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Course Criteria
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3.00 Credits
Stages of development of play from infancy through adulthood from the perspectives of Piaget, Freud, Erickson, Mead, and Czskizenmihayhli are addressed as well as anthropological perspectives on play and culture, play’s relationship to learning in academic disciplines such as language and literacy, and logical-mathematical thinking and the arts. Topics include: the effects of technology (television, computers, and video) on children’s play, gender development and play, and play as a tool for developmentally and culturally sensitive curriculum and assessment. Grade only.
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3.00 Credits
Theories and research addressing social-moral development in early childhood, including cultural value differences are discussed. Stages of perspectivism, friendship, and moral understanding from infancy through middle childhood are considered as well as research on the development of prosocial behavior through focused curriculum. Theories and research addressing gender identity and gender role socialization, research and theories applicable to resiliency for at-risk children, and working with parents to help them understand children’s social-moral development are topics included. Grade only. Prerequisite: permission of instructor.
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3.00 Credits
Students explore the nature and development of developmentally and culturally appropriate practice in schools with diverse populations, including the development of listening, speaking, reading, and writing in first and second languages. From observations of children’s language, play, and projects in a variety of settings, students will explore the socio- and psycholinguistic underpinnings of communicative competence, emerging literacy and conceptual development in both home and second languages. Strategies for linking children’s home and school experiences with holistic, interactive, and integrated curriculum will be emphasized as well as a variety of strategies for Specially Designed Academic Instruction in English (SDAIE). Grade only.
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3.00 Credits
A critical examination of current policy issues related to the inclusion of families in schools, including bilingual education, family literacy programs, Head Start and Even Start, and coordinated services for families and children from diverse cultural, linguistic, and socioeconomic backgrounds within school settings. Each student will propose and complete a field-based project touching upon one or more of these areas of professional expertise as part of the development of a leadership and advocacy portfolio for the course. Applicable to the Child Development Permit.
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3.00 Credits
Focus is on child study, clinical interviews, ethnography, portfolio development, and other strategies designed to assess young children in both their first and second languages. The integration of curriculum and assessment in classrooms that meet the needs of children and families from diverse cultural, linguistic, and economic background is stressed. Grade only. Sonoma State University 2006-2008 Catalog Education: LSEE Page 171
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3.00 Credits
This course addresses the development of children from birth through middle childhood with emphasis on the relationships between language development and cognitive development. Current research and theories of cognitive, social, and emotional development as related to language development in home and at school and to the development of both first and second languages are studied. The development of oral, written, and spoken languages in school and care settings is highlighted. Major theorists such as Piaget, Erickson, Bruner, Vygotsky, Mead, and others who address the development of children’s representational thinking, language, and cross-cultural and family influences on development and learning are discussed. Current research on brain development in the first five years of life is also included and discussed from a critical perspective related to practice. Grade only. Prerequisite: permission of instructor or Master of Arts in Education program.
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3.00 Credits
Critical analysis and evaluation of qualitative and quantitative research in Early Childhood Education, and implications for curriculum in schools and care programs serving children infancy through the primary grades of elementary school are addressed. Research and policy studies addressing quality indicators in programs for young children across all areas of curriculum are included, as well as factors such as the physical environment, schedules, and teachers’ professional development. The focus is on integration of research findings and methodologies to improve the quality of programs designed to serve young children and their families. Grade only. Prerequisite: permission of instructor or acceptance to Master of Arts in Education program.
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3.00 Credits
Historical and philosophical perspectives on the care and education of young children from early centuries to the present day, including models from Europe, China, Japan, Africa, and Latin America. Topics include: the roles of the child and the teacher, design of curriculum and environments for learning, and approaches to diversity in classrooms and communities. Grade only.
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3.00 Credits
This course is the introductory course for the Sonoma State University Preliminary Administrative Services Credential Program. Candidates examine concepts of leadership, school culture, the dynamics involved in change, democratic decisionmaking and school governance, diversity, frames of reference, and the roles of an educational leader. Current practices are examined with a view of rethinking schools for the 21st Century based on developing educational leadership values. Grade only. Prerequisite: admission to the Preliminary Administrative Services Credential Program.
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3.00 Credits
This course is designed as the final focus on School Site Leadership at the preliminary credential level. The goal of the course is to learn successful strategies and approaches involved in school improvement and ways to develop the school as an organization. Candidates engage in a self-assessment of their skills and abilities in educational leadership in preparation for administrative positions. Grade only. Prerequisites: admission to the Preliminary Administrative Services Credential Program and EDEL 580A.
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