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Course Criteria
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3.00 Credits
Early Childhood Curriculum Content will focus on the content related to areas of creative arts, health and wellness, science, social studies, mathematics and technology. Emphasis will be on developmentally effective presentation of the content areas, including play, and integration of the content areas. Class participants will use standards to plan content related learning experiences for children. Requires implementing content-related learning experiences for young children of different age groups in a variety of early childhood settings.
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3.00 Credits
This course identifies appropriate assessment strategies used to evaluate cognitive, physical, and psychosocial development of children and considers implications for curriculum planning. It explores the use of systematic observations, documentation, diagnostics and formative assessment. Candidates use Pennsylvania's Standards Aligned System as an informative source in planning and meeting the standards. A one week residency is required for this course.
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3.00 Credits
An exploration of the knowledge, dispositions, and skills required of professionals in order to respond to diverse family systems and needs. Emphasis is placed on developing collaborative partnerships, effective communication, mobilizing community resources, ethical and research-based practices, and advocating for diverse families and communities.
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3.00 Credits
This course addresses leadership for early childhood educators with an emphasis on professional goals, advocacy, and management of an early childhood setting. Learners will explore curriculum, budgeting, regulations, accreditation, licensing, standards, ethical practices, safety, teacher training, and parent and community relations.
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3.00 Credits
This course examines the rationale, value, dynamics, and categories of children's play as defined by classical and contemporary theories. Candidates explore motor skills, cognitive abilities, creativity, social-emotional factors and issues influencing children's play, and develop strategies for curriculum integration. Candidates plan and carry out action research projects and advocacy plans based on their research. Prerequisites: ED 5200 and ECED 5300
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3.00 Credits
This course is designed to provide students with practical experiences in a K-4 classroom. Pennsylvania Department of Education Field competencies, Level 3, provide the objectives of this course. Students are required to complete these competencies with 30-45 hours of observation and teaching under the guidance and observation of a mentor teacher in K-4 elementary classroom. Current teaching technology and strategies to meet the needs of children in grades K-4 will be researched, observed and discussed. Students will complete a mini-action research project, in which they assess learners in a K-4 classroom to identify areas of need, plan and implement developmentally appropriate interventions, and use age appropriate assessments to determine impact on student learning. University classroom seminars and field classroom teaching experiences are combined to give students an opportunity to discover their aptitude and interest in working with K-4 school children.
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3.00 Credits
This course is designed to provide candidates with practical experiences in two settings: An early childcare center (e.g., daycare, Headstart, nursery school, or Prek setting), as well as a K-4 early 6 elementary classroom. Pennsylvania Department of Education Field competencies, Level 3, provide the objectives of this course. Students are required to complete these competencies with 30-45 hours of observation and teaching under the guidance and observation of mentor teachers in the two Prek-4 settings. Current teaching technology and strategies to meet the needs of children in preschool and early elementary school settings will be researched, observed and discussed. Developmentally appropriate, best-practices for teaching young children are emphasized in the following areas: Planning and preparation, classroom environment, instructional delivery, assessment, and meeting the needs of diverse learners. Students will complete a mini-action research project, in which they assess learners to identify areas of need, plan and implement developmentally appropriate interventions, and use age-appropriate assessments to determine impact on student learning. University classroom seminars and field classroom teaching experiences are combined to give candidates an opportunity to discover their aptitude and interest in working with Pre-K-4 school children.
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3.00 Credits
This course examines the historical and contemporary perspectives of early childhood education (Pre-K through 4th grade). It addresses developmentally appropriate practices, diverse populations, models of early childhood education, and lesson planning for diverse populations. Students also learn to plan for inclusive learning environments and apply models of child guidance through observation and analysis. This course includes 10 hours of observation for Level I field experiences. Students who have taken EELE 275 or CECH 413 may not take ECEE 1003 for credit. School of Education Clearances required.
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3.00 Credits
This course presents candidates with an understanding of how to help students who are experiencing difficulties in achieving readings success and enhance programs for advanced students. Candidates will become knowledgeable of differentiated instruction, a variety of assessments, evidence-based instructional practices, and programs for intervention.
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3.00 Credits
This clinical experience with related seminars prepares students to work with young children and their families in a variety of preschool and kindergarten settings. Seminar content focuses on pedagogy, family influence, diversity and community partnerships. Students are responsible for the assessment, planning, instruction and classroom management of children under the supervision of a certified teacher. A minimum of 75 clinical hours of Level II field experience is required.
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