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Course Criteria
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0.00 Credits
This training workshop provides information about the physical and behavioral indicators of child abuse and neglect, as well as the reporting requirements established in the New York State Social Services Law. This workshop meets the training requirements of Chapter 544 of the Laws of 1988, which mandates such training for specified professionals. (Offered fall and spring terms)
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0.00 Credits
This six-hour workshop is required for all candidates seeking teacher certification in New York State. This workshop will provide training in understanding the causes and effects of abuses of alcohol, tobacco, and drugs, and in teaching about HIV and AIDS. Students will develop instructional plans on these topics for use with elementary school children. (Offered spring term)
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0.00 Credits
This two-hour workshop is required of all teacher candidates in New York State. Emphasis will be on warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; statutes, regulations and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a non-violent school climate and enhance learning; integration of social and problem-solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/ community referral process for students exhibiting violent behavior. (Offered spring term)
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4.00 Credits
This introductory course examines the historical, philosophical, and social foundations of education as a profession, and the influence of these on current thinking and practice. Students explore the full spectrum of roles and responsibilities of educational professionals, as well as ideological, pedagogical, and ethical issues in working with children. Field Component: Over the course of the semester, students will be spending a minimum of 12 hours observing in public school classrooms in two different settings: 4 sessions in a rural/suburban school followed by 4 sessions in an urban school. Students will be assigned to primary and/or intermediate grade classrooms. Following each visit students will prepare reports that contain information specific to the aspects of the learning environment: 1) a rich description of the school; 2) a discussion of the social aspects of the classroom; 3) a discussion with regard to the curriculum, methods of instruction, and methods used to assess student learning; 4) learning in relation to the New York State Learning Standards; and, 5) general impressions of the experience. (Offered spring term) Prerequisites: All developmental coursework deemed necessary in Reading and Language Arts.
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4.00 Credits
This course takes a longitudinal look at children's physical, psycho-social, and cognitive development during the formative early childhood years from pre-birth to age 12. Students will examine theories and research about childhood development, learning to recognize and understand significant child behavior. Students will observe children on a weekly basis, and will learn strategies for accurately recording and summarizing these naturalistic observations. (Offered fall and spring terms) Prerequisites: All developmental coursework deemed necessary in Reading and Language Arts.
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3.00 Credits
This course emphasizes planning and implementing developmentally appropriate curricula and teaching strategies for successful work with young children. Using the constructivist theories of Piaget and Vygotsky, students will explore such topics as the importance of play in children's learning, classroom organization, guidance and communication, anti-bias curriculum approaches, and the teacher's role as planner and facilitator of learning. Students will design activities for use in an integrated early childhood curriculum within diverse and inclusive settings. (Offered fall and spring terms) Prerequisite: ED 111 Child Development and Observation. Early Childhood Education majors usually take this course concurrently with ED 111.
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4.00 Credits
This introductory course examines the historical, social, and legal foundations of special education, including federal legislation related to education, employment, and independent living for individuals with disabilities. Students explore such issues as causes of disabilities, characteristics of learners with disabilities, strategies for assessment, program planning and intervention, instructional and testing accommodations, and working in partnership with families. Field Component: Students will be assigned in pairs to spend two hours each week, for 10 weeks of the semester, with an exceptional child, engaging that child in social and recreational activities. The students will keep journals describing their efforts at getting to know the child and his or her family, the activities they planned and carried out, their questions, and their reflections on the whole experience in the context of the course content. (Offered spring term) Prerequisites: All developmental coursework deemed necessary in Reading and Language Arts.
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4.00 Credits
This course will examine the various complexities and diversity of the classroom today. Students will engage in fields of study which include, but are not limited to the following: gender, race, ethnicity, special education, family structures and dynamics, societal influences on education, and educational law and history. These topics and others will guide students to challenge their presumptions with regard to teaching and learning. Additionally, it will set the foundational stage in the framework of becoming a dynamic teacher. This course will have a field placement of minimally 25 hours during the semester.
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4.00 Credits
Every Early Childhood Education Program student completes at least one teaching practicum. The student works with a head teacher and an associate teacher in planning the curriculum, engaging in activities with the children, conducting observations, developing assessment portfolios for children, and discussing issues at weekly staff meetings. (Offered fall and spring terms) Prerequisites: ED 111 and ED 112. A medical exam and Child Abuse Central Register clearance are required.
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3.00 Credits
This course addresses young children's active inquiry, problem-solving, and concept formation in the areas of mathematics and science, along with appropriate teaching strategies to guide and support children's curiosity and learning. Students will examine theoretical frameworks for understanding the diverse ways in which young children think about, explore, and construct mathematical and scientific ideas. Students will also develop relevant curricula, materials, and teaching strategies with appropriate adaptations for children in diverse and inclusive settings. (Offered fall term) Prerequisite: ED 111 Child Development and Observation.
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