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Course Criteria
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2.00 Credits
This course is designed as a sequel to DH 180. Emphasis is placed on various aspects of periodontal therapy. Procedures are practiced in a laboratory setting, and these advanced clinical procedures are fully integrated into the student's concurrent clinical practice. Prerequisite: DH 180. Co-requisites: DH 142, 201, 202.
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0.00 Credits
This course is designed as a sequel to DH 180. Emphasis is placed on various aspects of periodontal therapy. Procedures are practiced in a laboratory setting, and these advanced clinical procedures are fully integrated into the student's concurrent clinical practice. Prerequisite: DH 180. Co-requisites: DH 142, 201, 202.
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2.00 Credits
Issues related to the current practice of dental hygiene, legal and ethical aspects of practice, and responsibility for the provision of care are discussed in a seminar format. Issues concerning licensure will also be discussed. Prerequisites: DH 201 and 202. * Students must achieve a "C" 75% in all DH courses.
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4.00 Credits
This course is a study of the theoretical foundations of early childhood education and their practical implementation, including a historical perspective and an overview of current philosophies. Emphasis is placed on developmentally appropriate practice and its implications for curriculum development, environments, and interactions in early childhood. It introduces students to the range of educational services provided to young children and explores the various settings in which services are implemented. The importance of community/family communication is emphasized throughout. It further introduces the student to the profession of early childhood education and provides the opportunity to develop individualized goals for professional development. An observation/lab experience at the Harcum-based childcare center is integrated into this course.
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3.00 Credits
This course is designed to emphasize strategies to manage an effective program operation in an early childhood setting, such as: organizing, planning, record keeping and communicating. This course is designed to (1) define, specify, and measure the behaviors teachers recognize as necessary in managing the needs of children; (2) equip teachers with an understanding of the basic principles of behavior change; (3) provide the teacher with a humanistic philosophical approach to behavior modification; (4) give practice of learning principles in effecting change of the academic study and social behaviors of students.
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3.00 Credits
This course bases its objectives on the knowledge that all teacher candidates will need to know how to work with a diverse group and level of children with disabilities. It will acquaint the teacher candidate with the legal mandates of the teacher serving children with disabilities in the least restrictive setting, as well as the characteristics of those children with disabilities, including the effects of family demographics. Prerequisite: None
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4.00 Credits
This course prepares the advanced student to be able to plan and implement a developmentally appropriate curriculum and instructional practices for the infant and toddler. The student will learn to use developmentally appropriate methods and strategies, select and/or create appropriate materials and environments, and adapt approaches to meet the needs of all children. Students will be able to establish and maintain physically and psychologically safe learning environments for the infant and toddler. Through a collaborative, structured, observational experience at Harcum's Children's Corner, students will develop skills in observing, recording, and assessing the development and learning of the infant and toddler. Through classroom and practical work, students learn to develop and maintain positive family and community relationships and to communicate with the professional team. An observation/lab experience at the Harcum-based childcare center is integrated into this course. Prerequisites: EDU 112 and 116, completion of all developmental-level courses.
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3.00 Credits
This course is designed to help those working in the field of early childhood education and pre-service teachers to become familiar with beginning science concepts, including the study of nature, concepts of time and space, and knowledge about interacting with the physical world. Emphasized are the issues and strategies surrounding teaching in a developmental framework using hands-on experiences. Prerequisite: None.
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3.00 Credits
This course focuses on learning theories and teaching strategies for early childhood mathematics. Class sessions will be interactive and will include a variety of hands-on experiences with concrete and virtual manipulatives appropriate for elementary school mathematics. We will explore the teaching of mathematics, investigating both what to teach and how to teach it. It is based on the ideas, goals, and recommendations of the National Council of Teachers of Mathematics (NCTM), namely that all children can and do enjoy mathematics, that children learn best by actively exploring and investigating math, and that problem solving, reasoning, and communication are important goals of mathematics teaching and learning. We will be studying the process and content strands and the interrelationships between the strands. Students will work with manipulatives and technologies to explore mathematics, solve problems, and learn ways to teach mathematics content to children. Prerequisite: None.
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3.00 Credits
This course is a study of social studies and health education curricula, instruction and assessment in early childhood. National, state and local standards are utilized as frameworks to explore the context, purpose, content and interdisciplinary nature of the disciplines. By the end of the course, students should appreciate and demonstrate the importance of valuing diversity, reflective thinking, problem-solving and modeling pro-social behavior to young children. The course includes hands-on opportunities to develop and present developmentally appropriate social studies/health curriculum and lesson plans.
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