All posts by Angela Jehamy

ECE 210 Course Description & Academic Artifact

Infant-Toddler Specialization, Preschool Specialization

Social Foundations of Early Care and Education

Course Description:

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 Course Description & Academic Artifact

Infant-Toddler Specialization, Preschool Specialization

ECE 110 Seminar

Course Description:

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

ECE 110-S                   Professional Development Plan – Revised

Do you want to be an ECI (infant/ toddler) or ECP (preschool) major? Why?

 I would like to be an ECP major. Through experience working with both age groups within each option, I have grown to love being able to communicate with children verbally. Working with pre-school age children would be amazing, being some of the childrens first teacher ever, an introduction to school as a whole is so interesting. I know how intimidating that can be for children at such a young age to spend the day away from the adult that typically cares for them most, I want to create a safe space for all children to grow to love and look forward to school.

What qualities do you have that will help you be successful working with your chosen age group?

I think that my patience is a huge asset when working with preschool age children. They are experiencing so many firsts in their life and learning how to navigate their everyday surroundings, being patient and allowing for them to have that growth is essential to teaching.

What skills would you like to develop that will help you be more effective working with that age group?

 I would like to develop the skill of objective observation more thoroughly. This will help with creating activities and keeping in mind the development of the children throughout these very formative years of their life.

What are your career goals?

I would love to eventually be a preschool or kindergarten teacher in a NYC Public School. Additionally, as someone who dances I would also love to possibly open up my own dance school/studio for children.

What steps will you take to achieve those career goals?

1.   Graduate from BMCC with my AS in Early Childhood Education

 

2.   Transfer to a 4-year CUNY school to finish with my Bachelors Degree in Early Childhood Education

 

3.   Begin to teach dance classes at already formed studios for young children

 

4.    Look into business related courses to help create my own dance studio

 

5.   Continue to train in my dance career which will help me teach this subject to young children in the future

 

 

What steps will you take at BMCC to help you reach those goals?

1.   Specialize in ECP to focus more on young preschool age children

 

2.   Connect with someone within the Business department to see if I can take some courses as electives

 

3.   Save notes/information that may help me in the future at my 4-year CUNY school

 

4.   Actively participate in the education program, and build connections with professors that can help for the future

 

5.   Do fieldwork in an education program to begin to form connections in the field as well.

 

  Attribute to J. Longley, Ed.D., Assistant Professor, Teacher Education Department, Borough of Manhattan Community College – CUNY

 

ECE 110 Course Description & Academic Artifact

Infant-Toddler Specialization, Preschool Specialization

Psychological Foundations of Early Development and Education

Course Description:

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

ECE 209-Seminar Course Description & Academic Artifact

Infant-Toddler Specialization

ECE 209-Seminar

Course Description:

This course focuses on the theories, methods and materials of early childhood education for infants (birth to eighteen months), with an emphasis on addressing developmental needs and culturally appropriate practices in their education and care. The following topics are explored in depth: social, emotional, cognitive and physical development of infants; basic principles of infant care giving, including providing culturally sensitive and consistent care; arrangement of the environment and developmentally appropriate experiences to promote infant growth and learning; the role of parents and establishing partnerships with families.

Artifact: Teaching Belief Statement

ECE 410 Course Description & Academic Artifact

Infant-Toddler Specialization, Preschool Specialization

Educational Foundations and Pedagogy for The Exceptional Child

Course Description:

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

ECE 411 Course Description & Academic Artifact

Preschool Specialization

Early Childhood Practicum II: Pedagogy for Young Children

Course Description:

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

ECE 211 Course Description & Academic Artifact

Preschool Specialization

Curriculum for Young Children I

Course Description:

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

ECE 312 Course Description & Academic Artifact

Preschool Specialization

Curriculum for Young Children II

Course Description:

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

ECE 311 Course Description & Academic Artifact

Preschool Specialization

Early Childhood Practicum I: Observing and Recording

Course Description:

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

ECE 409 Course Description & Academic Artifact

Infant-Toddler Specialization

Infants and Toddlers Practicum II: Pedagogy for Infants and Toddlers

Course Description:

This is a capstone fieldwork course that enables students to demonstrate their competencies teaching infants and toddlers. It requires supervised participation in an assigned early childhood education setting (birth to thirty-six months) 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 infants and toddlers with diverse learning styles and needs. Students spend a minimum of 90 hours in the field.

Artifact: Intentional Teaching Capstone Project