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Course Criteria
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2.00 Credits
PREREQUISITE: Admission to the Early Childhood Education and Leadership program or permission of the instructor. The course will examine the financial aspects of early childhood programs related to establishing and operating early education centers and family child care homes. Issues of quality, compensation and affordability will be addressed. Steps in planning a budget based on the program's vision, mission and goals and a regular analysis of the budget as a planning tool will be emphasized. Financial records necessary to provide evidence of a sound fiscal management system will be addressed. Fiscal policies and procedures and insurance needed to protect program integrity and assets will be analyzed. Effective marketing, public relations, and community outreach strategies will be explored. 2:0:2
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2.00 Credits
PREREQUISITE: Admission to the Early Childhood Education and Leadership program or permission of the instructor. A course designed to examine aspects of supervising and supporting personnel in early care and education settings. Policies and legalities of recruiting, screening and hiring will be addressed. 2:0:2
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2.00 Credits
PREREQUISITE: Admission to the Early Childhood Education and Leadership program or permission of the instructor. This course examines the systematic and ongoing evaluation of various components of an early childhood program, and the use of that information to determine the vision and goals for the program, and allocation of resources to meet those goals. The process of change and the role leadership will be explored. 2:0:2
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8.00 Credits
PREREQUISITES: Completion of EDC 359D (or permission of advisor and instructor), EDC 361 (or permission of advisor and instructor), EDC 359B (or permission of advisor and instructor) and EDC 361 B (or permission of advisor and instructor). EDC 365 Financial Aspects of Early Childhood Programs, EDC 366 Human Resources in Early Childhood Programs, EDC 367 Program Planning and Evaluation in Early Childhood Programs may be taken concurrently with the practicum. A field experience designed to examine the role of leadership in early care and education. Students will participate at the practicum site for a minimum of 15 hours per week for a total of at least 240 hours. Sixteen hours of seminar meetings will provide an opportunity to support of the development of students as leaders who empower, encourage and support others as they strive to meet goals and become agents of change in early childhood programs. Degree portfolio will be completed in this course. 8:0:8
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14.00 Credits
PREREQUISITES: EDE 378, EDE 379, EDE 380 and admission to the School for Education and cumulative GPA of 2.75. A twelve-week experience of directed teaching in two different early childhood settings (Infant/Toddler, PreK, or Primary K-3). Interactions with children and families from a variety of backgrounds will be an integral part of the directed teaching experience. Included will be 30 contact hours of seminar, including intensive meeting time before student teaching begins and weekly meetings during the experience of directed teaching and a culminating session following the directed teaching experience. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way to enhance the directed teaching experience, and to articulate an appropriate philosophy of early childhood education as a basis for making professional decisions. 2:12:14
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3.00 Credits
PREREQUISITE: PS 101. A study of biological, cognitive, and socio-cultural development from the prenatal period through childhood. Attention will be given to theory and research, practical examples and policy implications. 3:0:3
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3.00 Credits
A survey of traditional and modern literature best suited to children from early childhood through the elementary grades. An attempt is made to develop an appreciation for prose and poetry suitable for children of different ages. 3:0:3
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3.00 Credits
PREREQUISITES: EDU 203 and Admission to the School for Education. To be taken simultaneously with Practicum. Theory and skills necessary to implement classroom management strategies are presented through lecture, discussion and classroom observations. Students will explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive teacher-student relationships and to implement developmentally appropriate guidance and classroom management strategies. The course includes guidance procedures for integrating children with and without disabilities. Students will observe and analyze guidance and management practices in a variety of appropriate early childhood, elementary, middle school and secondary settings. 3:0:3
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5.00 Credits
PREREQUISITE: Admission to the School for Education. Students must earn at least an "B" inthis course before enrolling in directed teaching. Will be taken concurrently with Practicum. This course develops the curriculum and instructional strategies appropriate to the elementary learner. An emphasis is focused on developing knowledge of the Missouri Standards, lesson plans, teaching strategies, and reflection techniques. The course is designed to provide the student with the skills to plan, implement, and evaluate both the teaching and learning processes for the elementary social studies classroom. 5:0:5
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2.00 Credits
PREREQUISITE: Admission to the School for Education. A - Concurrent enrollment in EDE 359 and EDE 380 required unless previously completed. B - Concurrent enrollment in EDE 375 and EDE 379 or approval of Program Chair. C - Concurrent enrollment in EDU 367 and EDE 391 or approval of Program Chair. This field experience in a classroom supports the integration of teacher knowledge, skills, and dispositions in the observation and application of classroom management, professional practices, and instructional techniques. The student is required to be in the regular classroom a full day or 2 half days during the semester. Students must earn a "B"grade or higher before continuing in the practicum sequence; may be repeated. 0:2:2
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