20 courses with the subject ECYD, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
ECYD 1110Introduction to Early Childhood Education3
This course provides an overview of the early childhood profession, including theories, philosophies, research, principles, and regulations impacting work with young children and their families. This course examines the differing roles within the profession and the many influences on work with children and families.Note: This course requires a MN OHS criminal background study including fingerprints. Learning Outcomes Describe historical foundations of education in MN that have and continue to create inequitable opportunities, experiences, and outcomes for learners, especially indigenous students and students historically denied access, underrepresented, or underserved. Use current and emerging technologies to enhance personal productivity and professional practice. Produce a student-designed lesson plan, activity, or visual aid that teaches young children about safe, legal, and ethical use of information and technology. Apply information regarding laws related to student rights and teacher responsibilities to situations that arise in early childhood education. Identify and evaluate at least three professional, community, or technological resources that support analysis, reflection, and problem solving in early childhood education. Identify at least three best practices supported by the early childhood research base. Identify one opportunity to take on a leadership role at various levels (school district, state or national) and advocate for a program or the profession. Describe the influences of historical, philosophical, and social foundations of early childhood and education on current practices in the profession. Apply the Code of Ethical Conduct for MN Teachers and the NAEYC Code of Ethical Conduct in situations arising in early childhood programs.
This course examines the major developmental milestones across cultures, both typical and atypical, for children from conception through age eight in the areas of physical, social, emotional, language, cognitive and aesthetic/creative development. While studying developmental theory, investigative/observational research methods and developmentally appropriate practices, students will observe children and analyze characteristics of development at various stages. The course emphasizes interactios between maturational processes and environmental factors. To complete assignments in this class, students are required to spend approximately 10 hours per semester outside of class time observing young children in community-based early childhood prorams.Note: This course requires a Minnesota Criminal Background Study including fingerprints. Learning Outcomes Identify the impacts of development at each stage on development at later stages. Describe classroom practices that foster a sense of belonging and family connectedness including a statement of the way in which these practices support development especially among infants and toddlers. Explain the use of children?s strengths, needs, and cultural ways of knowing in plans for development and learning. Apply major theories of early childhood development to practical scenarios. Identify practices in early childhood programs that build and maintain primary care relationships especially among infants and toddlers. Model student-designed developmentally appropriate learning activities that support development (one activity for each age group: infant/toddler, pre-primary and primary grade) including an explanation of how young children at each stage construct knowledge and acquire skills. Explain the effects of tobacco, alcohol, and drugs on child development and learning including strategies for prevention and intervention. Compare the developmental differences and learning approaches of children including how development and learning are integrated. Describe the development of young children during the early childhood years across all domains (physical, social, emotional, language, cognitive, and creative).
This course provides an introduction to the skills needed to establish and maintain a physically and psychologically safe and healthy learning environment for young children. Topics include preventing illness and accidents, handling emergencies, providing health, safety, and nutrition educational experiences, meeting children’s basic nutritional needs, child abuse prevention, safe sleep practices, and current health-related issues. The importance of collaboration with families and allied healthrofessionals is addressed.To complete assignments in this class, students are required to spend approximately 10 hours per semester outside of class time observing and interacting with young children in community-based early childhood programs.OTE: This course requires a MN OHS criminal background study including fingerprints. Learning Outcomes Identify the signs of emotional distress, child abuse, and neglect in scenarios describing young children including a description of the responsibilities and procedures for appropriate community referrals and mandated reporting when indicated Explain the developmental consequences of stress and trauma on children including research related to protective factors, resilience, development of mental health, and the importance of supportive relationships. Identify the characteristics of an early childhood program that support the healthy physical and psychological development of young children. Document practices that support healthy infant and toddler care including safe sleep, prevention of abusive head trauma, and infection control. Describe commonly occurring symptoms of illness and environmental hazards prevalent in early childhood programs. Describe a developmentally appropriate nutrition program for young children. Evaluate health, wellness, and nutrition practices in an early childhood program. Explain practices to limit the spread of disease and incidence of injury including the use of universal precautions. Demonstrate a student-designed developmentally appropriate learning experience for the young children supporting health, wellness, and nutrition.
This course examines the positive, developmentally appropriate strategies used to guide children’s behavior and support social and emotional development during early childhood. The course examines the multiple influences on child behavior as well asstrategies to support self-regulation and peer relationships during early childhood.To complete assignments in this class, students are required to spend approximately 10 hours per semester outside of class time observing and interacting with younchildren in community-based early childhood programs.NOTE: This course requires a MN OHS criminal background study including fingerprints. Learning Outcomes Plan environments where young children are able to explore and expand peer relationships. Articulate a philosophy of guidance that supports improved student outcomes and reduced exclusionary practices by describing relationship-based, culturally affirming and proactive approaches used by early childhood professionals. Plan developmentally appropriate routines, transitions, schedules, interaction sequences, and prosocial teaching strategies and tools in work with children from infancy through the primary years. Plan experiences in which children learn to express emotions in positive ways, solve problems, and make decisions including self-regulation and calming strategies. Create appropriate social and emotional goals for young children including assessing social and emotional development in children from infancy through the primary years. Explain the use of preventive strategies in developmentally appropriate guidance. Explain the importance of communication with colleagues and families to provide consistency in guidance. Label consequences and antecedents of behaviors and predict their effect on behaviors. Identify influences on child behavior including the developmental characteristics of children from infant through the primary years, environmental factors, development of self-regulation, stress and trauma, resilience, temperament, culture, and presence of supportive relationships. Describe the importance of early childhood mental health including creating in each child a sense of belonging, security, personal worth, self-esteem, and self-confidence toward learning.
ECYD 1250Learning and Creativity in Early Childhood3
This course examines the role of adults in providing environments, interactions, and activities that support learning and creativity in the early childhood years. The nature and importance of play as a vehicle for child learning is addressed as wellas implementation of developmentally and culturally appropriate practices. The importance of child choice and active exploration as strategies to meet appropriate goals for learning and development are stressed. Learning Outcomes Plan and describe developmentally appropriate learning environments and experiences that provide children with opportunities to use materials in age appropriate, self-selected, self-directed ways supporting all areas of development including creative. Plan and describe how to create learning environments for primary age children that emphasize play, active manipulation of concrete materials, child choice and decision making, exploration of the environment, and interactions with others and how suchenvironments support all areas of development. Plan and demonstrate playful and creative experiences that support development and appropriate learning goals for young children including social and emotional development such as self-esteem, individuality, and peer relationships. Plan and demonstrate appropriate experiences taking into consideration children?s schedule, daily routine, and need for balance between predicable active/quiet, social/solitary experiences, reliable transitions, and rest. Define creative development and describe how to create an environment where children are able to explore and expand their creative and other abilities. Explain the adult?s role in assessing, supporting, and promoting creativity and learning within an environment for children age birth to age eight, including selection, organization, and arrangement of the learning environment, materials, and activities. Select and utilize educational materials within planned experiences that balance children?s, including infants and toddlers, need for growing independence and active exploration with the need for safety and health. Examine and define developmentally appropriate practice as it relates to individual children, their families, communities, and the early childhood program. Describe the role of play in children?s learning and development. Plan and describe developmentally appropriate learning experiences that enable children to use play as an organizer between the acquisition and use of information supporting emerging individual cognitive development.
Prerequisites ECYD 1215 This course examines the developmental theories and caregiving skills unique to work with infants and toddlers. Students will build on their knowledge of child development with a special focus on topics such as temperament, attachment, brain development, and the emergence of self-regulation during the first years of life. Students will also explore the impacts of culture and diversity on the care and education of infants and toddlers. Age appropriate curriculum models and learning experiences arexplored.To complete this class, students are required to spend 50 hours per semester (approximately 5 hours per week) observing and interacting with infants and toddlers children in an approved community-based early childhod program.NOTE: This course requires a MN OHS criminal background study including fingerprints. Learning Outcomes Demonstrate the planning and implementation of age-appropriate environments and activities for infants and toddlers Explain the role of temperament, attachment, guidance and supportive relationships in infant and toddler learning and development Evaluate the health and safety features of infant and toddler environments Examine the role of culture and family in infant and toddler development Describe strategies for creating collaborative, reciprocal relations with families including appropriate referrals and community services Evaluate curriculum models for infant and toddlers in light of developmental considerations and what is known about best practice for the age group Describe the developmental considerations unique to the safe, healthy, sensitive and support care of infants and toddlers
Prerequisites ECYD 1215 This course focuses on the appropriate use of authentic observation and assessment strategies to document children’s development, growth, play and learning, to plan and individualize curriculum and teaching practices, and to join with families and professionals in promoting children’s success. Students will explore recording strategies, rating systems, multiple assessment tools, and portfolios. Focus is placed on increasing objectivity in observing and interpreting children’s behavior, using assssment ethically, observing developmental characteristics, and increasing the awareness of patterns of children’s behavior. Students participating in this course should expect to devote at least 15 hours per semester of out-o-class time to observation in a community-based early childhood setting.NOTE: This course requires a MN DHS criminal background study including fingerprints. Learning Outcomes Use observation and assessment data to plan appropriate programs, environments, and interactions. Reflect on observation and assessment results to revise teaching practices. Identify ethical considerations in authentic observation and assessment. Engage children in age-appropriate self-assessment for the purpose of instructional planning. Identify individual variation within and across developmental domains Interpret observation documentation to identify children?s level of development. Describe the way development influences learning and instructional decisions. Utilize a variety of observation and assessment tools to objectively observe the development of children. Use formative and summative program evaluation instruments to enhance and maintain comprehensive program quality for children, families, and the community. Use classroom observation, information about students and families, and research as sources for evaluating the outcomes of teaching and learning.
Prerequisites ECYD 1215 This course examines the development of skills in science, technology, engineering and mathematics during early childhood. Students will explore the learning trajectories associated with each content area as well as developmentally appropriate environments and experiences for teaching concepts such as number sense, counting patterns, measurement, the scientific process, balance symmetry, and more. An exploration of outdoor play and the incorporation of nature in early childhood programs is alsomphasized.To complete this class, students are required to spend 10 hours per semester observing and interacting with young children in an approved community-based early childhood program.NOTE: This course requires a MN DS criminal background study including fingerprints. Learning Outcomes Compare the treatment of STEM topics in various early childhood program models. Consider innovative approaches to STEM learning. Demonstrate the role of the teacher in supporting STEM exploration, activity, and development. Reflect on the role of technology in early childhood and describe the developmental considerations unique to this age group. Demonstrate creative and developmentally appropriate STEM environments and experiences. Examine STEM learning trajectories during early childhood including appropriate learning goals for STEM activities. Describe the importance of STEM topics as part of a well-rounded early childhood program that supports whole child development.
Prerequisites ECYD 1250 , ECYD 1235 , ECYD 1215 , ECYD 1225 , ECYD 1110 This course provides students an opportunity to demonstrate the early childhood teaching competencies explored in other classes while guided by a supervising teacher in a licensed early childhood program. The competencies addressed include: developing active and developmentally appropriate environments accessible to the multiple needs of learners, positive child guidance strategies, communication skills, and development of professional skills such as communication and respectful interactions wih families, colleagues, and other potential partners in the care and education of young children.Note: This course requires a clear Minnesota Criminal Background Study. Learning Outcomes Demonstrate the planning, design, and implementation of developmentally appropriate learning experiences with a special focus on meeting children’s physical and creative development needs. Active and naturalistic learning experiences that require thoughtful problem solving and implementation while embedding opportunities for student input in same. Demonstrate learning approaches that are accessible to all children, including those with diverse backgrounds, learning modalities, and exceptionalities, while demonstrating respect for all differences within the early childhood program. Demonstrate professional practice that shows: respect for children, families and colleagues; understanding the reciprocal nature of relationships; reflective teaching practices; and a commitment to on-going professional growth. Demonstrate use of a variety of teaching strategies that show flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs. Create active learning environments that balance opportunities for individual, small or large group activities emerging from the interests of the children, foster the development of positive behavior, and interaction skills and involve children in the planning and implementation of these ideas.
ECYD 1570Child and Family Relations in a Diverse World3
This course examines the impact of family, culture and society on young children. Students will consider strategies for emphasizing culturally and linguistically appropriate and anti-bias approaches while supporting children’s care and education. Students will examine the many types of families, as well as the importance of forging effective partnerships with families and community organizations and resources.To complete assignments in this class, students are required to spend approximately10 hours per semester outside of class time observing and interacting with young children in community-based early childhood programs.Note: This course requires a clear Minnesota Criminal Background Study including fingerprints. Learning Outcomes Demonstrate support for families in assessing educational and parenting options. Examine own biases, privileges, and preferences as they relate to work with children and families considering biases, perceptions, and academic training may affect their teaching practice and perpetuate oppressive systems. Demonstrate strategies to communicate positively with families in a variety of situations. Reflect on the way in which an asset-based mindset can be incorporated into teaching practices a means to validate children?s backgrounds and identities. Compare theories of family dynamics and relationships. Analyze diverse family systems. Plan age-appropriate learning experiences that align with children?s cultural backgrounds and support the formation of meaningful connections that enable children?s construction of knowledge and acquisition of skills. Explain the selection, implementation, and evaluation of appropriate culturally responsive strategies and community services to support students affected by individual and systemic trauma such as homelessness, foster care, or racism. Identify multiple theories of identity formation in early childhood. Design age appropriate experiences that support children?s developing social identities Explain how culture influences cognitive processes. Describe how family, culture and society impact children including the way in which prejudice, discrimination and racism operate at interpersonal, intergroup, and institutional level.
ECYD 1215 To complete assignments in this class, students are required to spend approximately 15 hours per semester outside of class time observing and interacting with young childrn in community-based early childhood programs.
ECYD 2500Shadow Study1
This course provides students an opportunity to shadow a master teacher in a child development setting. Course goals are based on individual need. Emphasis may include observation of various child development settings, adult-child interaction or the role of a caregiver.Note: This course requires a clear Minnesota Criminal Background Study. Learning Outcomes Identify course goals with instructor
This course provides students with an opportunity to experience both clinical and non-clinical sites, as well as expertise in the field. Emphasis will include volunteer experience in a selected setting. Course goals are based on site placement andindividual need.
Prerequisites ECYD 2340 , ECYD 1335 , ECYD 1520 This course provides students an opportunity to apply theory, knowledge, and skills in an early childhood setting. Students will demonstrate the ability to plan and lead developmentally, culturally, and individually appropriate activities that meetthe learning goals of the program in which they are placed.To complete this class, students are required to spend 150 hours per semester ( approximately 10-15 hours per week) observing and interacting with young children in an approved community baed early childhood program.Note: This course requires a clear Minnesota Criminal Background Study including fingerprints. Learning Outcomes Demonstrate a variety of teaching strategies within a cohesive unit of study that is appropriate to the children in the group Use knowledge of child development to plan environments and experiences appropriate to the age and stage of development of children in the program Apply knowledge of observation techniques to assessment of children and selection of appropriate activities, including adaptions or modifications Demonstrate professional behavior and reflective pride Use professional communication skills including speaking and writing Demonstrate understanding of early childhood learning trajectories and the selection and implementation of developmentally appropriate experiences Demonstrate the ability to develop positive, supportive relationships with children including meeting children’s care needs, guiding children, and promoting identity formation and self-esteem Demonstrate strategies for communicating with families about children’s care and learning
This course provides an opportunity to demonstrate competencies under guided supervision and to make connections between theory and practice. Students will develop professional behaviors through experience in professional settings.Students apply comprehensive understanding of developmentally and culturally appropriate approaches for supporting children and families in a variety of settings, including medical sites.To complete this class students are required to spend 120 hurs per semester (approximately 10-15 hours per week) observing and interacting with children and families in approved community-based programs.Prerequisites: Instructor permission is required for this course.Note: This course requires a clear Minesota Criminal Background Study. Learning Outcomes Participate in the organization or agency and in the community, as a representative of early childhood education and care Fulfill requirements of a professional role in an early care and education-related setting. Demonstrate reflective practice and problem solving while applying theory and knowledge of child, family, and client needs. When interacting with children, demonstrate developmentally appropriate practices including positive interactions, emotional support, and realistic expectations Serve children, families or clients in an ethical and professional manner. Gain experience in providing a therapeutic and safe environment for individuals and groups Work collaboratively with agencies/organizations to meet the needs to children, families or clients and to encourage the community’s involvement with early childhood education and care Utilize professional communication skills including speaking and writing, with clients and colleagues Demonstrate cultural competence and an understanding of the diverse backgrounds and needs of children, families and clients
