20 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 119Intro. to Early Childhood Education 4 0 0 04
EDU 131 Child, Family, & Community 3 0 0 0 3 EDU 144 Child Development I 3 0 0 0 3 EDU 145 Child Development II 3 0 0 0 3 EDU 146 Child Guidance 3 0 0 0 3 EDU 151 Creative Activities 3 0 0 0 3 EDU 153 Health, Safety & Nutrition 3 0 0 0 3 EDU 221 Children with Exceptionalities 3 0 0 0 3 EDU 234 Infants, Toddlers and Twos 3 0 0 0 3 EDU 280 Language & Literacy Experiences 3 0 0 0 3 EDU 284 EC Capstone 1 9 0 0 4 35
EDU 131Child, Family and Community (Fall, Spring) 3 03
This course covers the development of partnerships among culturally, linguisti- cally 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 be- tween 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 appro- priate relationship building strategies between diverse families, children birth through adolescence, schools, and communities and demonstrate a variety of 354
This course includes the theories of child development, observation and assess- ment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observa- tion and assessment of developmental sequences in approaches to play/learn- ing, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typi- cal/atypical developmental characteristics, explain biological and environmen- tal 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 as- sessment, 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, emo- tional/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 de- velopment for children that are culturally, linguistically, and ability diverse.
This course introduces evidence-based strategies to build nurturing relation- ships 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 influ- ences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative as- sessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strate- gies to encourage social skills, self-regulation, emotional expression and positive 355
This course introduces developmentally supportive, diverse, equitable, and inclu- sive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials and activities that align with the NC Foundations for Early Learning and Development. Emphasis is placed on best practices providing process-driven, culturally diverse, learning experiences in art, music, creative movement, dance, and dramatic play integrated across all domains and academic content in indoor/ outdoor environments for every young child age birth through age eight. Upon completion, students should be able to observe, examine, create, adapt, and ad- vocate for developmentally appropriate creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse.
EDU 153Health, Safety and Nutrition (Spring, Summer) 3 03
This course covers promoting and maintaining the health and well-being of ev- ery 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 Founda- tions for Early Learning and Development for health, safety, nutritional needs and safe learning environments.
EDU 184Early Child Intro. Pract. (Fall, Spring) 1 32
This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early child- hood environment. Emphasis is placed on observing children, assisting in the im- plementation of developmentally appropriate, culturally responsive, equitable, and ability diverse activities in indoor/outdoor environments for young children, supporting/engaging families, and modeling reflective/professional practices based on national/state guidelines. Upon completion, students should be able to implement respectful/reciprocal relationships with children and families, design, implement, and adapt developmentally appropriate activities, plans, and daily routines that align with NC Foundations for Early Learning and Development and 356
This course introduces students to knowledge, concepts, and best practices needed to provide developmentally appropriate, effective, inclusive, and cultur- ally responsive educational experiences in the classroom. Topics include growth and development, learning theory, student motivation, teaching diverse learn- ers, classroom management, inclusive environments, student-centered practices, instructional strategies, teaching methodologies, observation/assessment tech- niques, education planning, reflective practice, collaboration, cultural compe- tence, ethics, professionalism, and leadership. Upon completion, students should be able to identify 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 in- fluences on education, various perspectives on educational issues, and experi- ences 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 has been approved for transfer under the CAA and ICAA as a pre- major and/or elective course requirement.
EDU 221Children with Exceptionalities (Fall, Spring) 3 03
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 charac- teristics of exceptionalities and delays, early intervention/special education, tran- sitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. Upon completion, stu- dents should be able to recognize diverse abilities, describe the referral process, identify community resources, explain the importance of collaboration with fam- ilies/professionals, and develop appropriate strategies/adaptations to support 357
EDU 234Infants, Toddlers and Twos (Fall, Spring) 3 03
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 fami- lies 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 ex- posure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally, linguisti- cally and ability diverse children birth to 36 months.
This course provides information and strategies necessary for transfer to a teacher licensure program at a senior institution. Topics include entry level teacher licen- sure exam preparation, performance based assessment systems, requirements for entry into teacher educational programs, the process to become a licensed teacher in North Carolina, and professionalism and expectation within the field of education. Upon completion, students should be able to utilize educational terminology and demonstrate knowledge of teacher licensure processes includ- ing exam preparation, technology based portfolio assessment, and secondary admissions processes to the school of education at a senior institution.
ENG 111 and MAT 143, or ENG 111 and MAT 152, or ENG 111 and MAT 171
Corequisite
None
EDU 259Curriculum Planning (Fall) 3 03
This course is designed to focus on using content knowledge to build effective developmentally appropriate approaches that are culturally responsive, equi- table, and ability diverse for young children. Topics include components of cur- riculum, a variety of curriculum models, authentic observation and assessment, and planning developmentally appropriate experiences and indoor/outdoor environments aligned with the NC Foundations for Early Learning and Develop- ment. Upon completion, students should be able to understand, evaluate, and use developmentally appropriate curriculum to plan for the individual/group needs of young children. 358
EDU 261Early Childhood Administration I (Fall) 3 03
This course provides an overview of essential administrative components for managing early childhood programs, including child development, program frameworks, North Carolina child care rules and regulations, effective leader- ship practices, reflective supervision, and the NAEYC Code of Ethical Conduct. Emphasis is placed on personnel management, financial planning, reflective supervision strategies, child development principles, ethical decision-making, and ensuring compliance with state regulations to maintain high-quality learn- ing environments. Upon completion, students should be able to apply program standards, manage staffing and budgets, implement reflective supervision to support professional growth, integrate child development knowledge into pro- gram planning, uphold ethical responsibilities following the NAEYC Code of Ethi- cal Conduct, and navigate regulatory requirements to support successful early childhood program operations
EDU 262Early Childhood Administration II (Spring) 3 03
This course is designed to prepare students for leadership roles in licensed child care facilities in North Carolina by focusing on curriculum development, pro- gram assessment, and resource management for centers and families. Emphasis is placed on best practices in early childhood curriculum, quality improvement strategies, advocacy, and leadership in early learning environments. Upon com- pletion, students should be able to implement developmentally appropriate cur- riculum, assess program effectiveness, support families with relevant resources, and advocate for policies that enhance early childhood education and program quality.
EDU 279Literacy Develop and Instruct (Spring) 3 34
This course is designed to provide students with concepts and skills of literacy de- velopment, 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 devel- opment, developmentally appropriate pedagogy, culturally-responsive instruc- tion, standards-based outcomes, lesson planning, formative/summative assess- ment, recognizing reading difficulties, research-based interventions, authentic learning experiences, classroom implementation, and reflective practice. Upon 359
EDU 280Language and Literacy Experiences (Fall, Spring)3 03
This course provides evidence-based strategies for enhancing language and liter- acy experiences that align with NC Foundations for Early Learning and Develop- ment. 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, interac- tive 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.
This course covers the history, selection, and integration of literature and lan- guage in the early childhood curriculum. Topics include the history and selection of developmentally appropriate children’s literature and the use of books and other media to enhance language and literacy in the classroom. Upon comple- tion, students should be able to select appropriate books for storytelling, reading aloud, puppetry, flannel board use, and other techniques for children who are culturally, linguistically, and ability diverse.
EDU 284Early Child Capstone Prac (Fall, Spring) 1 94
This course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood envi- ronment. Emphasis is placed on designing, implementing and evaluating devel- opmentally 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 develop- mentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors, including the use of appropriate technology, as indicated by assignments and onsite faculty assessments. 360
