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Course Criteria
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3.00 Credits
3 hours; 3 credits Learn to develop basic musical understanding and skills and music appreciation in young children through participation in singing, ear training, rhythmic movement, and playing musical instruments. Students learn to select materials and develop activities that are developmentally appropriate for the needs of young children with an emphasis on creativity and helping students to develop a culturally diverse musical repertoire. A variety of media and computer technologies are explored to determine how they can enhance musical experience. This course includes five hours of fieldwork. Prerequisites: EDC 215 or EDE 200; EDC 216 or EDE 260, EDC 218; EDC 350; and a GPA of 2.75 or above
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3.00 Credits
3 hours; 3 credits Techniques in building the child’s knowledge of properties of objects in the environment, concepts of class inclusion, seriation, and numbering, and the structuring of space and time. Students learn a range of strategies used by children with special needs. Informal and formal assessment tools are presented as well as classroom management strategies for whole class and small group instruction. Examination of software in early childhood mathematics and science instruction for its usefulness and developmental flexibility. Prerequisites: EDC 215 or EDE 200; EDC 216 or EDE 260; EDC 218; EDC 350, MTH/SLS 217; and a GPA of 2.75 or above
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2.00 Credits
2 credits This field-based course introduces students to preschool classrooms in diverse and inclusive settings. This course connects practice with prior education coursework and is especially related to the content of EDC 218 Language Development through an Integrated Curriculum. In addition, students are given opportunities both to observe and to practice long- and short-term curriculum planning that reflects specific provisioning for children with special needs and linguistically diverse children. Students also practice a variety of observational approaches and recording techniques in order to assess the development of individual children. Students are observed interacting with small and larger groupings of children. Alcohol, tobacco, and drug abuse, and other dangers to children are discussed within the context of pre-natal and infant development with specific attention paid to the teachers’ role and responsibilities. Students will be in attendance at the assigned school three mornings a week for a full semester, which accounts for 150 hours of fieldwork prior to student teaching. Graded Pass (P) or Fail (F). Prerequisites: EDC 215, EDC 216 Corequisite EDC 218
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3.00 Credits
3 hours; 3 credits An investigation of how multicultural imaginative historical narratives can be used as an ongoing structure within early primary grades to foster students’ intellectual development in diverse and inclusive educational settings. To create these instructional materials, students will use the Internet and other media for educational applications. Formal and informal assessment tools as well as classroom management strategies for whole class and small group interaction are presented. Particular attention is paid to fostering community relations. The course will offer students opportunities to develop the skills of history storytelling and facilitating discussions that provoke children’s imaginative and problem solving responses. Opportunities will also be given to develop history storytelling units that offer young children multiple media to represent thought. Workshops in creative dramatics and the plastic arts are explored to promote young children’s expressiveness and creativity. This course includes five hours of fieldwork.. Prerequisites: EDC 215 or EDE 200; EDC 216 or EDE 260; EDC 218; EDC 350; and a GPA of 2.75 or above
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3.00 Credits
3 hours; 3 credits The objective of this course is to enable students to apply principles of reading instruction to the actual field situation for individual children. Conferences and field supervision. Prerequisites: EDC 215, EDC 216, EDC 310, and a GPA of 2.75 or above
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4.00 Credits
4 credits Practice and problem solving in kindergarten and early primary classrooms. Designed for public schools. Students will be in attendance at the assigned school 25 hours a week for a complete semester for a minimum of 350 hours (175 hours in a kindergarten classroom and 175 hours in an early primary grade classroom). Students will be observed provisioning and interacting with small and larger groupings of children. Application for a student teaching assignment must be completed and filed with the Student Teaching Office the semester preceding the semester in which the student plans to student teach. Students must also submit three letters of recommendation from full-time Education faculty. Graded Pass (P) or Fail (F). Prerequisites: EDC 310, EDC 240, and EDC 340; SLS 218 and SLS 261. In addition, students must meet each of the following criteria: 1. An overall grade point average of 2.75 2. A grade point average of 2.75 in all education courses 3. A minimal grade of C in all education courses
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6.00 Credits
6 credits Practice and problem solving in preschool and kindergarten classrooms. Designed for preschool and daycare. Students will be in attendance at the assigned school three days a week for a full semester. Application for a student teaching assignment must be completed and filed with the Student Teaching Office the semester preceding the semester in which the student plans to student teach. Students must also submit three letters of recommendation from full-time Education faculty. Graded Pass (P) or Fail (F). Prerequisites: EDC 320, EDC 330, and EDC 440; SLS 218 and SLS 261. In addition, students must meet each of the following criteria: 1. An overall grade point average of 2.75 2. A grade point average of 2.75 in all education courses 3. A minimal grade of C in all education courses
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4.00 Credits
(Also HST 252) 4 hours; 4 credits The history and social foundation of American education. Topics include: the historical development of American public schools, the schools and race, the social function of compulsory schooling, the expansion of higher education in the post-World War II period, and the conceptual differentiation between schooling as socialization and education for personal growth. (social science) (p&d) Prerequisites: ENG 111, COR 100, or college-level history course
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4.00 Credits
4 hours; 4 credits An examination of the developing child from preschool until adolescence. Major theories of development and the interaction among cognitive, social, and other aspects of development are emphasized. Children with different abilities are discussed, as are cultural, gender and socioeconomic factors. Ten (10) hours of fieldwork in varied educational settings will increase awareness of individual differences and their implications for classroom learning. (LA&S) Prerequisite: 45 total credits earned that include three credits in psychology, and ENG 151 and a GPA of 2.75
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4.00 Credits
4 hours; 4 credits An examination of major theories in literacy and language acquisition from early to later childhood and of various strategies for creating literature-based reading/writing programs to encourage literacy at all levels and to provide for differences in motivation, learning needs, cultural heritage, and background experience. Students evaluate published materials and technological aids designed to facilitate literacy and language acquisition. The course provides students with a variety of methods to assist children with diverse language, reading, and writing competencies. Ten (10) hours of field experience provide an opportunity to observe in varied and inclusive settings to evaluate diagnostic assessment techniques and interventions. Cannot be taken concurrently with EDE 302. Pre- or corequisites: Junior standing and either EDE 200 and EDE 260, or EDC 215 and EDC 216, or EDS 200, and a GPA of 2.75 or above.
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