EC 201 Orientation to Early Childhood Education
An examination of the history of child development and practices of early education, culminating in an overview of theoretical issues infl uencing practice in the field today. Development of the student’s observational skills, completion of on-site observations in early educational settings, defi ning the role of the early childhood educator, and developing a personal philosophy. Prerequisite: for all other early childhood courses. 3 credits
EC 203 Child Development
Examination of the basic principles and theories of development from conception to middle childhood. Emphasizes physical, social, emotional, and cognitive development. Also listed as PY 205. 3 credits
EC 307 Curriculum and Methods for Early Childhood Education with Practicum
A study of curriculum, methodology, and implementation in preschool, kindergarten, and primary settings. Students design environments and enact integrated learning experience for language development and early literacy, reading, art, music, play, social studies, science and mathematics for children 3 to 8 years of age. Students will learn how to aid children in constructional knowledge. A weekly practicum in an early education classroom is an integral part of this course. Prerequisites: ED 258/259, EC 201 and EC 203. 4 credits
EC 311 Infant/Toddler Programming
An overview of infant/toddler development and the appropriate practices for programs that serve children from birth to age three. Topics include optimal settings for infants and toddlers, the importance of attachment and the role of the adult, environmental design, and appropriate experiences and activities. A weekly practicum in an infant-toddler setting is an integral part of the course. Prerequisites: ED 258/259, EC 201, EC 203. 3 credits
EC 312 Working with Children with Special Needs with Practicum
Implementation of current theory and principles of child development within an early childhood classroom that has children with special needs. A variety of children with special needs will be examined through classroom discussion and through written logs about the practicum experience. Students begin with a wellness model and learn to capitalize on the strengths of each child. Whenever possible, students use a developmental model and developmentally appropriate practices as they work in an inclusion classroom that has children with special needs. A weekly practicum in an early childhood classroom is an integral part of the course. Prerequisites: EC 201, EC 203, ED 258, ED 259, PY 308 before or during this class. 3 credits
EC 325 Early Childhood Education Field Experience
Opportunity for students to observe and work with children in various preschool and primary settings. Variable credits (optional)
EC 406/407 Preschool/Primary Student Teaching and Seminar
EC 516/517
Student teaching experience that involves the prospective teacher in a preschool setting and in a primary classroom for eight weeks each. The student assumes teaching responsibilities, applies theory/practice, and develops a teaching style under the direct supervision of the cooperating teacher and university supervisor. Verifi cation of student competency will be determined jointly by the cooperating teacher and the university supervisor. Student teachers return to campus for a seminar with the University instructor, which provides classroom discussion of various student teaching experiences as well as analysis of the goals, program designs, and curricula of various early childhood programs. In addition, the seminar focuses on current school issues, school law, certifi cation requirements, writing, as well as completing applications, resumes, and interview techniques. Note: No other courses may be taken while a student is registered for EC 406 and EC 407 without special permission of the Director of Early Childhood Education. Prerequisites: Completion of all early childhood education requirements and minimum cumulative grade average of 3.0. 6 credits each |
