunities in the early childhood setting under the supervision of the program director, Course instructor and/or classroom mentoring teacher. Students interact with the course instructor and classroom mentoring teacher to plan developmentally appropriate curriculum, write and implement a classroom management plan, and teach and supervise preschool children effectively an early childhood educational setting. 70 Lab hours in an approved early childhood classroom setting are required. **COURSE LEARNING OUTCOMES (CLOs)** At the successful conclusion of this course students will: 1. Develop curriculum founded on child development theories. 2. Assess young children and design a plan that will assist the child in his/her further development. 3. Implement a Child Guidance Management Plan into practicum experience to help children regulate their behavior. 4. Design and teach developmentally appropriate lesson plans which include measurable learning outcomes, aligned assessments, and Teacher Talk. 5. Demonstrate NAEYC professional teacher standards in course assignments and when working with mentor teachers, professors, parents, peers and children. 6. Complete 70 hours in an early childhood classroom setting teaching, guiding and working with young children. Prerequisites: FSHD 2600, AND FSHD 2610, AND FSHD 2620; AND FSHD 1500 or FSHD 2500 or PSY 1100; AND instructor permission. FA, SP
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0.50 - 3.00 Credits
For students wishing instruction that is not available through other regularly scheduled courses in this discipline. Occasionally, either students request some type of non-traditional instruction, or an unanticipated opportunity for instruction presents itself. This seminar course provides a variable credit context for these purposes. As requirements, this seminar course must first be pre-approved by the department chair; second, it must provide at least nine contact hours of lab or lecture for each credit offered; and third, it must include some academic project or paper (i.e., credit is not given for attendance alone). This course may include standard lectures, travel and field trips, guest speakers, laboratory exercises, or other nontraditional instruction methods. Note that this course in an elective and does not fulfill general education or program requirements. Fees may be required for some seminar courses and instructor permission will be optional at the request of the instructor. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Demonstrate learning through original and creative ideas. 2. Collaborate with others to accomplish a shared purpose or goal. 3. Use appropriate strategies and tools to represent, analyze, and integrate seminar-specific knowledge. 4. Develop the ability to think critically about course content. 5. Apply knowledge from seminar to a range of contexts, problems, and solutions.
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3.00 Credits
A study of the death, death-related issues and social institutions and practices dealing with death in American society, with special emphasis on the individual and social processes surrounding death and constructive responses to death and dying. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify and describe the physical, psychological, medical and social aspects of death and dying and apply appropriate theories to each domain. 2. Identify and describe common grief reactions and responses to death and dying, looking at various contexts for death (cultural, religious spiritual, young and old, etc.) 3. Identify and describe social institutions that support the death and dying processes (hospice, funeral homes, social work agencies, grief support groups, etc.). 4. Research and describe the concepts of "good death", on- and off-time deaths, and personal and social reactions to each. 5. Develop a "philosophy of death and dying" based on one's review of backgrounds and paradigms, integrating new items learned about death and dying .
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3.00 Credits
An examination of the physical and psychological process of aging. The emphasis is upon behavioral and social adaptation to these processes. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Explain general physiological, cognitive, social, and emotional processes of aging and assess specific processes in given cases. 2. Describe local, government, non-profit, and private programs and entities as social adaptations for dealing with aging processes and the services they provide. 3. Demonstrate ability to help families communicate and problem solve around aging processes. 4. Recognize signs and symptoms of elder abuse and understand procedures to follow to report abuse. FA
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3.00 Credits
This course provides a foundation in major family theories and helps students critically assess how theories are used in Family Life Education and family studies research. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Understand the basic tenets of major family theories. 2. Compare/contrast the major family theories in terms of their effectiveness in understanding, researching, and helping families. 3. Evaluate current research for how theory has helped shape that research. FA
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3.00 Credits
This course will help students understand and evaluate current issues in the field of family studies and human development. Students will gain knowledge of and insight into a broad array of issues. Students will begin to develop their own particular interests as preparation for graduate school or a career in the field. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Summarize and evaluate research journal articles. 2. Assess the practical application of published research. 3. Synthesize literature to understand the current state of the field in an area. 4. Orally present research findings. 5. Gain exposure to a diversity of research topics and views. SP
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3.00 Credits
A study of theories regarding adolescent biological, cognitive, social, and psychological development. Current issues related to adolescent development are identified and analyzed. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify and describe the biological, cognitive, psychological, and social aspects of adolescent development and apply appropriate theories to each domain. 2. Identify and describe cultural, ethnic, and gender differences among youth and adolescents. 3. Research and interpret a current central issue or problem related to youth and adolescent development. 4. Practice and utilize essential skills, abilities, and attitudes when working with youth and adolescents. FA
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5.00 Credits
Designed for students working with young children in an early childhood setting. Focuses on the physical, cognitive, and psychosocial development of young children, planning and implementing developmentally appropriate activities, and strategies addressing guidance of young children. **COURSE LEARNING OUTCOMES** At the successful conclusion of this course, students will be able to: 1. Identify developmentally appropriate guidance strategies and interpret child guidance experiences in an early childhood setting. 2. Create a daily schedule for an early childhood program. 3. Identify and explain how principles of child development and learning are used to enhance learning experiences. 4. Attend and complete required hours in Field Experience. Prerequisite: Must be accepted into the Trailblazer Child and Youth Program. FA, SP, SU
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