Appropriate curriculum and environments for children from birth to age 8. Teachers' roles in supporting development and joy of learning for all children using observation and assessment and emphasizing the essential role of play through language, literacy, social/emotional learning, physical/motor activity, sensory learning, art, creativity, math, and science.
Theoretical perspectives & historical contexts of developmentally-appropriate practices applied to environments & programs for children from birth through age eight. Examines the role of relationships, constructive adult-child interactions, & teaching strategies in supporting development across all domains for all children, including those from diverse backgrounds (culture, learning styles, special needs). Evolution of professional practices promoting advocacy, ethics, and professional identity.
Examines the progression of development in the physical, cognitive, social/emotional domains and identifies developmental milestones for children from conception through adolescence. Emphasis on interactions between biological processes and environmental factors. Students will observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.
Emphasis is on the acquisition of second languages in Dual Language and Bilingual Early Care and Education programs. Current research on language acquisition, public policy implications, best practices for language curriculum development and strategies for authentic assessment and home/school connections will be emphasized.
This course will provide on or off-campus experience in early childhood/child development- ECE, K -12 classroom, after-school or youth work settings. The focus will be on providing practical experience in the methods and principles of teaching in early childhood and school-age classrooms. Emphasis will be placed on the role of the teacher in the field experience setting. One unit of credit is earned for 54 hours of unpaid or paid work.
This course will provide on or off-campus experience in early childhood/child development- ECE, K -12 classroom, after-school or youth work settings. The focus will be on providing practical experience in the methods and principles of teaching in early childhood and school-age classrooms. Emphasis will be placed on the role of the teacher in the field experience setting. One unit of credit is earned for 54 hours of unpaid or paid work.
This course will provide on or off-campus experience in early childhood/child development- ECE, K -12 classroom, after-school or youth work settings. The focus will be on providing practical experience in the methods and principles of teaching in early childhood and school-age classrooms. Emphasis will be placed on the role of the teacher in the field experience setting. One unit of credit is earned for 54 hours of unpaid or paid work.
Overview of issues related to children who exhibit behaviors that are challenging for adults in early childhood programs. Explores current brain research, theories in preventing challenging behaviors, sensory-motor intervention approaches, the importance of nurturing relationships and reflective practices.
Theoretical and practical implications of social identity, oppression and privilege for young children, families, programs, and teaching. Strategies for culturally and linguistically appropriate anti-bias approaches supporting all children in a diverse society. Self-examination and reflection on social identity, stereotypes and bias, social and educational access, media, and schooling.
Early childhood teachers and paraprofessionals will explore the developmental strengths and needs of young children 0-8 years with special needs using inclusion strategies and techniques for partnering with families.