Applications received by these initial screening dates will be given highest consideration for admission. Applications will continue to be received after the initial screening dates until the final deadlines listed below; these admission applications will be considered on a space available basis only.
The Master of Arts in Elementary Education may be taken with a concentration in Early Childhood Education.
*Please note: the Master of Arts degree in Elementary Education is not currently accepting applications for students seeking the concentration in Early Childhood Education.
Courses
ECME 101. Child Growth, Development, and Learning. (3)
This basic course in the growth, development, and learning of young children, provides foundational knowledge of how young children grow, develop and learn.
ECME 103. Health, Safety, and Nutrition. (2)
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}
ECME 111. Family and Community Collaboration I. (3)
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.
ECME 115. Guiding Young Children. (3)
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.
ECME 117. Curriculum and Implementation I. (3)
This beginning curriculum course focuses on developmentally appropriate content in early childhood programs and developmentally appropriate curriculum integration into teaching and learning experiences.
ECME 117L. Curriculum and Implementation Practicum I. (2)
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.
ECME 202. Introduction to Reading and Literacy Development. (3)
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.
ECME 217. Curriculum and Implementation II. (3)
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.
ECME 217L. Curriculum and Implementation Practicum II. (2)
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.
ECME 220. Assessment of Children and Evaluation of Programs I. (3)
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.
ECME 230. Professionalism. (2)
This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced.
ECME 305. Research and Evaluation in Early Childhood. (3)
A course focusing on research and evaluation in early childhood settings.
{Spring}
ECME 311. Family and Community Collaboration II. (2)
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}
ECME 315. Public Policy, Leadership, Ethics and Reform in ECE. (3)
A course focusing on policy issues, advocacy and leadership in early childhood education.
{Spring}
ECME 317. Integrated Early Childhood Curriculum. (3)
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 and Spring}
ECME 317L. Integrated Early Childhood Curriculum Practicum. (2)
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}
ECME 320. Assessment of Childhood and Evaluation of Programs II. (3)
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}
ECME 325. The Social, Political and Cultural Contexts of Children and Families. (3)
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}
ECME 401. Research in Child Growth, Development and Learning. (3)
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}
ECME 402. Teaching Reading and Writing. (3)
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.
{Fall and Spring}
ECME 402L. Teaching Reading and Writing Practicum. (1)
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.
{Fall and Spring}
ECME 417. Methods and Materials for the Early Primary Grades. (3)
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.
{Fall and Spring}
ECME 417L. Methods and Materials for the Early Primary Grades Practicum. (2)
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.
{Fall and Spring}
ECME 440L. Student Teaching in Early Childhood Education. (12)
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 and Spring}
ECME 493. Topics in Early Childhood Education. (1-6, no limit Δ)
ECME 497. Reading and Research in Honors I. (2)
Advanced studies and research under the supervision of a faculty mentor.
Restriction: permission of instructor.
ECME 498. Reading and Research in Honors II. (2)
Advanced studies and research under the supervision of a faculty mentor.
Prerequisite: 497.
Restriction: permission of instructor.
ECME 499. Honors Thesis. (2)
Prerequisite: 498.
Restriction: permission of instructor.
ECME 514. Young Children Moving Into Literacy. (3)
(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}
ECME 574. Curriculum for Early Childhood. (3)
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}
ECME 575. Early Childhood Language Development/ Curriculum. (3)
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}
ECME 576. Teaching and Learning Through Play. (3)
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}
ECME 579. Seminar in Early Childhood Education. (3-12 to a maximum of 12 Δ)
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}
