Normal development of speech and language in children from birth to age six. An introduction to differential language diagnosis and treatment planning for children with delayed language development.
A survey of literature for children from infancy through grade six. Emphasis on literary quality and a broad knowledge of the best that has been written for children.
Explores the various aspects of the social, emotional, and moral development of young children and appropriate classroom practices which promote positive development. Topics include attachment, emotional intelligence, temperaments, perspective-taking, altruism, self-regulation, cooperation, and the sociomoral atmosphere.
Introduces the major categories of disabilities and giftedness, and provides strategies to meet the needs of these children in the general classroom. Students gain information about federal and state laws pertaining to disabilities and how to write and implement an IEP.
Presents an organized, sequential approach to creating developmentally appropriate math curriculum for young children. Methods of teaching math concepts such as classifying, shapes, spatial sense, seriation, numbers and measurements are taught using naturalistic, informal, and structured types of learning. Stresses the integration of math with language arts, science, social studies, art, and music and movement.
Emphasizes planning developmentally appropriate programs for infants and toddlers which will promote their optimum social, emotional, and cognitive development. Continuity of care, special needs, and parent-teacher interaction are also addressed. This course is taken concurrently with ECE 381.
Students spend 30 hours observing, evaluating, caring for, and teaching infants or toddlers representing various age categories. This course is taken concurrently with ECE 380.
The major approaches to early childhood education including Montessori, High Scope, Waldorf, Reggio Emilia, Head Start, Constructivist and Cooperative. Students gain experience in writing analysis papers on several approaches and responding to and evaluating class members' papers.
Describes diversity in the classroom, including history and customs of various cultures. Delineates cross-cultural variations of child development, beliefs, and methods of multicultural education.
Explores developmentally appropriate methods of teaching science to young children. Students learn how to teach children to explore, classify, compare, contrast, and hypothesize in physical science, biology and botany.
Exploration of the primary philosophical approaches to guidance and classroom management. Methods of guidance that promote moral development and pro-social behavior in children are discussed and practiced. Students develop their own philosophy of guidance and classroom management based on observations of children, discussion, and research.
Function and management of adults in child care settings; values and goals, making decisions, and solving problems; management process as applied to the individual and the organization. Principles and guidelines for developing a good mentor-teaching program.
Focuses on the techniques and knowledge needed to develop and administer a quality early childhood center, including assessment of community need, licensing guidelines, board development, budget and financial planning, development of the center (equipping, staffing, enrolling children) evaluation, and development of parent and community support.
A focused study of the key elements of marketing, recruitment, human resource management, facilities and risk management, professional development and leadership skills. These key elements represent the numerous competencies required for the successful operation of a child development center.
Students spend 30 hours assisting the director of an early childhood center in a variety of ways, including creating newsletters, billing, registration of children, public relations, checking for room ratios, fund raising events.
Provides an understanding of the core components of a comprehensive early literacy program for preschool age children (3-5 years). Target early literacy research-based components include: oral language development, phonemic awareness, print awareness, and alphabetic knowledge. This course will emphasize an understanding of the research that supports the importance of each component, strategies for teaching each component, and assessment tools to monitor student progress. An emphasis will also be placed on the importance of creating classroom environments that are rich in language and literacy learning opportunities. Students are actively involved in developing core lessons. This course is taken concurrently with ECE 441.
For this practicum students will teach a child, between the age of three to five, who has been identified by the classroom teacher as needing additional help in literacy development. Students will develop strategies for teaching each component of literacy development, teach the child using these strategies, and use assessment tools to monitor the child's progress. This course is taken concurrently with ECE 440.
Discussion of topics relevant to the experience of students who are student teaching, such as classroom discipline, time management, comparative teaching styles, staffing issues, administrative and parent relationships, and other topics related specifically to the student teaching experience. Includes portfolio preparation and presentations.
The following required general-education courses are taught by members of the religion faculty:
Historical concepts and themes of the Bible that relate most directly to effectiveness in early childhood education practices and public life.
Spiritual formation, ethics and world view, and their shaping influences on personal values, early childhood education, and public life.
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