ECE - Early Childhood Education

Provides students with an overview of developmentally appropriate settings for children from birth through age eight. Focus on play as a foundation of children's learning. Students explore the roles and responsibilities for the Early Childhood professional, integrating the influences of Early Childhood history, philosophy, and curricular methods. Observations in Early Childhood Education required.

Course presents major theories and research findings in the social, emotional, cognitive and physical domains for development of young children from conception to age eight. Emphasis placed on application of educational psychological theories related to the theories children need in a pluralistic society and includes the study of health, safety, and nutrition. Students will use professional strategies to observe and record the behavior of infants, toddlers, preschool and primary age children.

Examines the development of language and literacy in young children from birth through eight years. Students will explore theoretical foundations of early literacy development and the implementation of various models to support young children as readers and writers. Other topics include: working with families to support early literacy development, selecting quality children's literature, assessing early literacy development, integrating literacy throughout the curriculum and adaptations for individual children in diverse and inclusive settings.

Presents strategies for optimum language development. Supports children's language and literacy (including English language learners) in home, classroom, and community settings. Fosters the healthy development of language and imagination through creative and artistic activity. Provides appropriate teacher/child(ren) verbal interactions, classroom environments, and artistic techniques. Addresses ages birth through eight years.

A philosophical, historical, and cultural approach to the study of education in the United States. Current educational concerns that effect teaching and schools will be studied.

Examines theories of cognitive development framework to understand how young children acquire mathematical skills, concepts and abilities.

Examines theories for cognitive development framework to understand how young children acquire scientific skills, concepts and abilities.

Develops skills and methods of observing young children in structured and unstructured environments. The course includes developmental expectations of behavior of toddlers through elementary age children and environmental and social strategies to help children develop impulse control.

Various approaches for effective classroom management and discipline emphasized. Strategies provided to assist potential teachers in determining appropriate actions and procedures to establish and maintain an effective learning environment.

Overview of children with exceptional cognitive, physical, social and emotional characteristics. Topics include analysis of developmental and educational needs imposed by the exceptionality, as well as the identification, intervention strategies, methods, and programs designed to meet this needs. Applicable federal and state laws and requirements are also reviewed, including but not limited to Individuals with Disabilities Educational Act, Americans with Disabilities Act, Individualized Family Service Functions, and Individualized Education Plans.

Course provides the student with a knowledge base of the history, theory, philosophies, and foundations of early childhood education (Birth - Age 8). Course also provides students with foundational knowledge regarding issues surrounding early childhood special education.  Students examine family, community, and cultural influences on development of the young child and consider trends and threats to relationships and cultural identity.  Topics also include the roles and responsibilities for the Early Childhood Education professional, integrating the influences of history and philosophy with an emphasis on issues of professionalism, ethics, and program types.

Examination of age-appropriate physical, cognitive, adaptive, language, social/emotional and motor development of children prenatal to age eight years.  Course explores both typical and atypical development and includes the importance of sensory and temperament awareness.  Overview of public health, safety, and nutritional needs and physical well-being of young children birth to 8 years old is explored.  Consideration of public health issues and safety procedures within early childhood settings is also examined.

Overview of the exceptional learner (birth to age 8), one who differs from the average or the norm, with emphasis on observation, techniques, characteristics, identification, interventions, and programming.  Topics include ethics, referral and reporting procedures, and collaboration with familes and other professionals.  Students learn about applicable federal and state laws and requirements for providing services to children with special needs including, but not limited to, the Individual with Disabilities Education Act, Americans with Disabilities Act, Individualized Family Service Plans, Individualized Education Plans, and 504 Plans.

Overview of social and emotional development in the young child birth to age eight.  Course provides research-based indicators for guiding young children in early care and a variety of education environments as it relates to child guidance and management of social and emotional behaviors.  Course provides content knowledge of the exceptional learner birth to age eight who differs from the norm with emphasis on observation, characteristics, strategies, identification, as well as process and programs to assist young children with challenging behavior.  Course includes observations, screening and assessment of children birth to age 8 who may have behavioral challenges compared to same aged peers.

Course provides scope and sequence methods for learning language arts, math, science, social studies and the expressive arts for students who considered regular education and student with special education needs birth to age eight.  Course provides an in-depth study of brain-compatible learning experiences, designing curriculum units, and differentiating instruction for all students.  Participant use skills of brain theory, other learning theory principles, curriculum maping, task analysis, and praxtical methods of differentiating learning to design a curriculum unit for a specific subject and age/grade level.  Use of technology is integrated into the course curriculum and emphasis will be on linking objectives to developmentally apropriate practices (NAEYC, AZ Professional Teaching Standards, and INTAC National Standards).

Course provides scope and sequence methods for teaching and learning math and science for students who are considered both regular education and students with special education needs birth to age eight.  This course provides in-depth study of brain-compatible learning experiences, designing curriculum units, and differentiating instruction for all students.  Topics include use of knowledge and application skills to design a curriculum unit for a specific subject and age/grade level.  Use of technology will be integrated into the course curriculum with an emphasis on linking objectives to developmentally appropriate practices (NAEYC, Common Core, and INTASC National Standards).

Course provides scope and sequence methods for teaching and learning social studies and the arts for students who are considered both regular education and students with special education needs birth to age eight.  This course provides in-depth study of brain-compatible learning experiences, designing curriculum units, and differentiating instruction for all students.  Topics include use of knowledge and application skills to design a curriculum unit for a specific subject and age/grade level.  Use of technology will be integrated into the course curriculum with an emphasis on linking objectives to developmentally appropriate practices (NAEYC, Common Core, and INTASC National Standards).

 

Students learn the federal and state laws regarding the Individual with Disabilities Education Act (IDEA), rules and regulations regarding child find, identification, and evaluation of your children birth to age eight who may need special education services.  Students examine the eligibility criteria for a young child to receive special education services under federal and state laws.  Students are provided practice in screening, evaluation, and progress monitoring of a young child using a variety of developmentally appropriate instruments and practices.  Focus is on writing an Individualized Family Service Plan (IFSP) and Individualized Education Plan (IEP) linked to evaluation results.  Studens explore using informal/formal and on-going progress monitoring assessments to evaluate children's progress (with and without disabilities) and report this information to parents/guardians/caregivers.

Course looks at research in language and literacy development, with an empasis on effective strategies such as phonemic awareness and decoding in ages birth to age 8.  Other topics include specific strategies and methods to assist the challenged learner.

Examines family, community, and cultural influences on development of the young child birth to third grade. Considers trends and threats to attachment, relationships and cultural identity. Includes social and emotional experiences and their impact on the developing brain.

Supervised field placement in an approved Early Childhood site to further develop the knowledge, skills and attitudes necessary to be an effective teacher/caregiver in an Early Childhood program. Direct training and supervision provided by the on-site mentor and university supervisor. Enrollment in student teaching requires approval of faculty advisor.

Supervised field placement in an approved Early Childhood site to further develop the knowledge, skills and attitudes necessary to be an effective teacher/caregiver in an Early Childhood program. Direct training and supervision provided by the on-site mentor and university supervisor. Enrollment in student teaching requires approval of faculty advisor.

Field placement in an approved Early Childhood site to further develop the knowledge, skills, and attitudes necessary to be an effective teacher/caregiver in an Early Childhood program.  Direct training and supervision provided by the on-site mentor and university supervisor. Covers ages 0-5 in an inclusive environment (NAEYC, Common Core, and INTASC National Standards).  Enrollment requires approval by Director of K/12 Partnerships. 

 

Field placement in an approved Early Childhood site to further develop the knowledge, skills and attitudes necessary to be an effective teacher/caregiver in an Early Childhood program.  Direct training and supervision provided by the on-site mentor and university supervisor.  Enrollment in student teaching requires approval of faculty advisor. Covers ages 0-5 in an inclusive environment.

Field placement in an approved Early Childhood site to further develop the knowledge, skills and attitudes necessary to be an effective teacher/caregiver in an Early Childhood program.  Direct training and supervision provided by the on-site mentor and university supervisor.  Enrollment in student teaching requires approval of faculty advisor. Covers K-3 in an inclusive environment.

Supervised field placement in an approved Infant/Toddler Early Childhood/EC Special Education site to further develop the knowledge, skills, and attributes necessary to be an effective teacher/caregiver in an Early Childhood/EC Special Education program.  Direct training and supervision provided by the on-site mentor and unversity supervisor.  Enrollment in this practicum requires approval by Director of K/12 Partnerships.

 

Supervised field placement in an approved Infant/Toddler Early Childhood/Early Childhood Special Education site to further develop the knowledge, skills, and attitudes necessary to be an effective teacher/caregiver in an Early Childhood/Early Childhood Special Education program.  Direct training and supervision provided by the on-site mentor and university supervisor following NAEYC, Common Core, and INTASC National Standards.  Enrollment requires approval by Director of K/12 Partnerships. 

Field placement in an approved early childhood site to further develop the knowledge, skills, and attitudes necessary to be an effective teacher/caregiver in an early childhood program.  Direct training and supervision provided by the on-site mento and university supervisor.  Covers K-3 in a special education classroom.  Prerequisite: Approval by faculty advisor.