Social Foundations of Early Care and Education
This course provides an overview of the social context of early care and education. It focuses on the historical, philosophical, sociological, and political foundations of programs for young children, birth to eight years. The following topics will be explored in depth: historical and contemporary theories of early childhood education; multicultural and social ecological factors in early care and schooling, particularly for diverse urban settings; early childhood programming; family and community involvement; advocacy, trends and current issues in early childhood practice. This course requires 30 hours of fieldwork.
Artifact: Advocacy Project
ECE 110 Seminar
ECE 110-Seminar explores professionalism in the field of early childhood education. Career pathways in early childhood are discussed, including NYS teacher certification. Students examine different age groups an early childhood professional can work with, analyzing the skills, qualities and dilemmas accompanying age.
Artifact: Professional Development Plan
Psychological Foundations of Early Development and Education
This course examines the psychological and psychosocial foundations of early childhood and relates these foundations to educational practice with young children, birth to eight years. It focuses on historical and contemporary theories of childhood development. Early learning is considered in relation to biological factors, child and family factors, program factors and social factors, particularly in diverse urban settings. Young children’s physical, cognitive, communicative, social and emotional development is explored as contributors to and as consequences of early learning experiences.
Artifact: Analysis of Child Development Commentary Paper
Educational Foundations and Pedagogy for The Exceptional Child
This course examines the education of children (birth to eight years) with special needs, along with the historical, social, cultural, and legal foundations of special education in the U.S. It explores the causes and effects of various exceptionalities, including: emotional, intellectual, physical, visual, auditory, orthopedic, speech and/or language and giftedness. Techniques for differentiated learning and universal design are analyzed; issues of ethno-cultural diversity are explored, including methods for working with the families of children with special needs in respectful, non-biased ways. This course requires 30 hours of fieldwork.
Artifact: Identifying and Assessing a Focus Child
Early Childhood Practicum II: Pedagogy for Young Children
This is a capstone fieldwork course that enables students to demonstrate their competencies teaching young children. It requires supervised participation in an assigned early childhood education setting (preschool to second grade) and attendance at a weekly seminar. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning and assessment; and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for young children with diverse learning styles and needs. Students spend a minimum of 90 hours in the field.
Artifact: Intentional Teaching Capstone Project
Curriculum for Young Children I
This course is an introduction to the theories, methods and materials of curriculum planning in early childhood education (preschool to second grade), with an emphasis on providing developmentally and culturally appropriate learning environments and experiences that encourage creativity in young children. The following topics are explored in depth: the intellectual and emotional importance of fostering creativity, the role of play in learning, the design of effective arts-based learning environments; the role of visual arts, music, movement and language arts/emergent literacy in developing children’s cognitive, social-emotional, physical, language and self-help skills. Course work includes workshops in planning and implementing creative arts experiences for young children.
Artifacts: Learning Environment Project, Curriculum Web & Activity Plan
Curriculum for Young Children II
This course is a continuation of ECE 211, focusing on the theories, methods and materials of curriculum planning in early childhood education (preschool to second grade). The emphasis in this course is on providing developmentally and culturally appropriate learning environments and experiences that encourage foundational social scientific, mathematic and scientific thinking and skills in young children. The following topics are explored in depth: social studies as a lens by which young children can explore our diverse ethno-cultural society and their place in it; the use of materials and play-based techniques to facilitate ways of constructing everyday mathematical ideas; the creation of environments and experiences that stimulate children’s scientific curiosity and playful exploration of our natural and human-made world; the use of block/construction and cooking experiences for the integration of social studies, mathematics, science, literacy and the arts. Course work includes workshops in planning and implementing inquiry/play-based experiences for young children.
Artifact: Learning Experiences Unit
Early Childhood Practicum I: Observing and Recording
This is a fieldwork course focusing on the observation and assessment of young children. It requires supervised participation in an assigned early childhood setting (preschool to second grade) and attendance at a weekly seminar. Students will learn the appropriate use of assessment and observation strategies to document the development, growth, play and learning of young children; and how authentic assessment methods can be used to tailor curriculum to promote children’s success. Recording strategies, rating systems, child studies/portfolios, and various assessment tools are explored. Students spend a minimum of 60 hours in the field.
Artifact: Developmental Domains Child Case Study