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Course Criteria
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3.00 Credits
This course examines the nature and extent of early childhood program types and the diversity of services available to and needed by children and families. The many roles of the program administrator are addressed from a variety of perspectives (such as organizational leadership, staff development and supervision, parents, advisory and governing boards, interagency collaboration, and relevant governmental agencies). Also addressed in this course is how to develop, plan, and organize an early childhood program based on community needs and characteristics, and best practices in the profession. (Offered fall term) Prerequisite: Associate in Science degree in Early Childhood Education or Permission of the Program Director.
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3.00 Credits
This course examines the primary social environments of home, school, and community as significant influences in children's lives and learning, as well as the importance of effective collaboration among these environments for children's education. Students will engage in a comprehensive study of the traditional and emerging roles and responsibilities of diverse families, schools, and communities, along with models for effective familyschool- community relations. Additionally, students will have the opportunity to develop knowledge, skills, and strategies that teachers may use to promote vibrant working partnerships, built on a shared commitment to the well-being, development, and education of all children. (Offered fall term) Prerequisite: ED 111
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3.00 Credits
This course focuses on uses, strategies, and tools for assessing young children's development and the environments arranged for them. Students will examine and apply a variety of formal and informal assessment techniques designed for use with children from infancy through age 8. Students will also examine how and why assessment is linked to curricular planning and interventions for young children in diverse and inclusive settings. Critical issues and ethical considerations in the uses of assessment with young children will also be explored. (Offered fall term) Prerequisites: ED 111, ED 112, and ED 311
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6.00 Credits
Student Teaching at the primary level is designed to provide candidates opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. Students will spend a total of seven weeks in an inclusive primary public school classroom engaged in supervised student teaching. Students will spend approximately 40 hours weekly on site, which includes a weekly seminar to support their continued growth in effectively teaching to the New York State Student Learning Standards. (Offered spring term) Prerequisites: Permission of Program Faculty and the Director of Education Programs, or ED 101, ED 111, ED 121, ED 332 Co-requisites: ED 341, ED 375, ED 312
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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 early childhood classrooms at the pre-kindergarten and kindergarten levels. The New York State Learning Standards, and the content standards developed by the National Council for the Social Studies, the International Reading Association, the Council for Exceptional Children, the National Association for the Education of Young Children, and other appropriate groups will be incorporated into integrated thematic units. These materials will be supplemented with appropriate texts and other resources. Students will learn how to plan and implement developmentally appropriate curriculum, 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 a pre-kindergarten or kindergarten classroom. 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 fall term) Prerequisites: ED 101, ED 111, ED 112, ED 121, ED 181, ED 332 Co-requisites: ED 371, ED 361, ED 484
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4.00 Credits
This course will provide the future teacher with a blending of teaching strategies and practices, content materials, curricular themes and related processes for developing comprehensive plans for teaching children in inclusive intermediate classrooms in grades 4 to 6. 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. 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 intermediate 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 fall term) Prerequisites: ED 101, ED 111, ED 121, ED 332, ED 341, ED 375, ED 312, and ED 388 Co-requisites: ED 421, ED 361, and ED 488
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4.00 Credits
This course prepares students with knowledge, understanding, and skills to work effectively with children who have severe and/or multiple disabilities, including autism and emotional disorders. Students will learn the many characteristics of learners with these disabilities in order to develop strategies for curriculum modifications and effective instruction in the elementary content areas. Students will also learn strategies to support literacy development and communication through assistive technology and environmental and programmatic adaptations. Field Component: Students will spend two hours per week over a 12-week period working in an inclusive elementary classroom with one student with severe and/ or multiple disabilities. (Offered fall term) Prerequisites: ED 101, ED 111, ED 121
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3.00 Credits
This course focuses on aspects and issues external to early childhood programs but which have a major influence on them. The relation of money to quality for children and families and the unique "trilemma" in early childhood programs(e.g. quality, compensation, affordability) will be examined in depth. Legal and regulatory issues, advocacy and public policy, basic early childhood program marketing concepts, computer software, budgeting, fund-raising and grant-writing strategies, and licensing and accreditation procedures will be examined as well. (Offered spring term) Prerequisite: ED 351, AC 110, and BU 110
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6.00 Credits
This course focuses on the specific operational aspects of early childhood program administration, including staffing and scheduling, curriculum implementation, record-keeping and confidentiality, health and safety systems, communications systems, building and grounds management and maintenance, security, food service, purchasing systems, and policy development and implementation. Students in this course will also complete a supervised administrative field experience in an early childhood program accredited by the National Academy of Early Childhood Programs of the National Association for the Education of Young Children. (Offered fall term) Prerequisites: AC 110, BU 110, ED 361, ED 371, and ED 452
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6.00 Credits
Student Teaching in the Early Childhood Teacher Education program is designed to provide candidates with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. Students will spend a total of seven weeks in a public school pre-kindergarten or kindergarten classroom engaged in supervised student teaching. Students will spend approximately 40 hours weekly on site, which includes a weekly seminar to support their continued growth in effectively teaching to the New York State Student Learning Standards. (Offered fall term) Prerequisites: Permission of Program Faculty and the Director of Education Programs, and ED 101, ED 111, ED 112, ED 181, ED 121, ED 332 Co-requisites: ED 371, ED 411, and ED 361
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