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Course Criteria
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3.00 Credits
Please consult the Graduate Catalog for course description.
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3.00 Credits
Please consult the Graduate Catalog for course description.
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3.00 Credits
Please consult the Graduate Catalog for course description.
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6.00 Credits
As a course in the undergraduate early childhood program, ECE 1480 is part of the process of developing a teacher candidate who is a reflective practitioner in an urban environment. Ideally, teacher candidates experience a field-based, fulltime, full-semester internship in urban early childhood settings. Half of this placement (8 weeks) is spent in a preprimary setting (ages 3-5), the other half in a primary setting (ages 5-8). When teacher candidates have had experience in either of these settings, their placement may be in one setting. Teacher candidates observe master teachers, tutor and teach children under the supervision of their cooperating teacher and college supervisor. They will plan for and conduct assessments of student learning and develop and implement appropriate strategies to meet children's developmentally diverse and special physical, social, emotional, and cognitive needs. Teacher candidates assume full responsibilities of a classroom teacher during the course of the semester and will be responsible for both in-class and out-of-class activities normally assigned to teaching, including opportunities to communicate with, conference, and work with parents and interdisciplinary teams of professionals. Value issues and a code of ethics are considered as they relate to candidates' field experiences.
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3.00 Credits
This course has as its focus the social, historical, political, legal, and philosophical constructs that impact upon young children, families and communities. Candidates examine the role of the community and family in the developmental process and education of the young children (birth through eight years) through field visits to community-based early childhood programs, including programs serving children of special needs. Linkages are established with community resources to support families, and recognize and accept diverse family units, including family participation on the educational team. The impact on development and learning of children's homes, communities, health and cultural experiences, and issues of exceptionality and special needs is emphasized. Candidates develop a personal philosophy of education and code of ethical conduct while examining the process of "reflection" and developingthe skills needed to reflect.
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3.00 Credits
This course emphasizes the practical application of the cognitive, linguistic, social, emotional, and physical factors that affect learning, development, and behavior in all children from birth through age eight. This course provides a knowledge base for the identification of children with special needs and developmental delays. The impact of children's homes, communities, health and cultural experiences on development and learning are considered. Candidates will interpret, develop and apply assessment that is multidimensional, ongoing and performance- based. Reflection on the knowledge of theories and research in human growth and development to make instructional choices is emphasized.
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1.00 Credits
This field work component provides an introduction to working with young children for teacher candidates seeking Early Childhood Certification (P-3), Early Childhood and Elementary Dual Certification (P-3 and K-5), and Early Childhood Special Education Dual Certification (P-3 and Teacher of Students with Disabilities). Teacher candidates will work for 75 hours over the course of the semester in various types of placements serving diverse, urban early childhood children.
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1.00 Credits
This field work component provides an opportunity for teacher candidates to focus on the behavior, development, and learning of children, birth through age 8. In addition, it provides a laboratory for student to interpret, develop, and apply assessment to specific children in early childhood settings.
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1.00 Credits
This course introduces teacher candidates to dispositions expected of all early childhood, early childhood elementary, and early childhood special education professionals. Topics include personal characteristics and habits of individual working with all young children, ethics, professional networking, and commitment to and advocacy for urban children and families.
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3.00 Credits
Strengthening teacher candidates' understanding of the content knowledge and proficiency in methods of instruction to children in grades 1-3. This course is a part of the process of developing a reflective early childhood practitioner in an urban environment. Reflection on the knowledge of the developmentally appropriate methods of teaching is emphasized.
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