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Course Criteria
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3.00 Credits
An introductory course designed for preschool educators, but open to all students. Includes historical background, professional issues, theories, and an overview to developmentally appropriate educational practices. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify the historical and philosophical origins of early childhood education. 2. Demonstrate your knowledge of how historical and philosophical origins of early childhood education impact the teaching of young children today. 3. Describe developmental stages and characteristics of young children. 4. Identify culturally and developmentally appropriate instruction and assessment in early childhood educational programs. 5. Examine current regulations and guidelines and how they contribute to quality early childhood educational programs. 6. Develop an awareness and appreciation of the individual likenesses and differences among children, families, and colleagues. 7. Identify the domains of child development: physical, cognitive, social-emotional and language. 8. Identify effective strategies to manage the early childhood classroom. FA
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3.00 Credits
Required of students pursuing the associate's degree in Early Childhood Education, but valuable to parents, prospective parents, and educators. Applies the principles of child guidance and discipline from currently accepted theories. A 30 hour Lab in an approved early childhood classroom setting is required. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Be actively involved in forming their own philosophy of guiding, managing, directing and influencing children's behavior in accordance with NAEYC guidelines; emphasizing self-esteem, self-control and concern for others in a young child's development. 2. Know about and use developmentally appropriate guidance strategies in groups and with individual students. 3. Use knowledge of child development theories/research and positive child guidance to create a healthy, respectful, supportive, and challenging learning environment for young children. 4. Be acquainted with techniques of observing and recording children's behaviors for the purpose of creating learning environments, assessing development and guiding behavior. 5. Come to understand that guiding children's learning is largely based upon knowledge of child development principles (cognitive, social, emotional and language). 6. Be exposed to developmental principles and techniques that assure inquiry, independence promoted situations, divergent thinking, and choice making skills on young children. Prerequisites: FSHD 1500 (can be concurrently enrolled); or FSHD 2500 (can be concurrently enrolled); or PSY 1100 (can be concurrently enrolled). SP
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3.00 Credits
Required of students pursuing the associate's degree in Early Childhood Education, but valuable to parents, prospective parents, and educators. Explores the value of developmentally appropriate play for young children and how to provide a rich curricular environment for early childhood settings, including planning, preparation, and implementation of activities for early childhood education. A 25 hour Lab in an approved early childhood classroom is required. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Develop curriculum and learning activities with specific goals in mind for all domains of children's development and learning. 2. Demonstrate your knowledge of the value of creative activities in promoting developmentally appropriate practice. 3. Demonstrate an understanding of approaches to learning in an early childhood setting. 4. Demonstrate knowledge and understanding of teaching a developmentally appropriate lesson using technology. 5. Understand the teacher's role as a facilitator of learning experience activities in the preschool classroom. 6. Understand and demonstrate the importance of planning learning experiences around children's developmental levels. 7. Demonstrate the ability to develop lesson plans that improve children's social-emotional development, physical development, language and literacy development, and cognitive development. Prerequisites: FSHD 1500 (can be concurrently enrolled); or FSHD 2500 (can be concurrently enrolled); or PSY 1100 (can be concurrently enrolled). FA
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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. 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
Teaches students the principles of clinical nutrition assessment for the evaluation of nutritional status. Nutrition assessment includes medical and social history, diet analysis, body measurements, blood test analysis, and physical assessment. **Course Learning Outcomes (CLOs)*** At the successful conclusion of this course students will: 1. Describe methods for assessing nutrient intake, including anthropometrics, dietary intake, clinical assessment/physical signs, and medical/social history. 2. Determine nutrient needs through use of anthropometric and metabolic assessments. Calculate estimated caloric requirements. 3. Prepare a nutritional plan of care, identifying nutrition diagnoses and making nutritional recommendations. Prerequisites: FSHD 1020 and FSHD 2020 (Grade C-or higher). FA
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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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