44 courses with the subject CFS, 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.
Experimental, temporary or trial course for groups of students all engaged in the same topic. Topic varies from semester to semester or section to section. A specific content offering may be offered under a topics course number up to three times, after which departments must file for a permanent course number.
Children and families, the role of the teacher, the role of schools and educational programs in communities and society, history and philosophy of education, educational futures, teacher education knowledge base, and contemporary issues. Same as SPED/ED 200.
Child development, parent development; the co-relationship between mothers and fathers and their children in the developing years. Traits and characteristics of healthy families.
Societal change, including the relationship between women and men, and its impact on childhood. Childhood in U.S. ethnic groups and in non- western cultures. Implications for those working with children in education, social services, health care, etc.
Foundations, historical and theoretical backgrounds, models of early education, cultural relationships of teachers and young children. Professional viewpoints from national organizations.
Supportive tools are provided to pre-service teachers to complete and submit a performance-based assessment tool to determine preparation for teacher candidates. Successful completion of the teacher assessment requirements is a condition of licensure in the State of Minnesota.
Implications of birth order on the family; implications of the family constellation. Instructor will provide more depth on each topic area.
Current issues, child/family programs, teaching methods.
Language and literacy development (including English as a second language) in the preschool years. Creating and evaluating developmentally appropriate literacy rich environments for children with diverse needs.
3] Authentic assessment strategies for infants, toddlers, and young children with and without disabilities. Includes observational strategies, play-based assessment and portfolios to link assessment to appropriate intervention.
Managing the classroom and daily routines. Effective communication. Alternate solutions to discipline young children. Crisis management techniques including working with special education.
Introduction to the history, philosophy and program models for parent/family education with emphasis on Early Childhood Family Education in Minnesota. Diverse family systems and needs for parent education. Professional and ethical behavioral outlined.
Typical and atypical development of children, prenatal through 10 years. Methods of observation, application of development theories to early childhood practices.
Diverse families and their development including families with children with disabilities. Current issues impacting families. Communication strategies and parent partnerships. Needs of families and resources. Strategies for family involvement.
Review knowledge of basic concepts of curriculum, materials, and methodology necessary for services to young children in inclusive educational settings. This course includes the UDWR through the completion of the Teacher Work Sample. Students must earn a B- or higher grade in this course to continue on to CFS 460, Student Teaching in Early Education, where the TWS assignment is completed. 161
Children's literature Birth through age 8. Locate, evaluate and select high-quality children's literature to be used for a variety of purposes with children birth through age 8.
Child development during infancy and toddler stages, theory of infant development, understanding the range of normality, typical and atypical development.
Part of Methods Block designed to review knowledge of basic concepts of individualized group education for young children with and without disabilities. Understanding curriculum, materials, and methodology necessary for young children with disabilities in ECSE and inclusive educational settings.
Teaching strategies for infants and toddlers with and without disabilities. Assessment, intervention, program development, home visiting and working as a team. Pre-Requisite(s): CFS431
Supervised student teaching in early childhood settings. X grading option. Pre-Requisite(s):
Credit for independent work by a single student arranged and supervised by a faculty member.
Implications of birth order on the family; implications of the family constellation. Instructor will provide more depth on each topic area.
Introduction to the history, philosophy and program models for parent/family education with emphasis on Early Childhood Family Education in Minnesota. Diverse family systems and needs for parent education. Professional and ethical behavioral outlined.
Typical and atypical development of children, ages 3 through 10. Application of theories of development, observation skills, and understanding of the influence of early experiences for early childhood practices.
In-depth analysis of diverse family systems. Theories of family development. Developing communication skills and partnership . strategies. Values and attitudes and their impact on working with families. Family stress, coping and resources. Families with challenges. Levels of parent involvement. Analyzing current issues and their impact on families.
Credit for independent research by a single student arranged and supervised by a faculty member. Not intended for culminating project research such as thesis or starred paper.
[Credits: 1.00-4.00] A variable content course design to address specialized areas of study related to early childhood education, child development, parent education, parenting practices, legislation, child advocacy or other topics which are of current concern to faculty and/or students.
Philosophies, procedures and appropriate practices in the screening and assessment of infants, toddlers and preschoolers. Hands-on experience in conducting assessments of young children for referral/eligibility for special education. Interpretation of results for intervention.
Special Education [Credits: 3] Overview of early childhood, early childhood special education including history, philosophies, legal requirements. Professional viewpoints from national organizations. Models of early education and early childhood special education.
A seminar focusing on research and current issues for students working on MS projects. An overview of the research process and strategies for completing thesis and starred papers.
Overview of various methods and curricula used in the field of parent and family education. Review and evaluation of existing programs and curricula. Development and adoption of parent and family education curricula for specific populations.
Study of development prenatally to 2 years, typical and atypical. Analysis of the impact of family, community, culture and society upon development. Examination of ethical issues associated with this period of development. Can be repeated.
Analysis of diverse family systems, communication, teaming, stress and coping. Critical analysis of family needs, concerns and priorities.
Develop curriculum based on assessment data, children's goals, objectives and best practices. Understand inclusion and strategies for 240
Stages of parenthood and interface with adult development. Application of adult learning theories to parent education settings.
Teaching strategies for infants and toddlers with disabilities/delays including appropriate handling, positioning and feeding related to disabilities and/or special health concerns. Linking assessment information to the development of appropriate goals/objectives and interventions. Working as a member of an interdisciplinary team/development of IFSPs/Home visiting.
In-depth analysis of group dynamics and effective group skills in parent education. Theories of group process approaches to leadership. Communication within groups.
Field experiences observing parent education settings. Analysis and development of parent education methods and resources.
Field experiences observing parent groups in a variety of parent and family education settings. Analysis of group process and situations.
Supervised student teaching in parent/family education programs with parent groups. Students also participate in a concurrent seminar with peers.
Supervised student teaching in ECSE infant/toddler programs. Student teaching seminar.
Supervised student teaching in ECSE preschool programs. Student teaching seminars.
Allows continuous enrollment for Master's students who have completed all required coursework, but are still working on a culminating project. Can be used in final term to meet Graduate Enrollment policy requirement.
A graduate only course that is used for completion of the culminating project of a Master's Degree, including Master's Thesis, Starred Paper and Creative Work. Six credits total are required for graduation for Thesis and Creative Work. Three credits are normally required for Starred Paper.
Source: Saint Cloud State University's catalog, linked per course · table learning_unit · CourseShelf publish 61
