Graduate Program

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

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.

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.

The beginning curriculum course places play at the center of curriculum in developmentally appropriate early childhood programs. It addresses content that is relevant for children birth through age four in developmentally and culturally sensitive ways.

Corequisite: 117L.

The beginning practicum course is a corequisite to Curriculum Development through Play - Birth through Age 4. The field-based component course provides experiences that address curriculum content relevant for children.

Corequisite: 117.

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.

The curriculum course focuses on developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included.

Corequisite: 217L.

The beginning practicum course is a corequisite with the course Curriculum Development and Implementation - Age 3 (Pre-K) through Grade 3. The field based component of this course will provide experiences that address developmentally appropriate curriculum content.     

Corequisite: 217.

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.

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

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

{Spring}

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, Spring}

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. The 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.

{Fall, 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.

{Fall, 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.

{Fall, 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.

{Fall, 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, Spring}

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.

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 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: EDUC 501.

Restriction: permission of instructor.