Early Childhood Education

This course provides an introduction to and analysis of the early childhood profession in relationship to society, community, the family, the child and self. The historical context, teaching and learning theories, types of programs best practices, ethical guidelines, current issues and trends, laws and regulations are covered. The impact of the multiple and diverse influences of family, culture and society on the child and the early childhood professional will be explored. This course requires six hours of observation fieldwork.

This course examines the growth and development of the young child from birth through age eight. The characteristics, patterns and theories of development in the areas of physical/ motor, emotional, social, language, and cognitive development are covered. The complex and diverse influences of culture, environment and individual needs are considered as the young child is studied in relationship to family, school and community. The role of the early childhood professional in relationship to the development of the young child is considered. This course requires six hours of field observation.

This course provides an in-depth study of the planning for and evaluation of safe, healthy, nutritional early childhood environments. Settings and curriculum that are developmentally, individually and culturally sensitive in the areas of health, nutrition and safety will be explored. The course reviews the relevant policies, regulations and quality guidelines that support healthy, safe environments for the young child, birth through age eight. Topics include: Planning, creating and evaluating play in learning environments and curriculum; the "whole child", family needs, related community resources, issues, trends, and advocacy needs. This course requires a minimum of four hours of observation and six hours of participatory advocacy work in support of the young child's health, safety, and nutritional needs.

An exploration of current theories of teaching and learning techniques used in early childhood education for children ages three through eight years. Special emphasis is placed on the impact of the constructivist, play, and process approaches on the environment, curriculum planning, instructional techniques, behavior guidance and teacher interactions. Attention is paid to the role of the teacher in the development and assessment of activities, materials, and environments that support the developmental as well as the cultural and special learning needs of the individual child and their families. This course requires a minimum of 8 hours of fieldwork in an approved early childhood setting.

This course will examine the child with a special need, birth through age eight, within the family context and in an inclusive early childhood setting. The characteristics of typical and atypical development and the most common exceptionalities will be covered. Emphasis will be on identification, observation, screening, assessment, family-centered early supports and services, natural and inclusive environments, individualized plans, the IEP and IFSP, community resources, current issues and trends. The role and impact of family and cultural, linguistic diversity on the child with a special need will be emphasized. This course requires six hours of fieldwork.

This course will provide students with an experiential learning opportunity during which the student will be actively involved in all aspects of the children's learning. Emphasis will be placed on the student learner's interactions with the children, parents, and professionals that will be encountered in the experience as well as various theories in child development, curriculum, observation and environment planning. The student will apply and integrate the skills, theories, and knowledge base acquired in the pre-requisite course work. The student will participate in an approved, field based, licensed early childhood setting for 125 hours under the supervision of an experienced and degreed early childhood teacher. The course addresses all six of the NAEYC Standards for Early Childhood Professional Preparation.

This course is a study of current research, theories, and models of teaching and learning techniques used in the care and early childhood education of children birth to three years of age. The role, responsibilities of and relationships between families and early childhood caregivers and educators will be emphasized. Topics will include the developmental stages of infants and toddlers, the components of quality programs, supportive environments and curriculum with sensitivity to attachment and separation, trust, communication and nurturing. Attention is paid to the role of the caregiver/teacher in the development and assessment of activities, materials, environments and routines that support the child and families individual and special needs. This course requires six hours of fieldwork in an approved early childhood setting.

This course provides an in-depth study of the literacy and language development of the young child. The component of a literacy and language-rich environment that is culturally and individually sensitive will be explored. Topics covered will include literacy and language arts; developmental characteristics and needs according to the child's stage; special needs of the individual child and the ESOL developing child; pre-reading and reading skills; methods and techniques of lesson presentations; diverse language and literacy materials and activities; partnerships with families and communities to support literacy development, and trends in literacy. This course contains a service learning experience option and requires a minimum of six hours of fieldwork.

This course provides a study of theories and strategies related to the positive, supportive, developmentally appropriate guidance of the young child in the group environment. Emphasis is placed on creating environments that are flexible and respectful, and are socially and culturally sensitive for all children and their families. Strategies for building an encouraging classroom in order to minimize disruptive behavior and support the development of the young child will be explored. Workable strategies for conflict management, quick intervention and crisis management techniques will be examined. This course requires a minimum of eight hours of field observation.

This course provides a study of the creative nature of the young child as it relates to the creative arts, math and science. Emphasis will be on an experiential application of developmentally appropriate, constructivist, play and process curriculum methods in early childhood curriculum for children ages three through eight years. The impact of the creative, exploratory approach on behavior guidance and classroom management will be included. This experiential course will provide the student with the opportunity to plan, create and implement activities, as well as to develop teaching strategies, technique and skills. This course requires a minimum of eight hours of fieldwork in an approved early childhood setting.

This course reviews the teaching and ethical standards of the early childhood profession. The assembling and presentation of a professional portfolio for assessment and the processes of selecting best work samples that present evidence of competency in program outcomes will be covered. Topics include; the role of the teacher in connection to the child, family and community, professional standards and code of ethics, selection of and reflection on artifacts and evidence of learning and demonstration of the self as an early childhood professional

This capstone course is an opportunity to apply and integrate the skills, theories and knowledge base the student has acquired in the course work in the Early Childhood Associate Degree. The student will participate in an approved, field-based, licensed early childhood setting under the supervision of an experienced and degreed level early childhood teacher. This practicum experience includes observation, development and implementation of developmentally appropriate learning experiences and environments, classroom management, and working with parents and a teaching team. The student will complete a minimum of 130 hours on-site and attend a weekly, 1 hour seminar. Students will culminate this experience with the development and presentation of a professional portfolio and a major project. This capstone experience addresses all six of the NAEYC Standards for Early Childhood Professional Preparation.