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Course Criteria
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3.00 Credits
This course will prepare the student to develop and implement an active learning environment for children in Pre-k to 4th grade that incorporates classroom design, learning activities that support physical, cognitive, social and emotional development and inquiry based teaching strategies. Classroom design, play, and teacher/child interactions will be integral topics in this course. . Upon successful completion of this course, students should be able to: Effectively apply the principles of developmentally appropriate practice, constructivism, socio-cultural theory, activity theory and play in developing active learning experiences; Implement multiple approaches to learning and teaching; Utilize supportive practices in teacher/child interactions Design classrooms that demonstrate appropriate use of indoor and outdoor space; Design classrooms that are inclusive for diverse learners including differences in age, development, culture and linguistics; Develop and implement effective classroom management strategies; Utilize Pennsylvania's early childhood learning standards in developing learning experience Select, provide and evaluate materials and create new materials consistent with learning standards; Explain the connection between materials, learning standards and instruction; Differentiate teaching strategies to promote positive outcomes for each child, including the use of assistive technology for children with disabilities; Evaluate and analyze developmentally appropriate use of technology with young children including electronic picturebooks, applications and software; Integrate curriculum and assessment to create a learning project for preschool age children that applies developmentally appropriate teaching strategies including lesson planning, room design, differentiation and technology.
Prerequisite:
ECE 140
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1.00 Credits
This course will prepare the student to be able to develop a professional portfolio that will demonstrate their competency in teaching in the field of Early Childhood Education. Students will gain knowledge of how to create and maintain their portfolio and how to use it in their careers. Upon successful completion of this course, students should be able to: Identify the purpose and use of a professional portfolio; Identify the key components of a professional portfolio; Evaluate key stakeholder requirements for demonstrating competence in the professional portfolio; Create and format an electronic portfolio using free or low cost software; Utilize digital technologies to store, retrieve, manipulate and transmit data; Identify and compile online early childhood education resources for future use; Self assess to identify prior learning and plan for future learning.
Prerequisite:
(ENG 050 and REA 050) or ENG 099* or REA 075 or Appropriate Placement Test Scores (*Course(s) May Be Taken Concurrently)
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4.00 Credits
These courses provide the student an opportunity to function as a member of an instructional team in an approved nursery school, child care center or Head Start program. The students activity is carefully supervised by a qualified in-service classroom teacher and the Colleges supervisor of the field experience. The courses also include a weekly seminar discussion of issues rising from this laboratory experience. This course requires ninety hours of field experience. Upon successful completion of this course, students should be able to: Use a variety of effective instructional strategies; Integrate play based, project based and experience based teaching as an integral part of childrens development; Implement lessons based on childrens developmental needs; Utilize observation and assessment to guide and support teaching and learning through differential instruction; Exhibit a professional attitude toward assigned responsibilities; Communicate effectively with children, and teachers.
Prerequisite:
ECE 100 (Grade of C or Higher), ECE 110 (Grade of C or Higher), and ECE 130 (Grade of C or Higher)
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4.00 Credits
This is the capstone course for the Early Childhood Education program of study. In this course, the student will synthesize their learning by functioning as a member of an instructional team in an approved early care and education program (nursery school, childcare, preschool, Head Start). A qualified in-service classroom teacher and the College's supervisor of the field experience carefully supervise the student's activity. A weekly seminar discusses successes, challenges and issues arising from this laboratory experience . 90 hours in the field experience is required. . Upon successful completion of this course, students should be able to: Construct and implement lessons based on student's stage of cognitive development using a multisensory approach that supports exploration and understanding of the world; Create environments that are educationally focused, respectful, supportive and challenging for all children; Construct and implement an integrated program that includes all content areas across the learning standards; Use of methods that support children's development in all domains and content areas; Implement accommodations and modifications for diverse learners; Use appropriate interactions between teachers and students and among students; Construct and implement lesson and activity plans that set instructional goals and objectives guided by content, pedagogy, and developmental considerations that are consistent with Pennsylvania's learning standards; Document children's learning for families through classroom displays; Observe, document and assess children's learning through effective use of digital assessment tools; Create and compile a digital professional portfolio that demonstrates competencies in the NAEYC Professional Preparation standards and effective use of technology.
Prerequisite:
ECE 111 (Grade of C or Higher) and Required Background Clearances
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3.00 Credits
This course examines the cognitive, physical, social and emotional development of the young child from conception through the early childhood period. Students will integrate and apply the major concepts and theories of child development to the early childhood classroom. Students will also have the opportunity to observe the principles of child development by conducting field observations for each age group studied. ( 10 hours of outside field observations either in the home or school will be required. . Upon successful completion of this course, students should be able to: Identify the multiple interacting influences on children's development; Identify universal and diverse child development principles; Know and understand the characteristics and needs of young children; Know and understand normative development for language, cognitive, physical, social and emotional development; Apply knowledge of child development to the early childhood classroom; Describe the developmental patterns of change, physical, cognitive and socioemotional in infancy and early childhood; Observe children and record behavior in a variety of settings in order to understand variation and exceptionality in individuals; Use observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection; Analyze the benefits and influence of technology use with very young children; Apply their knowledge of child development by observing, recording and interpreting children's behavior for the purpose of program planning using appropriate technology tools for data collection. NOTE: Students will need to have federal and state background clearances for observing children in a school setting; This course is a prerequisite for the ECE courses that follow; A final grade of D or lower will require retaking this course; College Academic Learning Goal Designation: Information Technology (TC) when taken with ECE 111, ECE 112, ECE 121, ECE 140 and ECE 201
Prerequisite:
(ENG 050 and REA 050) or ENG 099* or REA 075 or Appropriate Placement Test Scores (*Course(s) May Be Taken Concurrently)
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3.00 Credits
This course will prepare the student to develop an integrated curriculum for preschool, kindergarten and primary age children based on the structure of the academic content areas and the early learning standards. This course will also explore the relationship between curriculum and assessment in providing high quality learning experiences and differentiating instruction. Upon successful completion of this course, students should be able to: Develop effective and appropriate curriculum that creates a secure base from which young children can explore and tackle challenging problems; Develop and implement meaningful, challenging curriculum that supports young children's ability and motivation to solve problems and think well; Develop curriculum that includes both planned and spontaneous experiences that are meaningful and challenging for all children that lead to positive learning outcomes and develop positive dispositions towards learning within each content area; Evaluate the principal theories that influence current curriculum in early childhood education; Detail the basic problem with implementation of an early childhood curriculum; Develop curriculum that is culturally and linguistically responsive and addresses the needs of diverse learners; Integrate observation and assessment in curriculum planning; Research, analyze and synthesize information on Developmentally Appropriate Assessment and prepare a presentation using technology for key stakeholders; Integrate curriculum across content areas; Identify the goals, benefits, and uses of assessment Utilize developmentally appropriate assessment strategies to promote positive outcomes for each child; Use online assessment software to enter child assessment data and analyze this data to make curriculum decisions and differentiate instruction.
Prerequisite:
ECE 130 (Grade of C or Higher)
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1.00 Credits
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 60 hour internship will earn 1 college credit for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. . Upon successful completion of this course, students should be able to: Explain three program-related concepts that have been applied during the work experience; Describe the ways that technology is utilized in the work experience; Analyze the culture of the host organization; Analyze an operational process within the work experience; Demonstrate how assigned tasks depend on successful communication; Describe how time and activity are managed to meet work-imposed deadlines; Describe an instance where problem-solving skills were needed to analyze a situation in the work experience; Demonstrate specifically how job-related competence has improved; Formulate a self-assessment for career growth and personal satisfaction; Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor); Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes.
Prerequisite:
Internship Requirements: 18 Credits Completed within Last 5 Years; 9 Credits of Course Work in Major; Overall GPA of 2.5 or Higher; Recommendation by DCCC Faculty within Discipline; Resume Submitted to Office of Student Employment Services
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2.00 Credits
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 120 hour internship will earn 2 college credits for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. . Upon successful completion of this course, students should be able to: Explain three program-related concepts that have been applied during the work experience; Describe the ways that technology is utilized in the work experience; Analyze the culture of the host organization; Analyze an operational process within the work experience; Demonstrate how assigned tasks depend on successful communication; Describe how time and activity are managed to meet work-imposed deadlines; Describe an instance where problem-solving skills were needed to analyze a situation in the work experience; Demonstrate specifically how job-related competence has improved; Formulate a self-assessment for career growth and personal satisfaction; Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor); Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes.
Prerequisite:
Internship Requirements: 18 Credits Completed within Last 5 Years; 9 Credits of Course Work in Major; Overall GPA of 2.5 or Higher; Recommendation by DCCC Faculty within Discipline; Resume Submitted to Office of Student Employment Services
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3.00 Credits
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 180 hour internship will earn 3 college credits for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. Upon successful completion of this course, students should be able to: Explain three program-related concepts that have been applied during the work experience; Describe the ways that technology is utilized in the work experience; Analyze the culture of the host organization; Analyze an operational process within the work experience; Demonstrate how assigned tasks depend on successful communication; Describe how time and activity are managed to meet work-imposed deadlines; Describe an instance where problem-solving skills were needed to analyze a situation in the work experience; Demonstrate specifically how job-related competence has improved; Formulate a self-assessment for career growth and personal satisfaction; Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor); Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes.
Prerequisite:
Internship Requirements: 18 Credits Completed within Last 5 Years; 9 Credits of Course Work in Major; Overall GPA of 2.5 or Higher; Recommendation by DCCC Faculty within Discipline; Resume Submitted to Office of Student Employment Services
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3.00 Credits
This course will prepare the student to implement an educational environment that builds a community of learners whose members are children, families, community members and teachers. Building relationships is integrated into practical strategies for partnering with families and communities to facilitate children's learning. . Upon successful completion of this course, students should be able to: Implement a positive climate for learning that involves partnering with diverse families and communities; Identify the role of culture on children's development and learning; Articulate the potential impact of differences in cultural practices between home and school; Maintain respectful, ongoing, meaningful communication with family members that sustain partnerships with families; Provide meaningful opportunities for families to be involved in their child's education; Develop strategies for keeping families informed of children's progress; Communicate effectively with other early childhood professionals; Identify community resources and utilize those resources in program planning; Advocate for children and families in the larger social and political arena; Use of technology for communication with families that is ethical and effective; Reflect on how theory, culture, values, ethics, communication and experience influence home, school and community partnerships.
Prerequisite:
ECE 130 (Grade of C or Higher) and EDU 220 (Grade of C or Higher)
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