Elementary Education

Course Descriptions

EDUC& 115: Child Development

Credits: 5.0

Build a functional understanding of the foundation of child development, prenatal to early adolescence. Observe and document physical, social, emotional, and cognitive development of children, reflective of cross cultural and global perspectives. S/U grade option.(Was ECE 110)

Course Level Objectives

  1. Discuss prominent child development research and theories.
  2. Describe the developmental sequence from conception through early adolescence in all domains using appropriate terminology and identifying characteristics of each.
  3. Describe individual and cultural affects, differences and commonalities in child development and nurturing practices.
  4. Articulate how family, caregivers, teachers, community and culture influence development.
  5. Implement appropriate techniques to conduct and document observations of children as a means to assess and communicate growth and development.
  6. Document the importance of active learning, direct experiences, play, and a social context to children's learning, based on developmental principles and professionally defined practices.
  7. Demonstrate, as a child development specialist, the ability to describe and apply principles of Piaget, Vygotsky, and Erikson in specific teaching strategies related to the individualized learning process and perspective of young children.

EDUC& 130: Guiding Behavior

Credits: 3.0

Examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences. S/U grade option.

Course Level Objectives

  1. Identify and differentiate developmentally appropriate child behaviors, individually and in groups.ÃÆ'‚Â
  2. List and describe positive guidance techniques for children, birth through early adolescence.
  3. Describe and demonstrate positive, respectful, culturally responsive interactions.
  4. Create a model daily schedule, routine, and environment that provide support for attachment, self-help, relationship building, and exercising executive function.
  5. Develop strategies to promote social and emotional competencies and positive sense of self.
  6. Identify and communicate strategies for professional interactions with families and staff, reflecting confidentiality, respect, and a positive approach to guidance.
  7. Compare and contrast at least three approaches to guiding children's behavior.
  8. Provide documentation of how being a child development specialist influences teaching expectations, selected guidance strategies and environmental planning in affecting children's behavior.

EDUC& 136: School Age Care

Credits: 3.0

Develop skills to provide developmentally appropriate and culturally relevant activities and care, specifically: preparing the environment, implementing curriculum, building relationships, guiding academic and social skill development, and community outreach. S/U grade option.

Course Level Objectives

  1. Develop a plan to create reciprocal, culturally senstive relationships with children and families.
  2. Analyze the effectiveness of the environment and recommend changes reflecting the following standards: bias-free, respectful of cultural and individual diversity; developmentally appropriate; promotes positive self esteem and social interaction; supports activity, creativity, and a growing sense of autonomy.
  3. Discuss the dynamics impacting behavior of children in after school care environments and identify guidance strategies promoting academic and social growth.
  4. Develop a plan for curriculum and program implementation that reflects responsive respect for the local community context.
  5. Describe state and local school age care regulations and procedures related to group size, health, nutrition, and safety.
  6. Identify resources regarding developmental specialists and support of school age care.
  7. Develop teaching strategies and program planning that address the unique developmental needs of children in school age care, individually and as a group.

EDUC& 150: Child, Family, and Community:CD

Credits: 3.0

Integrate the family and community context in which a child develops. Explore cultures and demographics of families in society, community resources, strategies for involving families in the education of their child and tools for effective communication. S/U grade option.

Course Level Objectives

  1. Discuss demographic trends of children and families today.
  2. Identify and describe influences on children's development and socialization process.
  3. Establish tools for communicating and creating relationships with families that are respectful, inclusive, and reflect an understanding of cultural and community influences.
  4. Articulate the benefits of family centered programs and the importance of supporting parents as their child's first and most important teacher.
  5. Describe strategies for engaging families in their children's learning and development.
  6. Identify community resources and create strategies for connecting children and families to those resources.
  7. Demonstrate ability to develop environments that reflect family and community diversity and prevent bias.
  8. Discuss the teacher's role in social-emotional learning in utilizing communication to gain understanding of children and their thoughts and feelings; encourage children's verbal expression; and strengthen communication among children.

EDUC 195: Educational Experiences in Elementary and Secondary Schools

Credits: 1.0 to 3.0

Gain beginning experience, knowledge and skills working with students in educational settings in on-site one-on-one and small group participation at an elementary or secondary school. Coursework will be done in consultation with college instructor and school personnel. S/U grade only.

Course Level Objectives

  1. Document a beginning awareness of educational needs of children in elementary or secondary schools.
  2. Identify and develop beginning skills of interacting with children to support learning; including observation and self-assessment of interpersonal and task-oriented group behaviors.
  3. Document an initial consideration of oneself as a potential educator of children through self-assessment.
  4. Document introductory knowledge of training strategies in the public school, K-12 grade environment.

EDUC& 202: Introduction to Education

Credits: 5.0

Introductory education course that involves students in the real issues of schooling, skills, and knowledge they will need to be successful professionals. Course is organized around elements that are central to teaching and learning in the K-12 education system. Class includes additional off-campus learning experiences.

Course Level Objectives

  1. Document understanding of education by focusing on four themes: teachers, students and schools, foundations and the future, and the teaching profession.
  2. Identify commitment in the teaching profession through reflection on classroom and field experiences.
  3. Demonstrate understanding of teachers' professional responsibilities for addressing diversity of language, ability, culture, socioeconomics, ethnicity, family, and community.
  4. Demonstrate problem-solving skills in preparation for future educational-leadership roles.
  5. Demonstrate knowledge of current educational issues related to philosophy, history, and governance of education in the United States.
  6. Document understanding of recent trends in school and curriculum reform.
  7. Document knowledge of authority and particular responsibilities of the state and local community in funding and ensuring quality of education.

EDUC& 203: Exceptional Child

Credits: 3.0

Introduction to working with the young child with differing abilities. Focuses on educational methods in providing an inclusionary environment which enriches the education of children with and without special needs (was ECE 234). S/U grade option.

Course Level Objectives

  1. Demonstrate knowledge of and skills in including young children with a variety of special needs in early learning settings.
  2. Document a basic understanding of the types of disabilities and special needs that may impact young children.
  3. Document knowledge of the ADA, IDEA, and the laws requiring education to be provided for children in the least restrictive setting.
  4. Demonstrate understanding of the concept of inclusion and the benefits for children with and without special needs.
  5. Identify creative methods to adapt curriculum to include children with special needs in the typical classroom environment.
  6. Provide evidence of strategies to promote empathy and understanding between children with and without special needs.
  7. Demonstrate beginning skills in participating in multidisciplinary teams that enhance children's learning and development across education and social systems.
  8. Document understanding of red flags in children's development that may indicate a need for further assessment, and describe supportive strategies to discuss concerns with parents.