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Course Criteria
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3.00 Credits
This course examines creativity and divergent thinking in young children, and appropriate teaching and assessment strategies to nurture and support these aspects of children's development. Students will explore theoretical as well as practical frameworks for the expressive arts, including music, movement, art, and creative drama. Students will engage in curriculum planning for creative expression in young children in diverse and inclusive settings. (Offered spring term) Prerequisite: ED 111 Child Development and Observation.
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6.00 Credits
Continuation of ED 181 Teaching Practicum I. All Early Childhood Education Program students are required to complete a second teaching practicum. (Offered fall and spring terms) Prerequisites: ED 181. A medical exam and Child Abuse Central Register clearance are required.
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4.00 Credits
This course will explore the dynamic opportunity for students to explore planning, instruction, and assessment through the lens of neuroscience. Recent findings in neuroscience offer spectacular insight to the amazing developing brain. Topics will include the growth and development of the brain, how learning occurs, memory acquisition/transference/recall, and optimal learning environments. Students will investigate instructional strategies which include Differentiated Instruction, implementing the theory of Multiple Intelligences, Cooperative Learning Structures, Understanding by Design (UbD), and various forms of informal and formal assessment. The Learning Standards, developed by the New York State Department of Education, and the content area standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the Council for Exceptional Children, and other appropriate groups, will be incorporated into integrated thematic units. This course will have a field placement of minimally 25 hours during the semester.
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4.00 Credits
This course explores theories and research in infant and toddler development with an emphasis on the works of Piaget, Erikson, and Brazelton. Developmental assessment and principles of best practice guide students in developing a wide range of activities and experiences to foster the development of children from birth to age three years. Field Component: Students will be assigned to spend two hours per week for 10 weeks in an accredited program for infants and/or toddlers. They will keep journals of their experiences and plan developmentally appropriate activities and caregiving routines for high-quality infant/ toddler care. (Offered fall term) Prerequisite: ED 111
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4.00 Credits
This course will provide future teachers with a blending of theory, teaching strategies and practices, content materials, curricular themes, and related processes for developing comprehensive plans for teaching children in inclusive elementary classrooms in grades 1-3. The New York State Learning Standards, and the content standards developed by the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council for the Social Studies, the International Reading Association, the Council for Exceptional Children, and other appropriate groups will be incorporated into integrated thematic units. These materials will be supplemented with appropriate texts and other resource materials. Students will learn how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, assess student performance, and establish a learning environment that supports inquiry. Field Component: In preparation for student teaching, students will be required to participate in an inclusive classroom at the primary level. Students will actively participate in all aspects of the classroom to which they are assigned, and will directly assist the classroom teacher(s) in designing/planning, implementing, and evaluating curriculum. Students will gradually assume responsibility for the tasks involved in teaching and classroom management. (Offered spring term) Prerequisites: ED 101, ED 111, ED 121, ED 332. Co-requisites: ED 341, ED 375, ED 388.
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3.00 Credits
This course will prepare students to recognize the complexities of literacy in the emergent stages of language development in children. Additionally, students will examine the processes of language and connect that to classroom practice with regard to decision making of and planning for children who are beginning the process of reading and recognizing print. An exploration of several reading and instructional theories (Phonics, Whole Language, Guided Reading, Basal Readers, to name a few) will guide students to making informed decisions through a balanced approach in the teaching of literacy as nascent teachers. The Learning Standards, developed by the New York State Department of Education, will be applied. This course will have a field placement of minimally 25 hours during the semester.
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3.00 Credits
This course will prepare students to enrich their classrooms with varied amounts of multicultural print. Connecting what was previously learned with regard to theory and practice in ED 320, students will now focus on creating units that reflect diverse societies. Students will examine historical events which led to the diversity typical of today's classroom and the many ways to enrich learning environments for students of diverse cultures. In addition, this course will re-examine teaching methodologies of Phonics, Whole Language, Guided Reading, and Basal Readers (and others) while moving toward selecting developmentally appropriate multicultural works for children's exploration. The Learning Standards, developed by the New York State Department of Education, and the content area standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council of Teachers of English, the Council for Exceptional Children, and other appropriate groups, will be incorporated into integrated thematic units. This course will be taken in conjunction of the second professional semester.
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6.00 Credits
This course builds on students' knowledge of oral and written literacy development in young children. Students review language acquisition theories, the role of motivation in the learning process, and the importance of providing children with developmentally appropriate opportunities for language learning. Students learn that language acquisition is a complex, multi-faceted dynamic that has social, cultural, and economic dimensions as well as considerations that apply to individual children, their development, and the unique impact of their prior instruction. Taking the complexity into account, students learn how to support children's growth as readers, writers, and users of language in the primary and intermediate classroom; apply theoretical understandings to critique various paradigms used for literacy instruction; learn about the reading and writing processes; apply the New York State learning standards to develop literature-based curriculum; determine effective methods of instruction; use formal and informal measures to assess student learning; and support technological literacy and content area literacy. Field Component: Under the supervision of college faculty and classroom teachers, students will prepare and present several literature-based lessons using both narrative and expository text at the primary and intermediate levels. Another fieldbased project will involve preparing a miscue report on a reader who has been identified as needing some extra support. For this project, students will collect, analyze, and interpret a variety of assessment data while working with a struggling reader. Students will be required to write a report with recommendations that, if followed, would help the child become a more proficient reader. If it is determined that the report is of high quality and contains solid recommendations for improvement, the report will be shared with the student's classroom teacher, and parent(s) and/or guardian. (Offered fall term) Prerequisites: ED 111 or Permission of the Instructor and the Director of Education Programs.
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3.00 Credits
This course examines the development of children in the elementary grades and frameworks for effective guidance, discipline and classroom management. Students will examine theories and research about middle childhood development, learning to recognize relevant aspects of growth and behavior. Students will also examine a variety of models of guidance and discipline as well as strategies for creating successful, just, and caring classroom learning communities. It is expected that students will implement strategies learned in this course while they are in their field-based settings. (Offered spring term) Prerequisites: ED 101, ED 111, ED 121. Co-requisites: ED 375, ED 312, and ED 388.
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3.00 Credits
This course provides a review of the nature and manifestations of mild disabilities including learning disabilities, speech impairments, sensory and perceptual disabilities, mild mental retardation, health impairments, emotional problems, and other mild disabilities. Students develop knowledge, understanding, and skills for assessment, curriculum modifications, and effective instruction in the elementary content areas for children with mild to moderate disabilities. Students will also learn strategies to support literacy development and communication through assistive technology and appropriate environmental and programmatic adaptations. Field Component: In preparation for Student Teaching, students will be required to participate in an inclusive classroom at the intermediate level. Students will work directly with children with disabilities, applying assessment and teaching strategies and curriculum modifications. (Offered fall term) Prerequisites: ED 101, ED 111, ED 121, ED 332, ED 341, ED 375, ED 312, and ED 388 Co-requisites: ED 361, ED 412, and ED 488
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