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Course Criteria
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3.00 Credits
This course presents an overview of the early childhood education field and profession. Parameters of the field are discussed, along with history, current research, relevant theories, curriculum variations, and projected trends for the future regionally, statewide, and nationally. This is a required course in the ECE program. Requires field work.
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3.00 Credits
This course is designed to provide a clear understanding of the teaching profession and the issues and challenges confronting American education today. The intent is to provide historical and philosophical contents for understanding current educational practices and trends by examining the events, ideas and changes that have infl uenced the development of education in the United States.
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3.00 Credits
This course will provide an overview of the development of the typical child in the early childhood years, including birth to age 9. Students will gain an understanding of typical development in the early childhood years in the four developmental domains: physical, cognitive, communication and social/emotional. The work of theorists including Piaget, Vygotsky, Erikson, Gardner and Montessori, as well as recent research on brain growth and development, will be used to establish a theoretical framework for the understanding of the basis of early childhood practice. Students will learn how to apply the theories of early childhood development in the classroom setting to facilitate developmentally appropriate practices. Fieldwork required.
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3.00 Credits
Students learn regulations, public policies, professional standards, and ethical guidelines for the early childhood profession. The student will become familiar with key state policies essential to the establishment and support of a comprehensive, cross sector early childhood professional development system. Professional communication, self assessment and advocacy for one's own personal and professional growth is a theme. We, as teachers, must help children develop into independent individuals who can control emotions, make positive decisions about their activities, learn effectively, and be aware of socially acceptable behaviors.
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3.00 Credits
Even the best of textbooks cannot prepare students for all the experiences they will encounter as early childhood teachers. The observation/field experience is intended to give students a more comprehensive education. Observing children is a tool that educators use for assessment. Assessment must focus on the whole child's physical, cognitive, social, and emotional development. Observation is one of the oldest and best methods that educators use to learn about young children. The information collected is used in planning a developmentally appropriate curriculum. Through the field experience students are afforded the opportunity to become involved and active participants in a classroom setting. This is an elective course in the ECE program.
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3.00 Credits
Materials and techniques for classroom teachers to enable them to integrate an effective language arts/reading program in the classroom. Listening skills, oral communication, creative writing, phonics and various approaches to the teaching of reading, including the "whole language" approach, willaid future teachers in developing and coordinating an appropriate language arts program. Students will gain an appreciation of literature for children in the elementary school. Fall semester only.
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3.00 Credits
It is the responsibility of the infant and toddler caregivers to provide on demand care giving while attending to the routine needs of the children in their care. It is important to recognize the importance of routines and transitions in encouraging development and learning. Students will learn developmental theories and milestones of children from birth to age 3, as well as strategies to manage an effective child care program. The Infant Toddler Curriculum will center on maintaining a healthy, safe environment for all children.
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3.00 Credits
Preschoolers need many different learning experiences to get ready for kindergarten. The National Association for the Education of Young Children (NAEYC) has formulated guidelines and standards for early childhood education programs which they identify as Developmentally Appropriate Practices (DAP). Using these guidelines this course will explore the goals for learning at the preschool level and lay down a foundation for all future learning.
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3.00 - 4.00 Credits
An elementary school curriculum must address, in clear and concrete terms, a core of specifi c content and skills all children at a particular grade level are expected to learn by the end of the school year. The curriculum must have clearly defi ned learning goals, based on specifi c content guidelines that will prepare students to address and assess the development and full potential of all students. This course will help the student develop a set of beliefs about what constitutes quality education and will encourage students to articulate those beliefs in the classroom.
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3.00 Credits
The Inclusive Classroom could include children who struggle academically in the areas of perception (both visual and auditory) as well as those diagnosed with ADD (ADHD) dyslexia, social skill defi cits (odd, deviant, inappropriate social behaviors,) anxiety disorders and language diffi culties. Students are also introduced to the signifi cance of the parent-teacher-child relationship via consideration of roles of parents, current research, inclusion of diversity, and infl uences of various types of family interactions. Parental involvement in children's early education is discussed at length, including styles of formal and informal home-school communications, roles for parents and the early childhood education teacher. Understanding the family in relation to culture, diversity, and community is fully explored in context to a systems building approach.
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