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ECE - Early Childhood Education
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Early Childhood Education
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Early Childhood Education
| Prefix |
Number |
Gerta |
Course Title |
LRSC | DCB | DSU | MASU | UND | SBC | UTTC |
| EC |
210/310 |
|
Intro to ECE |
3 | 3 | 3 | 3 | 3 | 3 | 3 |
| EC |
213/313 |
|
Language & Literacy in ECE |
| | 3 | 3 | 3 | 3 | 3 |
| EC |
220/320 |
|
Infants and Toddlers |
3 | | | 3 | 3 | | 3 |
| EC |
222/322 |
|
Admin & Leadership in ECE |
3 | 3 | | 3 | 3 | 3 | 3 |
| EC |
233/333 |
|
Pre-K Methods & Materials |
3 | 3 | | 3 | 3 | 3 | 3 |
| EC |
236/336 |
|
Soc/Emot Dev & Guidance in ECE |
3 | 4 | | 3 | 3 | 3 | 3 |
| EC |
238/338 |
|
Home, School, Comm Relations |
| | | 3 | 3 | | |
EC 210/310 Intro to ECE
- Students will compare and contrast the major existing theories that influence early childhood education.
- Students will recognize and incorporate play as a primary tool for children in the acquisition of knowledge and the construction of understanding.
- Students will use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.
- Students will use a variety of strategies to encourage children's physical, social, emotional, aesthetic, and cognitive development.
- Students will demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children's development and learning.
- Students will learn to adapt strategies and environments to meet the specific needs of all children, including those with disabilities, developmental delays, or special abilities.
- Students will identify/define developmentally appropriate practices for early childhood education as defined by NAEYC and other professional organizations.
- Students will develop an awareness of the ECE profession in order to make career decision, will develop a philosophy and rationale based on early childhood theories and will demonstrate an increased awareness of the complex role of EC professionals.
- Students will become aware of and develop a commitment to the profession's code of ethical conduct.
- Students will actively seek opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources, and experiences to inform and improve practice.
- Students will understand the role of observation in assessing and planning ECE.
- Students will identify current issues and trends, legal issues, legislation, and other public policies that affect children, families, and programs for young children.
- Students will learn to serve as an advocate on behalf of young children and their families.
EC 213/313 Language & Literacy in ECE
- Students will demonstrate an understanding of the basic principles of early literacy and language development.
- Students will demonstrate an understanding of thematic teaching in literacy development by designing teacher-made materials that promote positive development in language acquisition.
- Students will recognize how the environment impacts language and literacy development.
- Students will demonstrate appropriate written and oral communication.
- Students will gain competence in assessing growth in literacy development.
- Students will be able to provide appropriate instruction to children for whom English is a second language.
- Students will be able to identify and design authentic experiences that reflect the interrelationship among culture and language influences represented in the community and in daily experiences in the early childhood environment.
- Students will demonstrate current knowledge of and ability to develop and implement meaningful, integrated learning experiences, using the central concepts and tools of inquiry in the curriculum content area of language and literacy.
EC 220/320 Infants and Toddlers
- Students will describe/define the perceptual, motor, social/affective, communication, and cognitive development of children ages birth to 3 years.
- Students will use and explain the multiple abilities and skills that develop simultaneously in the first three years of life.
- Students will become aware of how critical consistency and continuity are to development when caring for infants and toddlers.
- Students will learn that care for infants and toddlers needs to be nurturing, responsive, respectful, and sensitive to each individual child.
- Students will learn strategies for identifying each child’s unique ways of communicating.
- Students will demonstrate concern for the quality of development in each stage, without rushing infants and toddlers to reach developmental milestones.
- Students will demonstrate an understanding of how children’s personalities, behaviors, strengths, delays or risk factors may affect child-caregiver interaction.
- Students will recognize and create curriculum for infants and toddlers that acknowledges care-giving routines and play as the key elements.
- Students will select and create developmentally appropriate activities and play materials for infants and toddlers that are adapted to each individual child.
- Students will identify ways to promote family-centered care with partnerships between families and caregivers.
- Students will demonstrate knowledge of the administration and organization of infant/toddler programs (licensing, staffing, health and safety issues, equipment and space requirements).
- Students will participate in a field experience where they write reflective observations and participate with infants and toddlers in developmentally appropriate activities.
EC 222/322 Admin & Leadership in ECE
- Students will identify and analyze methods for creating and analyzing effective program administration including financial management, licensing requirements, staff supervision, enrollment procedures, health and safety issues, publicity procedures, and grant writing.
- Students will understand the need to include families, professionals and the community in overall program development and evaluation and to develop and maintain positive collaborative relationships with families, acknowledging that parents are children's first teachers.
- Students will learn to conduct effective and positive parent/teacher conferences.
- Students will gain knowledge of a variety of program models that may be used in program administration.
- Students will learn to communicate effectively with parents about the school's philosophy and goals and their children's progress and will learn to involve them in the decision making process related to their child's development and provide them with information regarding a range of family-oriented services that are designed to help families identified needs.
- Students will demonstrate professional conduct based on NAEYC Code of Ethics.
- Students will develop an understanding of program administration by participating in an activity, such as: shadowing, mentoring, or interviewing.
- Students will incorporate quality childcare standards into program philosophies and goals.
- Students will review accreditation criteria from professional (i.e., NEA, NAEYC), state and national organizations as a part of program planning and evaluation.
- Students will learn to involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special needs.
EC 233/333 Pre-K Methods & Materials
- Students will implement activities/lessons through a variety of child-directed and teacher-directed approaches.
- Students will recognize and create curriculum that is developmentally appropriate for the domains of cognitive, social/emotional, motor, aesthetic, physical, and language.
- Students will design teacher-made materials that promote the effective use of classroom structure and learning activities.
- Students will demonstrate effective teaching techniques in various curriculum areas, including: science, math, arts, music and movement, literacy, and social studies.
- Students will review and assess teaching materials for their relevance to ECE.
- Students will demonstrate the ability to use a variety of equipment to create appropriate teaching materials, i.e. computer, laminator, etc.
EC 236/336 Soc/Emot Dev & Guidance in ECE
- Students will learn to promote children's self-awareness and self-esteem through verbal and nonverbal communication.
- Students will identify and describe factors that contribute to aggressive behavior in children and strategies that help reduce children's aggressive behavior and give them alternative ways to cope with aggression.
- Students will identify and describe children's physical, psychological, and behavioral reactions to stress and identify strategies for helping children cope effectively with stress.
- Students will identify and describe ways to help children develop positive peer relationships and friendships and identify teaching strategies that foster children's development of interpersonal skills.
- Students will recognize signs of emotional distress, child abuse, domestic violence, and neglect in young children and know responsibility and procedures for reporting suspected abuse or neglect to appropriate authorities.
- Students will use individual and group guidance and problem solving techniques to develop positive and supportive relationships among children.
- Students will learn to provide cooperative learning activities to encourage positive social interaction among children, to promote positive strategies of conflict resolution, and to develop personal self-control, self-motivation, and self-esteem.
- Students will identify the principles of child guidance based on the developmental characteristics of young children.
- Students will identify positive guidance strategies for children and for groups of children.
- Students will understand and demonstrate how effective teachers arrange the classroom and schedule in order to promote positive social and emotional growth.
- Students will recognize characteristics of a healthy environment that promotes social/emotional development.
- Students will identify the importance of family-school partnership in child guidance.
- Students will demonstrate an increase in understanding of cultural influences on child behavior—both typical and atypical, as evidenced by classroom discussion.
- Students will use reflective observation to develop their own personal philosophy of child guidance.
EC 238/338 Home, School, Comm Relations
- Student will learn to establish and maintain positive collaborative relationships with families.
- Students will acknowledge that parents are the child's first teacher.
- Students will affirm and respect parent choices and goals for their children and learn how to communicate effectively with parents about the schools' goals and their children's progress.
- Students involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special needs.
- Students will involve parents in making decisions related to their child's development and will learn how to involve children's families in their educational experiences.
- Students will accept differences in families and in their social and cultural backgrounds.
- Students will apply family system theories, and knowledge of the dynamics of roles and relationships within families and communities.
- Students will provide families with information regarding a range of family-oriented services that are designed to help families' identified needs.
- Student will practice and learn to communicate effectively with other professionals and agencies that support children's development, learning and well-being.
- Student will learn to conduct effective parent teacher conferences and communicate well with parents.
- Student will learn to involve the community in the program.
The following individuals are leaders for this discipline. Those marked with an asterisk (*) are chairs.
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