50 courses with the subject EDU, 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.
EDU 119Introduction to Early Childhood Education4
This course introduces the foundations of early childhood education the diverse educational settings for young children professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations national early learning standards NC Foundations for Early Learning and Development state regulations program types career options professionalism ethical conduct quality inclusive environments and curriculum responsive to the needs of each child/family. Upon completion students should be able to design a career/professional development plan appropriate environments schedules and activity plans.
This course introduces the students to the early childhood classroom setting and the roles that professionals play in that setting. Emphasis is placed on observations of children/teachers in the classroom and the use of assessment tools to enhance planning and implementation of curricular experiences. Upon completion students should be able to use various child assessment tools determine developmental characteristics of children and plan developmentally appropriate curricula.
This course covers the development of partnerships among culturally linguistically and ability diverse families children schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing and supporting respectful relationships between diverse families programs/schools and community agencies/resources reflective of the NAEYC Code of Ethical Conduct and the Code of Ethics for North Carolina Educators. Upon completion students should be able to identify appropriate relationship building strategies between diverse families children birth through adolescence schools and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child.
This course includes the theories of child development observation and assessment milestones and factors that influence development from conception through approximately 36 months. Emphasis is placed on knowledge observation and assessment of developmental sequences in approaches to play/learning emotional/social health/physical language/communication and cognitive domains. Upon completion students should be able to compare/contrast typical/atypical developmental characteristics explain biological and environmental factors that impact development and identify evidence-based strategies for enhancing development for children that are culturally linguistically and ability diverse.
This course includes the theories of child development observation and assessment milestones and factors that influence development from preschool through middle childhood. Emphasis is placed on knowledge observation and assessment of developmental sequences in approaches to play/learning emotional/social health/physical language/communication and cognitive domains. Upon completion students should be able to compare/contrast typical/atypical developmental characteristics explain biological and environmental factors that impact development and identify evidence-based strategies for enhancing development for children that are culturally linguistically and ability diverse.
This course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments cultural linguistic and socio-economic influences on behavior appropriate expectations the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion students should be able to demonstrate direct/indirect strategies to encourage social skills self-regulation emotional expression and positive behaviors while recognizing the relationship between children's social emotional and cognitive development.
This course introduces developmentally supportive creative learning environments with attention to divergent thinking creative problem-solving evidence-based teaching practices and open-ended learning materials while applying NC Foundations for Early Learning and Development. Emphasis is placed on observation of process driven learning experiences in art music creative movement dance and dramatics for every young child age birth through eight integrated through all domains and academic content. Upon completion students should be able to examine create and adapt developmentally creative learning materials experiences and environments for children that are culturally linguistically and ability diverse.
This course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines common childhood illnesses maintaining safe and healthy learning environments health benefits of active play recognition and reporting of abuse/neglect and state regulations. Upon completion students should be able to apply knowledge of NC Foundations for Early Learning and Development for health safety nutritional needs and safe learning environments.
This course covers the emotional/social development of children and the causes expressions prevention and management of challenging behaviors in all children. Emphasis is placed on caregiver/family/child relationships positive emotional/social environments developmental concerns risk factors and intervention strategies. Upon completion students should be able to identify factors influencing emotional/social development utilizing screening measures and designing positive behavioral supports.
EDU 162Observation and Assessment in Early Childhood Education3
This course introduces the research benefits goals and ethical considerations associated with observation and formative assessment in early childhood education. Emphasis is placed on the implementation of multiple observation/assessment strategies including anecdotal records event samples rating scales and portfolios to create appropriate learning experiences. Upon completion students should be able to practice responsible assessment and effectively use tools to assess the child teacher practices and indoor and outdoor environments to enhance programming; and explain the importance of assessment partnerships with families and other professionals.
This course examines classroom management and evidence-based instructional strategies that create supportive learning environments to provide developmentally appropriate guidance for school-age populations. Topics include classroom management and organization teaching strategies individual student differences and learning styles ongoing systematic observation and developmentally appropriate classroom guidance techniques. Upon completion students should be able to utilize developmentally appropriate behavior management and high quality instructional strategies that enhance the teaching/learning process and promote students' academic success.
This course introduces students to knowledge concepts and best practices needed to provide developmentally appropriate effective inclusive and culturally responsive educational experiences in the classroom. Topics include growth and development learning theory student motivation teaching diverse learners classroom management inclusive environments student-centered practices instructional strategies teaching methodologies observation/assessment techniques educational planning reflective practice collaboration cultural competence ethics professionalism and leadership. Upon completion students should be able to identify the knowledge skills roles and responsibilities of an effective educator as defined by state and national professional teaching standards.
This course introduces the examination of the American educational systems and the teaching profession. Topics include the historical and philosophical influences on education various perspectives on educational issues and experiences in birth through grade 12 classrooms. Upon completion students should be able to reflect on classroom observations analyze the different educational approaches including classical/traditional and progressive and have knowledge of the various roles of educational systems at the federal state and local level.
This course covers atypical patterns of child development inclusive/diverse settings evidenced-based educational/family plans differentiated instruction adaptive materials and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays early intervention/special education transitions observation developmental screening formative assessment of children and collaborating with families and community partners. Upon completion students should be able to recognize diverse abilities describe the referral process identify community resources explain the importance of collaboration with families/professionals and develop appropriate strategies/adaptations to support children in all environments with best practices as defined by laws policies and the NC Foundations for Early Learning and Development.
This course provides a comprehensive study of characteristics alternative assessments teaching strategies placement options inclusion and family intervention for children with specific learning disabilities. Topics include causes assessment instruments learning strategies and collaborative/inclusion methods for children with specific learning disabilities. Upon completion students should be able to assist in identifying assessing and providing educational interventions for children with specific learning disabilities and their families.
This course covers the development of high-quality individualized responsive/engaging relationships and experiences for infants toddlers and twos. Emphasis is placed on typical and atypical child development working with diverse families to provide positive supportive and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. Upon completion students should be able to demonstrate responsive curriculum planning respectful relationships and exposure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally linguistically and ability diverse children birth to 36 months.
This course provides lateral entry teachers an introduction to learning theory various styles of learning and motivational factors involved in the learning process. Emphasis is placed on the development of cognitive skills using the eight types of intelligence and applying these to practical classroom situations. Upon completion students should be able to describe theories and styles of learning and discuss the relationship between different types of intelligence to learning motivation.
This course covers characteristics intervention strategies assistive technologies and inclusive practices for children with sensory and physical disabilities. Topics include inclusive placement options utilization of support services other health impairments and family involvement for children with sensory and physical disabilities. Upon completion students should be able to identify and utilize intervention strategies and service delivery options for those specific disabilities.
This course covers the causes and assessment of developmental delays and individualized instruction and curriculum for children with developmental delays. Emphasis is placed on definition characteristics assessment educational strategies inclusion family involvement and services for children with developmental delays. Upon completion students should be able to identify assess and plan educational intervention strategies for children with developmental delays and their families.
This course provides information and strategies necessary for transfer to a teacher licensure program at a senior institution. Topics include entry level teacher licensure exam preparation performance based assessment systems requirements for entry into teacher education programs the process to become a licensed teacher in North Carolina and professionalism including expectations within the field of education. Upon completion students should be able to utilize educational terminology and demonstrate knowledge of teacher licensure processes including exam preparation technology based portfolio assessment and secondary admissions processes to the school of education at a senior institution.
This course is designed to focus on using content knowledge to build developmentally effective approaches for culturally/linguistically/ability diverse young children. Topics include components of curriculum a variety of curriculum models authentic observation and assessment and planning developmentally appropriate experiences aligned with the NC Foundations for Early Learning and Development. Upon completion students should be able to understand evaluate and use curriculum to plan for individual/group needs.
This course introduces principles and practices essential to preparing and supporting child care administrators. Topics include program philosophy policies and procedures NC Child Care Law and Rules business planning personnel and fiscal management and NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administration. Upon completion students should be able to articulate a developmentally appropriate program philosophy locate current state licensing regulations analyze a business plan and examine comprehensive program policies and procedures.
This course focuses on advocacy/leadership public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation involvement in early childhood professional organizations leadership/mentoring family volunteer and community involvement and early childhood advocacy. Upon completion students should be able to define and evaluate all components of early childhood programs develop strategies for advocacy and integrate community into programs.
This course introduces the ethical use of technology to enhance teaching and learning in all educational settings. Emphasis is placed on technology concepts ethical issues digital citizenship instructional strategies assistive technology and the use of technology for professional development and communication. Upon completion students should be able to discuss technology concepts ethically use a variety of technology resources demonstrate appropriate technology skills in educational environments and identify assistive technology.
This course is designed to provide students with concepts and skills of literacy development instructional methods/materials and assessment techniques needed to provide scientifically-based systematic reading and writing instruction into educational practice. Topics include literacy concepts reading and writing development developmentally appropriate pedagogy culturally-responsive instruction standards-based outcomes lesson planning formative/summative assessment recognizing reading difficulties research-based interventions authentic learning experiences classroom implementation and reflective practice. Upon completion students should be able to plan implement assess evaluate and demonstrate developmentally appropriate literacy instruction aligned to the NC Standard Course of Study and other state and national standards.
This course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language print concepts appropriate observations/assessments literacy enriched environments quality selection of diverse literature interactive media and inclusive practices. Upon completion students should be able to select plan implement and evaluate developmentally appropriate language and literacy experiences for children who are culturally linguistically and ability diverse.
EDU 281Instructional Strategies in Reading and Writing3
This course covers concepts resources and methods for teaching reading and writing to elementary through middle-grade children. Topics include the importance of literacy learning styles skills assessment various reading and writing approaches and instructional strategies. Upon completion students should be able to assess plan implement and evaluate school-age literacy experiences as related to the North Carolina Standard Course of Study.
This course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent quality early childhood environment. Emphasis is placed on designing implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. Upon completion students should be able to apply NC Foundations for Early Learning and Development to demonstrate developmentally appropriate plans/assessments appropriate guidance techniques and ethical/professional behaviors including the use of appropriate technology as indicated by assignments and onsite faculty assessments.
EDU 288Advanced Issues in Early Childhood Education2
This course covers advanced topics and issues in early childhood. Emphasis is placed on current advocacy issues emerging technology professional growth experiences and other related topics. Upon completion students should be able to list discuss and explain advanced current topics and issues in early childhood education.
