liliu’s Profile

This course is an in­tro­duc­tion to the the­o­ries, meth­ods and ma­te­ri­als of cur­ricu­lum plan­ning in early child­hood ed­u­ca­tion (Preschool – Grade 2), 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.

This course is an introduction to the theories, methods and materials of curriculum planning in early childhood education (Preschool – Grade 2), 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.

This course is de­signed to de­velop prac­ti­cal and ev­i­dence-based knowl­edge for teach­ing lit­er­acy and en­able stu­dents to demon­strate com­pe­ten­cies teach­ing young chil­dren. It re­quires su­per­vised par­tic­i­pa­tion in an as­signed early child­hood ed­u­ca­tion set­ting and at­ten­dance at a weekly sem­i­nar. Stu­dents will ex­plore prin­ci­ples, meth­ods, and ma­te­ri­als for teach­ing emer­gent lit­er­acy within a de­vel­op­men­tally ap­pro­pri­ate, in­ter­dis­ci­pli­nary and cul­tur­ally re­spon­sive cur­ricu­lum. Cur­rent re­search re­gard­ing speak­ing, lis­ten­ing, read­ing and writ­ing ex­pe­ri­ences of young chil­dren will be crit­i­cally ex­am­ined. Prac­ti­cal class­room ex­pe­ri­ences will pro­vide op­por­tu­ni­ties for stu­dents to make con­nec­tions be­tween the­ory and prac­tice, de­velop pro­fes­sional be­hav­ior work­ing with young chil­dren and their fam­i­lies, and build a com­pre­hen­sive un­der­stand­ing of bal­anced lit­er­acy in early child­hood class­rooms. Stu­dents will de­sign, im­ple­ment and eval­u­ate ac­tiv­ity-based lit­er­acy learn­ing ex­pe­ri­ences for young chil­dren with di­verse learn­ing styles and needs, with strong em­pha­sis on child cen­tered, play-ori­ented ap­proaches to teach­ing, learn­ing and as­sess­ment, and knowl­edge of cur­ricu­lum con­tent areas.

This course is designed to develop practical and evidence-based knowledge for teaching literacy and enable students to demonstrate competencies teaching young children. It requires supervised participation in an assigned early childhood education setting and attendance at a weekly seminar. Students will explore principles, methods, and materials for teaching emergent literacy within a developmentally appropriate, interdisciplinary and culturally responsive curriculum. Current research regarding speaking, listening, reading and writing experiences of young children will be critically examined. Practical classroom experiences will provide opportunities for students to make connections between theory and practice, develop professional behavior working with young children and their families, and build a comprehensive understanding of balanced literacy in early childhood classrooms. Students will design, implement and evaluate activity-based literacy learning experiences for young children with diverse learning styles and needs, with strong emphasis on child centered, play-oriented approaches to teaching, learning and assessment, and knowledge of curriculum content areas.

This course ex­am­ines the psy­cho­log­i­cal and so­cial 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, pro­gram, and so­cioe­co­nomic fac­tors, par­tic­u­larly in di­verse urban set­tings. Young chil­dren’s phys­i­cal, cog­ni­tive, com­mu­nica­tive, so­cial and emo­tional de­vel­op­ment are ex­plored as con­trib­u­tors to and as con­se­quences of early learn­ing ex­pe­ri­ences. This course re­quires 15 hours of field­work, which stu­dents com­plete by en­rolling, at­tend­ing and par­tic­i­pat­ing in the ECE 110 field­work sem­i­nar (ECE 110S).

This course examines the psychological and social 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, program, and socioeconomic factors, particularly in diverse urban settings. Young children’s physical, cognitive, communicative, social and emotional development are explored as contributors to and as consequences of early learning experiences. This course requires 15 hours of fieldwork, which students complete by enrolling, attending and participating in the ECE 110 fieldwork seminar (ECE 110S).