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Course Criteria
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2.00 Credits
2 hours recitation, 2 hours supervised field experience; 3 credits Analysis and application of theory and research to the teaching of the visual arts, music and movement, dance, and drama for all young children, birth through grade two, including culturally and linguistically diverse children, as well as children with special needs. Role of materials and performance as they apply to artistic learning in young children. Approaches to integrating the arts in early childhood curriculum; place of the arts in diverse cultures and communities, with a focus on the urban experience. Development of teaching portfolio. Work with a variety of artistic forms and media, field trips, and supervised field experience. Prerequisite: Education 16, 34, 36.1, 37.11, and 39. Corequisite: Education 40.1.
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2.00 Credits
2 hours laboratory, 2 hours supervised field experience; 2 credits Study of how children learn mathematics. Curriculum development; research-based instruction; multiple forms of assessment. Approaches to teaching mathematics to all students, including English language learners and students with special needs.Technology as a tool for student learning and a resource for teaching. Application of course content in field placement and development of reflective practice. Continuation of portfolio development.Taught in coordination with Mathematics 1.97. Prerequisite: Education 38, General Science 9.1, or 9.2, or 9.3, or 9.4, and Mathematics 1.95. Corequisite: Mathematics 1.97.
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2.00 Credits
2 hours mathematics laboratory, 2 hours supervised field experience; 2 credits Approaches to the teaching of mathematics with an emphasis on the curricular and instructional topics emphasized in early childhood.These include the development of mathematical thinking processes in young children; curricular guidelines from New York State, National Association for the Education of Young Children, and National Council of Teachers of Mathematics; integration of mathematical experiences into all curricular areas; needs of special populations, including English language learners; familial involvement; appropriate use of technology; and multiple perspectives on assessment. Development of early childhood teaching portfolio.Taught in coordination with Mathematics 1.97. Prerequisite: Education 16, 34, 36.1, 37.11, 39, 40.1, 43.1, and Mathematics 1.95. Corequisite: Education 45.1; Mathematics 1.97.
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1.00 Credits
1 hour recitation, 2 hours supervised field experience; 2 credits Methods of teaching basic science concepts and processes to children. Focus on promoting scientific curiosity and developing literacy through inquiry and active learning needed for science explorations. Methods of teaching science to all students, including English language learners and children with special needs. Application of course content in field sites with emphasis on developing reflective practice. Continuation Education 163 of portfolio development.Taught in coordination with General Science 20. Prerequisite: Education 38 and General Science 9.1, or 9.2, or 9.3, or 9.4. Corequisite: General Science 20.
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1.00 Credits
1 hour recitation, 2 hours supervised field experience; 2 credits Creation of environments that promote scientific curiosity and playful exploration in all children, including children with special needs and English language learners. Integration of science within the early childhood curriculum; the role of movement, music, and the performing arts in representing, refining, reviewing, and communicating science learning. Exploration of technologies and community resources, with a particular focus on urban environments. Review of professional, state, and local curriculum standards. Family involvement in science education. Development of teaching portfolio.Taught in coordination with General Science 20. Prerequisite: Education 16, 34, 36.1, 37.11, 39, 40.1, and 43.1. Corequisite: Education 44.1; General Science 20.
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3.00 Credits
3 hours recitation, 1 hour supervised field experience; 3 credits Introduction to the historical, social, cultural, and legal foundations of special education and educational models of early childhood special education. Roles of families, educators, related service professionals, and advocates in shaping policy, curriculum, and expectations for students with disabilities. An examination of issues in the study of child development and disability. Focus on infants, toddlers, and young children of diverse cultural and linguistic backgrounds in urban settings. This course is linked with a corequisite course through the use of thematic material and faculty collaboration. Prerequisite: Education 16, 34, 36.1, and 37.11. Corequisite: Psychology 24.5 or Health and Nutrition Sciences 31. A student who receives a failing grade in Education 51.11 and a grade of C or higher in the corequisite course may, with departmental permission, repeat Education 51.11 without a corequisite requirement.
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3.00 Credits
3 hours recitation, 1 hour supervised field experience; 3 credits Introduction to planning, implementing, and evaluating instruction for young children with special needs. Designing environments, curricular planning and modification to implement inclusive programs, including work in developmental and curriculum areas and positive behavior supports. Working with related service professionals; assessment and interventions with children and families; interagency collaborations. Focus on young children from diverse cultural and linguistic backgrounds in urban settings. This course is linked with a corequisite course through the use of thematic material and faculty collaboration. Prerequisite: Education 16, 34, and 51.11. Corequisite: Speech 12. A student who receives a failing grade in Education 51.12 and a grade of C or higher in the corequisite course may, with departmental permission, repeat 51.12 without a corequisite requirement.
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2.00 Credits
2 hours; 2 credits Teaching methods and curriculum for middle schools. Focus on various literacies, specifically on the teaching of literature, languages, and speech.Topics include teaching strategies, assessment, lesson plans, creating inclusive and aesthetically rich classrooms, curriculum development, and teacher-student relationships. Prerequisite: Education 16 and 34.
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2.00 Credits
2 hours; 2 credits Methods and materials for teaching social studies and humanities. National standards and implications for secondary education. National and regional curriculum models and approaches to teaching in light of differing standards and curricula. Interdisciplinary and multicultural perspectives; teaching literacy across the curriculum. Framework for specific methodological issues in preparation for student teaching. Prerequisite: Education 16 and 34. Education 165
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2.00 Credits
2 hours; 2 credits Contemporary issues of curriculum standards and teaching methods with emphasis on grades 6-9. Specific strategies for classroom organization, lesson development, teaching, and assessment. Literacy as related to teaching mathematics and science. Using calculators and computers in teaching. Prerequisite: Education 16 and 34.
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