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Course Criteria
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3.00 Credits
Principles and goals, curriculum models, teaching strategies, classroom and community resources, outdoor education, and research.
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3.00 Credits
Examination of issues, research, and trends in early care and education. This course content includes current research on hot topics in the field (e.g., universal preschool, accountability, child care quality rating system) study of public policy issues related to young children and role of the educator as the advocate for young children (0-8 years) and their families.
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3.00 Credits
Activities and instructional resources appropriate for preschool children.
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3.00 Credits
Historical and theoretical examination of the interdisciplinary nature of development, play, environment, and learning during first three years of child's life within home- and center-based settings. Course content includes an overview of infant toddler care history developmentally, culturally, and individually appropriate practices in group care review of materials, activities, and techniques that foster learning, survey of classroom curriculum models, intentional planning of play in facilitating academic learning (e.g., math and science skills) in classroom transitions and the role of the classroom teacher within social, temporal, and physical learning environment.
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3.00 Credits
Course content includes historical and theoretical concepts of language and literacy development, an introduction to authentic and meaningful assessments of early literacy development, and the incorporation of content-embedded reading/writing strategies across various early childhood settings.
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3.00 Credits
Survey of classroom usage of technology in supporting instruction for meeting individual childrens needs. The course content includes low- tech to high-tech assistive/adaptive technology review of research on using technology for instructional purposes at home and in the classrooms; and adult's role in fostering children's interaction with technology within a social environment.
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3.00 Credits
Multidisciplinary and transdisciplinary teaming; communication skills necessary for collaboration; cultural differences, assistive technology, curriculum, and environmental designs with regard to collaborative early childhood programs.
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3.00 Credits
Overview of the purpose of assessment and critical components of an on- going assessment system, especially for screening young children. Course content includes analysis of recommended practices in assessment; definition of attributes that fit the purpose of assessment; and study of factors related to assessment tool rigor.
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3.00 Credits
This course will provide for preservice and inservice educators guidelines to create an ongoing assessment system that incorporate both formal and informal, more authentic, performance or process based assessments without compromising developmentally appropriate practices. Future and current teachers will be able to utilize curriculum based assessment techniques to observe and document growth, development, and learning. They will be able to make valid inferences from observations and assessment procedures. They will be able to use information to collaborate with individual learners and their families to support learners progress. PREREQ EDS 562 or equivalent.
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3.00 Credits
Development of policies and procedures for administration and supervision in diverse early childhood programs (including early family childcare homes); identification of funding sources; inquiry into ethical behavior, regulations and laws; supervisory skills and staff development; interrelationship of philosophy/mission, program model design, and program evaluation.
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