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Course Criteria
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3.00 Credits
This course consists of thesis topic development, information gathering, material organization, data evaluation, formal thesis report writing, and completion of the thesis. Thesis procedures must adhere to the Thesis Guidelines as defined by the Office of the Graduate School and the Department of Media, Communications and Technology. Students register for either 3 to six semester hours in one semester with approval of adviser.
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3.00 Credits
This course presents typical and atypical development from conception through age nine; interaction between heredity and environment; parent-child relations; development and stabilization of personality; attitudes toward self and others, physical, social, and cognitive development. Particular emphasis is placed on understanding special needs of students.
Prerequisite:
ENGL103
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3.00 Credits
This course includes the study of programs serving all children from birth to fourth grade in a variety of settings. A survey of the early childhood field, historical perspectives, evidence-based models, and current best practices are explored both in the classroom and through observations and fieldwork. The formal application for admittance to the department occurs in this course.
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3.00 Credits
The student will explore the links between brain development and the developing cognitive and language skills of the typically and atypically developing young child. The student will interact with children and families in culturally and linguistically diverse settings.
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3.00 Credits
This course uses ecological perspectives and systems theories to examine the influence of families and communities on children's success in school. The course provides opportunities for developing collaborative relationships with all parents, including those with limited English proficiency, disabilities and culturally diverse communities.
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3.00 Credits
This course will provide opportunity for students to plan, implement and document the integrative possibilities in the prekindergarten-kindergarten curriculum. Play theories, research and methods are examined that encourage the development of intellectual dispositions in various cultures and contexts. Project work in PreK classrooms will provide opportunities to observe, facilitate, differentiate, and document emergent curriculum and aspects of all children's learning.
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3.00 Credits
This course is a clinical immersion experience for students desiring to learn about and participate in urban school and communities. The seminar provides students with two weeks urban classroom teaching under the guidance of a mentor teacher and university faculty instructor, professional development workshops, small group class discussion sessions, guided reflections and a weekend community service project.
Prerequisite:
ECED232 OR PSED161 OR PSED242 OR PSED150
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3.00 Credits
This course offers students strategies and tools for developing a comprehensive approach to assessing student learning. Various assessment topics will be discussed, including how to use various types of data to make instructional decisions to advance student success. Prerequisites: Level II Writing course; all other ECED major courses completed except student teaching; co-requisite ECED 430/431 Student Teaching; and 3.0 GPA
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3.00 Credits
This course is designed to provide candidates with language and literacy skills for children in kindergarten through fourth grade in elementary school. The three major focuses of the course include language and literacy, children's literature, and English language learners. Appropriate teaching strategies, techniques and assessments to implement these essential elements into an effective language learning environment for young learners will be explored.
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3.00 Credits
This course is a study of early mathematical development and math concepts appropriate for P-K learners, including numbers, patterns, space/shape, measurement, data and problem-solving. Developmentally appropriate experiences in math, integrated with music and movement, will focus on standards, curriculum, assessment and planning to advance early learning.
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