Early Childhood Multicultural Education

This basic course in the growth, development, and learning of young children, provides foundational knowledge of how young children grow, develop and learn.

{Fall and Spring}

This course provides information related to standards and practices that promote children’s physical and mental well being, sound nutritional practices, and maintenance of safe learning environments.

{Fall}

This basic course examines the involvement of families from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establish collaborative relationships with parents and others involved with children in early childhood settings are discussed.

{Spring}

This course explores theories of child guidance and practical applications. It provides developmentally appropriate methods for guiding children, effective strategies and suggestions for facilitating positive social interactions.

{Fall}

This beginning curriculum course focuses on developmentally appropriate content in early childhood programs and developmentally appropriate curriculum integration into teaching and learning experiences.

{Fall and Spring}

This course provides opportunities for students to apply knowledge gained from ECME 117 and develop skills in planning developmentally appropriate learning experiences for young children including children with special needs.

{Fall and Spring}

This is a basic course in children’s emergent literacy and reading development: Ways to foster phonemic awareness, literacy problem solving skills, fluency, vocabulary, comprehension, and language development are explored.

{Spring}

This basic course focuses on the learning environment and the implementation of curriculum in early childhood programs. Various curriculum models and teaching and learning strategies are explored.

{Fall}

This course provides opportunities to apply knowledge gained in ECME 217 and develop skills in planning learning environments and implementing curriculum for young children including those with special needs.

{Fall}

This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, and the development and use of formative and summative program evaluation to ensure quality.

{Fall}

This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced.

{Fall}

A course focusing on research and evaluation in early childhood settings.

{Summer}

This advanced course prepares prospective teachers for working effectively as partners with diverse family and community members to facilitate the development and learning of children birth through age 8, including children with special needs.

Prerequisite: 111.

Restriction: admitted to the ECME program.

{Fall}

A course focusing on policy issues, advocacy and leadership in early childhood education.

{Spring}

This advanced course focuses on developmentally appropriate curriculum development and implementation for children birth to age 5, integrated curriculum content, and rich learning environments.

Prerequisite: 103 and 115 and 117 and 117L and 217 and 217L and 230.

Corequisite: 317L.

Restriction: admitted to the ECME program.

{Fall}

This advanced course provides opportunities for students to apply knowledge gained from ECME 317 and develop skills in planning and implementing developmentally appropriate learning experiences, integrated curriculum, and learning environments. Requires 60 supervised contact hours.

Prerequisite: 103 and 115 and 117 and 117L and 217 and 217L and 230.

Corequisite: 317.

Restriction: admitted to the ECME program.

{Fall}

This advanced course builds upon student understanding of the connections among learning, teaching, and assessment and strategies for evaluating programs. Assessment, identification, and monitoring of typical and atypical development will be explored.

Prerequisite: 220.

Restriction: admitted to the ECME program.

{Spring}

This course focuses on the cultural contexts in which children and their families live and develop. Its main goal is to help students bridge the gap between their own cultures and the cultures of the children they will teach.

{Fall}

This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided.

Prerequisite: 101.

Restriction: admitted to the ECME program.

{Fall}

This advanced course is designed to prepare early childhood professionals to understand and to teach. This course focuses on reading as a complex, interactive, constructive process.

Prerequisite: 202.

Corequisite: 402L.

Restriction: admitted to the ECME program.

{Spring}

This advanced practicum provides opportunities for students to apply knowledge gained from ECME 402 in kindergarten through 3rd grade classrooms. This 1 credit-hour practicum requires 30 supervised contact hours.

Prerequisite: 202.

Corequisite: 402.

Restriction: admitted to the ECME program.

{Spring}

This advanced course focuses on developmentally appropriate content, learning environments, and curriculum implementation for children in K-3rd-grade emphasizing integration of content areas and development of rich learning environments for early primary grades.

Prerequisite: 317 and 317L.

Pre- or corequisite: 402 and 402L.

Corequisite: 417L.

Restriction: admitted to the ECME program.

{Spring}

This advanced practicum provides opportunities for students to develop, implement, and evaluate developmentally appropriate and integrated learning experiences for children in K-3rd grade. This 2 credit-hour practicum requires 60 supervised contact hours.

Prerequisite: 317 and 317L.

Pre- or corequisite: 402 and 402L.

Corequisite: 417.

Restriction: admitted to the ECME program.

{Spring}

Student teaching experience in early childhood including placement and assigned tasks in an early childhood classroom with a mentor teacher, and a weekly seminar where students review and reflect on their own teaching practices.

Prerequisite: 320 and 401 and 402 and 402L and 417 and 417L and two of the following 305, 315, 325.

Restriction: admitted to the ECME program.

{Fall}

Advanced studies and research under the supervision of a faculty mentor.

Restriction: permission of instructor.

Advanced studies and research under the supervision of a faculty mentor.

Prerequisite: 497.

Restriction: permission of instructor.

Prerequisite: 498.

Restriction: permission of instructor.

(Also offered as LLSS 514)

This course explores the processes of young children’s emergent literacy. It focuses on selection of materials and design of activities appropriate for use in the home, school and other settings.

Prerequisite: EDUC 331L and EDUC 333L

{Summer}

Focuses on developing and integrating curriculum for the Early Childhood Classroom (infant and toddler, preschool, early primary) within historical and cultural contexts. Students will explore and implement new ideas in curriculum of the early years.

Prerequisite: FS 403.

{Spring}

This course will focus on contemporary theory and practice of promoting language development in young children. Students will develop curricula and strategies appropriate for a diverse population.

{Spring}

This course explores the philosophical and theoretical foundations of play and its impact on children’s development and learning. Students explore current research, issues, and trends related to play in early childhood programs.

{Fall}

Advanced capstone course that addresses issues affecting the field of Early Childhood education. Topics may vary depending upon instructor and the trends in the field.

Prerequisite: 501.

Restriction: permission of instructor.

{Fall}