Early Childhood Certificates

Course Number & Title

Credits

Course Description

EC 210 Introduction to ECE

3

Teacher candidates will learn about the early childhood profession, its multiple historical, philosophical, and social foundations. The conditions of children, families, and professionals that affect programs for young children will also be explored. Course content also includes cultural diversity, socio-economic conditions, family structures, play, the stages of cognitive, social/affective, linguistics (including Bilingual development), and physical development of young children. The relevance of developmental theories to actual teaching activities is explored.

EC 211 Observations, Assessment, and Interpretation Techniques

3

This course emphasizes the importance of skillful observation when planning appropriate activities and experiences for children. The course will explore the use of informal and formal assessment strategies to plan and individualize the curriculum and teaching practices. Teacher candidates will review, use, and interpret assessment instruments to determine the ability levels of children (birth-8 years) representing “at-risk” populations, those with developmental disabilities and special abilities. The class serves as the required course in the assessment of young children/children with special needs for early childhood special education licensure.

EC 336 Social & Emotional Development & Guidance in ECE

3

This course involves the study of classroom management, motivation, building self-esteem, and positive guidance strategies that support crisis prevention and intervention. Teacher candidates will learn about cultural influences, factors that affect mental health and social and emotional development and typical and atypical development in children. 

EC 320

Infants and Toddlers

3

This course is designed for teacher candidates in the Early Childhood Program. Topics include the care of infants and toddlers in group settings, current issues and trends in the profession, and working with parents. The beliefs and values of other cultures as they relate to infant/toddler care are also explored. Teacher candidates will learn about play, the stages of cognitive, social, emotional and physical development of very young children and will complete 9 hours of observation and interaction with infants and toddlers ages 12-30 months in group settings. Teacher candidates will learn to identify family, cultural, and community influences on child development. 

SPED 340

Assessment and Documentation in Infant and Toddler Programs

3

The purpose of this course is to emphasize the importance of assessment and documentation in Infant/Toddler Programs. Students will explore a variety of assessment techniques which are unique to the infant/toddler setting. A number of tools used to document children's development as well as ways to communicate with parents of infants and toddlers, will be central to this course. It is especially important to consider each child's family and culture when planning appropriate assessment. Students will participate in field work which will allow them to develop their assessment and documentation skills.

EC 341

Routines Guidance and Learning Environments for Infants and Toddlers

3

This course will explore the influence of the physical environment, routines, and transitions on infant and toddler development. The course will also examine learning environments and guidance strategies that support the physical, social, emotional, language, cognitive, and aesthetic development of young children. Students will select developmentally appropriate materials and equipment to create learning environments and experiences for infants and toddlers.

EC 375

Infant and Toddler Field Experience

3

This course will provide the teacher candidate with a field experience in an approved infant or toddler early childhood (community or university) setting. The experience requires 70 hours of direct contact with children. Teacher candidates will have the opportunity to develop and expand teaching skills with infants and toddlers. Teacher candidates who are placed in an Early Childhood classroom 10 hours a week or more are required to be fingerprinted and complete a background check.

Course Number & Title

Credits

Course Description

EC 210 Introduction to ECE

3

Teacher candidates will learn about the early childhood profession, its multiple historical, philosophical, and social foundations. The conditions of children, families, and professionals that affect programs for young children will also be explored. Course content also includes cultural diversity, socio-economic conditions, family structures, play, the stages of cognitive, social/affective, linguistics (including Bilingual development), and physical development of young children. The relevance of developmental theories to actual teaching activities is explored.

EC 211 Observations, Assessment, and Interpretation Techniques

3

This course emphasizes the importance of skillful observation when planning appropriate activities and experiences for children. The course will explore the use of informal and formal assessment strategies to plan and individualize the curriculum and teaching practices. Teacher candidates will review, use, and interpret assessment instruments to determine the ability levels of children (birth-8 years) representing “at-risk” populations, those with developmental disabilities and special abilities. The class serves as the required course in the assessment of young children/children with special needs for early childhood special education licensure.

EC 313

Language and Literacy in ECE

3

This course explores emergent literacy in Pre-K classrooms. The focus will be on scientifically- based, evidence-based, and research-based best literacy practices, which include reading, writing, listening, and speaking. Emphasis will be placed on oral language, phonological/phonemic awareness, environmental print, concepts of print, alphabet knowledge, reading aloud strategies to support vocabulary and comprehension, and written expression. Teacher candidates will develop literacy materials and activities that are developmentally appropriate and based on knowledge of individual children. Second-language development is discussed on preserving a child’s home language to set a firm foundation for learning and enhancing a child’s language and literacy skills.

EC 333

Pre-K Methods and Materials

3

This course emphasizes developmentally appropriate curricula based on the needs and interests of individual pre-kindergarten children. Teacher candidates will design and assess developmentally appropriate teacher made materials. Because play is critical to a child’s development, teacher candidates will plan and implement lessons and demonstrate effective teaching techniques in curriculum areas including science, math, art, music and movement, literacy, and social studies.

EC 335 Art, Music, and Play in ECE

3

This course will explore music and movement, creative art, drama, and purpose of play in the early childhood and primary education classrooms. The creation, evaluation and selection of developmentally appropriate materials, equipment, and environments will be addressed along with strategies for early childhood and primary classrooms.

EC 376

Field Experience in ECE

1

The course is designed to give teacher candidates a field experience in an early childhood classroom where they will implement curriculum and instructional practices that are covered in EC 333 Pre-K Methods and Materials. Teacher candidates will actively engage in the early childhood setting, including play time, while under the supervision of professional early childhood staff.

EC 418

Technology, Math, & Science in ECE

3

This course is to give teacher candidates the opportunity to develop creative ways to involve children with math, science and technology (STEM Concepts). Teacher candidates will investigate appropriate technologies to enhance the learning of young children, discovering how to promote young children’s mathematical understandings, and uncovering effective strategies in guiding children to be scientifically literate.

HPER 315 Movement Education in ECE

2

This course is designed for the early childhood educator (birth-8 years) and HPER majors and minors. Students will explore the importance of developmentally appropriate movement education for young children. Developing and implementing a movement education curriculum is at the core of this course. Areas to be covered include: child development as it relates to movement education, planning appropriate games and activities for children at varying levels of development, and practical application of a movement curriculum in an early childhood setting. 

Course Number & Title

Credits

Course Description

EC 210 Introduction to ECE

3

Teacher candidates will learn about the early childhood profession, its multiple historical, philosophical, and social foundations. The conditions of children, families, and professionals that affect programs for young children will also be explored. Course content also includes cultural diversity, socio-economic conditions, family structures, play, the stages of cognitive, social/affective, linguistics (including Bilingual development), and physical development of young children. The relevance of developmental theories to actual teaching activities is explored.

EC 211 Observations, Assessment, and Interpretation Techniques

3

This course emphasizes the importance of skillful observation when planning appropriate activities and experiences for children. The course will explore the use of informal and formal assessment strategies to plan and individualize the curriculum and teaching practices. Teacher candidates will review, use, and interpret assessment instruments to determine the ability levels of children (birth-8 years) representing “at-risk” populations, those with developmental disabilities and special abilities. The class serves as the required course in the assessment of young children/children with special needs for early childhood special education licensure.

SPED 237

Special Needs in ECE

3

Designed with the Early Childhood student in mind, this course surveys various special needs (physical, cognitive, communication, social, emotional) and approaches to working with students in the inclusive environment. Students will learn to adapt strategies and environments to meet the specific needs of all children, including those with disabilities, developmental delays and special needs. Students will be able to identify family, cultural, and community influences on child development, both typical and atypical. This course is designed for educators who will be teaching in birth to third grade classrooms.

SPED 289

Foundations of Special Education

3

This course is designed to provide historical and foundational knowledge and understanding of characteristics of the disability experience, a variety of disability types under IDEA law, their implications, associated conditions and the impact of disability on physical, cognitive, and psychosocial development. The course also provides a model for understanding individuals with disabilities, appropriate decision making, facilitating educational programs, accommodations and modifications, and collaboration with families, professional roles, and outside agencies. A goal of the course is to provide training for education and service providers who serve exceptional children, youth, and adults in a variety of settings.

SPED 343

Classroom Modifications and Accommodations

3

This course is designed to provide practical experience in accommodating and modifying environments and differentiating teaching strategies to meet the needs of children. Students will learn specific classroom accommodations and modifications, how to effectively differentiate instruction, and plan for neuro-diversity in the classroom.

SPED 344

Augmentative and Alternative Communication

3

This course is designed to increase knowledge of the use of augmentative and alternative communication systems to enable children who are severely, communicatively impaired (e.g., neurological; pervasive developmental disorders; sensory impairments) with a way to communicate. The emphasis will be on various types of ACS. Alternative systems (Bliss Symbol Board; Cued Speech), appropriate intervention strategies, procedures and guidelines for implementation. In addition to ACS, students will explore a wide variety of Assistive Technology Devices used to support and facilitate learning in the content areas in the general education setting. Students will explore low, medium, and high tech supports, computer access, selection methods of these devices and delivery systems as well as the pedagogical issues that must be considered for students with disabilities who use Assistive Technology.

SPED 388

Autism Spectrum Disorders

3

The course will examine the historical perspective of the autism spectrum, etiology, and characteristics associated with the wide range of disorders. Instructional strategies to be studied include: academic skill acquisition, early communication, language acquisition & development, socialization, applied behavior analysis, and challenging behaviors. Instructional opportunities in non-education settings will be explored. Students will conduct research on course-related topics and review lesson plans on the internet.