140 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.
An introduction to the principles and practices of working with groups of children in the early learning years. Areas of study include introduction to the child care profession, child growth and development, and getting to know the whole child. This course provides the first half of instruction necessary to qualify for the NC Child Care Credential. (F)
An overview for individuals preparing for employment as a teacher in a child care profession. Areas of study include developmental^ appropriate practices, positive guidance, and providing a safe and healthy environment. This course provides the final half of instruction necessary to qualify for the NC Child Care
Seminar emphasis will be placed on preparing creative instructional materials; nurturing children’s physical, social, emotional and intellectual growth. Seminar topics will also be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, registered family home day care, public schools, state and federally funded day care, and Head Start. Feasibility, convenience and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children. (F,W,Sp,Su)
Introductory study of creative activities for children in all areas of the early childhood curriculum. Sessions focus on creative learning environments for chil- dren, on planning and implementing developmental^ appropriate experiences, and on creating appropriate teaching materials. Practical experience will be pro- vided for experimentation in various media. (F)
Study of the physical development of children with emphasis on movement, rhythms, games, and other activities which promote optimal development. Each student will develop a series of activities appropriate for a specific level of develop- ment. (W) 195
Methods for Young Children Credit 3 (3-0) Study of the methods and materials applied to communicate skills with special emphasis on geography, reading, and social studies as components of the total language arts and social studies programs in preschool through third grade. (F) 130
Methods for Young Children Credit 3 (3-0) A study of language acquisition and young children’s emerging communication capacities from infancy through middle childhood. Emphasis will be placed on the basic components of language: listening, speaking, writing, and reading. Social studies will be understood as an integral part of the total early childhood curriculum. (W)
Seminar emphasis will be placed on preparing creative instructional materials and nurturing children’s physical, social, emotional and intellectual growth. Semi- nar topics will be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, registered family home day care, public schools, state and federally funded day care, and Head Start. Feasibility, convenience and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children. (F,W,Sp,Su)
Behavior management is a practical course designed to help the student under- stand the theory of human behavior and misbehavior and how to deal effectively with behavior problems in the early childhood years. (Sp)
The study of behavior management as an educational tool. Emphasis will be on the importance of having age appropriate expectation for children, under- standing the relationship between self-concept and behavior, and on the way that program planning can affect behavior. Students will explore strategies for managing behavior using productive and positive techniques. (F)
The students will be introduced to the relationship between the family and the child care program. The students will study the family's influence on the child, the interaction between the family and the care giver, and the role of the care giver in assisting families with their children. (Sp)
Seminar emphasis will be placed on preparing creative instructional materi- als; nurturing children's physical, social, emotional and intellectual growth. Seminar topics will be drawn from the student's work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting for the number of hours prescribed each quarter. The work experience can come from a myriad of pos- sibilities including private day care, registered family home day care, public schools, state and federally funded day care, and Head Start. Feasibility, con- venience and scheduling determine placement of the students. This experi- ence provides an opportunity for students to develop further skills in work- ing with young children in assisting with programming activities and in adapt- ing to the needs of individual children. (F,W,Sp,Su)
Course will evaluate lesson plans to determine if they are developmentally ap- propriate, identify methods of assessing the progress of children, prepare proce- dures for assessment of curriculum deficiencies which can be used to determine staff development needs and identify curriculum implementation resources spe- cific to local communities. Field trips will be taken to allow student to evaluate a number of different curriculums and environments in daycare setting. (Su) 196
Seminar emphasis will be placed on preparing creative instructional materials; nurturing children’s physical, social, emotional and intellectual growth. Seminar topics will also be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting in the community for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, private nursery schools, public schools, state and federally funded day care, and Head Start. Feasibility, convenience and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children.
Seminar emphasis will be placed on preparing creative instructional materials; nurturing children’s physical, social, emotional and intellectual growth. Seminar topics will also be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting in the community for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, private nursery schools, public schools, state and federally funded day care, and Head Start. Feasibility, convenience and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children.
Seminar emphasis will be placed on preparing creative instructional materials; nurturing children’s physical, social, emotional and intellectual growth. Seminar topics will also be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting in the community for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, private nursery schools, public schools, state and federally funded day care, and Head Start. Feasibility, convenience and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children.
Study of principles and practices of early childhood education. The types of facilities and media which promote optimal development of each child. Guidelines for identifying, planning, organizing, and implementing appropriate programs for various levels of development are derived through group discussions and indi- vidual projects.
Planning and designing of an appropriate program of activities for an early childhood curriculum that will meet the child’s social, emotional, motor and cognitive needs. 131
This course of study will apply skills iearned in EDU 0154 to evaluate lesson plans to determine if they are developmentally appropriate, identify methods of assessing the progress of children, prepare procedures for assessment of cur- riculum deficiencies which can be used to determine staff development needs and identify curriculum implementation resources specific to local communities.
Seminar emphasis will be placed on observing and recording the behavior of children; promoting good relations with parents and methods of finding a job. Seminar topics will also be drawn from the student’s work experience during the week. Work experience is a vital part of the Early Childhood program. Each student will be assigned to an educational setting in the community for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, private nursery schools, public schools, state and federally funded day care, and Head Start. Feasibility, conveni- ence and scheduling determine placement of the students. This experience pro- vides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children.
Study of children with developmental variations requiring modifications in ac- tivities. Consideration is given to recognition of problems, community resources and appropriate activities for the child with exceptional deviations in personality or physical development. (Sp)
Designed to provide the student with experiences that will enable them to com- municate effectively with parents, plan for parent involvement, and develop a series of programs for presentation to the parents of children in their classroom.
Study of crisis situations in the lives of children to include death, divorce, child abuse and illness. Problem solving situations will be given and methods analyzed. (Su)
An introduction of exceptionalities: identification, causes, and support ser- vices for exceptional individuals. Content includes assessment, intervention strategies and technique, and support services. Multicultural attitudes toward special needs individuals will be studied. (Sp)
Seminar emphasis will be placed on preparing creative instructional materials; nurturing children’s physical, social, emotional and intellectual growth. Seminar topics will also be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, registered family home day care, public schools, state and federally funded day care, and Head Start. Feasibility, convenience, and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children. (F,W,Sp,Su)
for Young Children Credit 3 (3-0) To acquaint potential educators of children with operational planning, physical facilities, financial management, staff development, and legal issues in day care centers. (F)
An up-to-date look at trends and issues affecting education for young children today. Designed to make the student aware of the changes these trends and issues might have on childhood education in the near future. (W)
The study of literature appropriate for young children, this course is designed to familiarize the student with authors and illustrators of children’s books. Topics include criteria for evaluating the literary value of children’s books, and strategies for sharing literature with young children. (Sp)
A course to provide the student with some understanding of music as a learning tool for the young child. Students participate in song, dance and rhythmic activities which are appropriate to the interest and musical developmental level of young children. (Su)
Students will recognize administrative concerns common to most early childhood programs. These concerns include establishing goals, policies and procedures and philosophy. Attention is given to principles of supervision, budgeting and funding, relationships with service and regulatory agencies. State licensing guidelines will also be emphasized. This course meets the Child Day Care Sec- tion’s requirements for child day care administrators. (F)
Study of basic concepts from biological, physical, and natural sciences. Labora- tory experiences provide opportunities to develop projects for demonstrating simple science concepts to young children, utilizing materials from nature and simple equipment. Each student will develop a series of projects appropriate for a specific level of development. (F) 197
Seminar emphasis will be placed on preparing creative instructional materi- als; nurturing children's physical, social, emotional and intellectual growth. Seminar topics will be drawn from the student's work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting for the number of hours prescribed each quarter. The work experience can come from a myriad of pos- sibilities including private day care, registered family home day care, public schools, state and federally funded day care, and Head Start. Feasibility, con- venience and scheduling determine placement of the students. This experi- ence provides an opportunity for students to develop further skills in work- ing with young children in assisting with programming activities and in adapt- ing to the needs of individual children. (F,W,Sp,Su)
for Instructional Aides Credit 3 (3-0) A course designed for the study of methods, materials, and techniques of im- proving instruction. The course is organized to give opportunities for the student to study in-depth areas of interest and need. (On Request)
Seminar emphasis will be placed on preparing creative instructional materials; nurturing children’s physical, social, emotional and intellectual growth. Seminar topics will be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, registered family home day care, public schools, state and federally funded day care, and Head Start. Feasibility, convenience and schedul- ing determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children. (F,W,Sp,Su)
Audio-Visual Production Credit 3 (2-2) A course designed to provide training in audio-visual production including the making of transparencies, elementary photography, lettering, dry mounting, and laminating. (On Request)
Study of the physical development of children with emphasis on movement, rhythms, games, and other activities which promote optimal development. Each student will develop a series of activities appropriate for a specific level of develop- ment.
Individual and group exploration of activities and media for promoting optimal overall development of children with emphasis on arts and crafts.
Seminar emphasis will be placed on preparing creative instructional materials; nurturing children’s physical, social, emotional and intellectual growth. Seminar topics will also be drawn from the student’s work experience during the week. A vital portion of this course will be devoted to work experience. Each student will be assigned to an educational setting in the community for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, private nursery schools, public schools, state and federally funded day care, and Head Start. Feasibility, convenience, and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children.
Seminar emphasis will be placed on observing rand recording the behavior of children; promoting good relations with parents and methods of finding a job. Seminar topics will also be drawn from the student’s work experience during the week. Work experience is a vital part of the Early Childhood program. Each student will be assigned to an educational setting in the community for the number of hours prescribed each quarter. The work experience can come from a myriad of possibilities including private day care, private nursery schools, public schools, state and federally funded day care, and Head Start. Feasibility, conveni- ence, and scheduling determine placement of the students. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children.
Methods for Young Children Credit 3 (3-0) Study of the methods and materials applied to communicate skills with special emphasis on reading readiness, reading, and social studies as components of the total language arts and social studies programs in preschool through third grade.
Behavior management is a practical course designed to help the student under- stand the theory of human behavior and misbehavior and how to deal effectively with behavior problems in the early childhood years.
This course introduces early childhood education and the role of the teacher in environments that encourage exploration and learning. Topics include professionalism, child growth and development, individuality, family, and culture. Upon completion, students should be able to identify and demonstrate knowledge of professional roles, major areas of child growth and development, and diverse families.
This course introduces developmentally appropriate practices, positive guidance, and standards of health, safety, and nutrition. Topics include the learning environment, planning developmentally appropriate activities, positive guidance techniques, and health, safety, and nutrition standards. Upon completion, students should be able to demonstrate developmentally appropriate activities and positive guidance techniques and describe health/sanitation/nutrition practices that promote healthy environments for children.
This course covers business/professional practices for family early childhood providers, developmentally appropriate practices, positive guidance, and methods of providing a safe and healthy environment. Topics include developmentally appropriate practices; health, safety, and nutrition; and business and professionalism. Upon completion, students should be able to develop a handbook of policies, procedures, and practices for a family child care home.
This course introduces the American educational system and the teaching profession. Topics include historical and philosophical foundations of education, contemporary educational trends and issues, curriculum development, and observation and participation in public school classrooms. Upon completion, students should be able to relate classroom observations to the roles of teachers and schools and the process of teacher education. This course has been approved to satisfy the CAA for transferability as a premajor and/or elective course requirement.
This course covers the teacher associate’s role in the educational system. Topics include history of education, professional responsibilities and ethics, cultural diversity, communication skills, and identification of the optimal learning environment. Upon completion, students should be able to describe the supporting professional role of the teacher associate, demonstrate positive communication, and discuss educational philosophy. This course is a unique concentration requirement in the Teacher Associate Concentration in the Early Childhood Education program.
This course introduces the foundations of culturally responsive, equitable and inclusive early childhood education, planning intentional developmentally appropriate experiences, learning activities, and teaching strategies for indoor and outdoor environments for all young children, guidance techniques, and professionalism. 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, guidance techniques, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to implement developmentally appropriate environments, guidance techniques, schedules, and teaching strategies across developmental domains to support culturally, linguistically, and ability diverse children and their families in inclusive settings, and design a personal career/professional development plan.
This course introduces the foundations of responsive and accessible school- age care and education including planning intentional, developmentally
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 is an introduction to Autism Spectrum Disorders and the skills and competencies needed to work within programs and facilities providing supervised services to persons diagnosed with ASD. Topics include knowledge of characteristics and services, evidence based practices to address social, behavioral, educational, developmental and communication needs through appropriate assessment, planning, implementation of services, and strategies for effective family/community engagement and advocacy for persons with ASD. Upon completion, students should be able to demonstrate knowledge of the charcteristics of ASD, application of techniques and interventions used when working with the ASD population, understanding of how to write and implement plans to provide approved documentation, and provide hands-on experiences within programs or facilities serving persons with ASD.
This course provides a comprehensive introduction of best strategies for creating and planning an inclusive and diverse environment to meet the individual needs of children using research-based practices. Topics include adaptations and accommodations to the indoor/outdoor classroom environments, materials, schedules, learning experiences, and assistive technologies. Upon completion, students should be able to make adaptations to environments, materials, schedules, learning experiences, and assistive technologies to create inclusive classroom settings.
This course introduces developmentally supportive, diverse, equitable, and inclusive 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 advocate for developmentally appropriate creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse.
This course provides a laboratory component to complement EDU 151. Emphasis is placed on practical experiences that enhance concepts introduced in the classroom. Upon completion, students should be able to demonstrate a practical understanding of the development and implementation of appropriate creative activities. 284
A vital part of the Teacher Associate program is that each student will be assign- ed to an education setting for the number of hours prescribed each quarter. The laboratory experience can come from a myriad of possibilities including public schools and state and federally funded day care and centers for exceptional children. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children. Seminar emphasis will be placed on nurturing children’s physical, social, emotional, and intellectual growth. Seminar topics will also be drawn from the student's laboratory work during the week.
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 young children and the varied causes, expressions, prevention methods and management strategies of challenging behaviors. Emphasis is placed on culturally responsive and supportive caregiver/family/child relationships, positive emotional/social environments, developmental concerns, risk factors, and planning culturally responsive, equitable, developmentally appropriate intervention strategies. Upon completion, students should be able to identify factors that influence emotional/social development, utilize screening measures, and design positive behavioral supports for children and the environment, as well as effective teaching strategies.
This course introduces physical activities to promote the development of children with diverse abilities, birth through middle childhood. Topics include active play, outdoor learning, design of the environment, development of play skills, loose parts play, nature play, risk/benefit assessment, advocacy, and family/community connection. Upon completion, students should be able to discuss the stages of play, the role of teachers in play, active play environments, advocate for the child's right to play, and plan and assess culturally responsive, equitable and developmentally appropriate experiences using NC Foundations for Early Learning and Development.
This course covers maintaining the health and well-being of all school- age children. Topics include health, safety, nutrition, physical activities and environments that promote development, fitness, and healthy lifestyles. Upon completion, students should be able to plan developmentally appropriate, safe/healthy physical activities that support the healthy development of school-age children, be able to plan and identify healthy eating choices that support healthy development as well as design safety policies and procedures and environments that promote healthy lifestyles.
This course covers children with exceptionalities as life long learners within the context of the community, school and family. Emphasis is placed on inclusion, legal, social/political, environmental, and cultural issues relating to the teaching of children with exceptionalities. Upon completion, students should be able to demonstrate knowledge of identification processes, inclusive techniques, and professional practices and attitudes.
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 culturally, linguistically and 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, student should be able to utilize developmentally appropriate behavior management, utilize high-quality instructional strategies that enhance the teaching/learning process and promote students' academic success.
This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children, assisting in the implementation 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 demonstrate ethical/professional behaviors as indicated by assignments and onsite/virtual faculty assessments.
This course covers concepts, resources, and methods for teaching reading and writing to school-aged 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 developmentally appropriate reading and writing experiences. This course is a unique concentration requirement in the Teacher Associate Concentration in the Early Childhood Education program.
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. null 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. null Upon completion, students should be able to identify the knowledge, skills, roles, and responsibilities of an effectiv educator as defined by state and national professional teaching standards.
This course covers topics and issues in early childhood education. 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 current topics and issues in early childhood education.
This course provides an opportunity to explore areas of current interest in specific program or discipline areas. Emphasis is placed on subject matter appropriate to the program or discipline. Upon completion, students should be able to demonstrate an understanding of the specific area of study.
This course provides an opportunity to explore areas of current interest in specific program or discipline areas. Emphasis is placed on subject matter appropriate to the program or discipline. Upon completion, students should be able to demonstrate an understanding of the specific area of study.
A vital part of the Teacher Associate program is that each student will be assign- ed to an education setting for the number of hours prescribed each quarter. The laboratory experience can come from a myriad of possibilities including public schools, state and federally funded day care and centers for exceptional children. This experience provides an opportunity for students to develop further skills in working with young children in assisting with programming activities and in adapting to the needs of individual children. Seminar emphasis will be placed on learning how to develop a positive self-concept in children. Seminar topics will also be drawn from the student's laboratory work during the week.
Study of children with developmental variations requiring modifications in ac- tivities. Consideration is given to recognition of problems, community re- sources, and appropriate activities for the child with exceptional deviations in ‘personality or physical development.
Designed to provide the student with experiences that will enable them to com- municate effectively with parents, plan for parent involvement, and develop a series of programs for presentation to the parents of children in their classroom. 96
A vital part of the Early Childhood Specialist program as each student will be assigned to an education setting for the number of hours prescribed each quarter. The laboratory experience can come from a myriad of possibilities including private day care, private nursery school, kindergarten, public schools, public school kindergartens and state and federally funded day care. This experience provides an opportunity for students to develop further skill in working with young children in assisting with programming activities and in adapting to the needs of individual children. Seminar emphasis will be placed on observing and recording the behavior of children. Seminar topics will also be drawn from the student’s laboratory work during the week.
Study of crisis situations in the lives of children to include death, divorce, child abuse and illness. Problem solving situations will be given and methods analyzed.
To acquaint potential educators of children with the various aspects of the profession. Opportunities include establishing philosophy and policies, plan- ning an appropriate program, selecting materials and equipment, and im- plementing a workable budget.
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 learners with emotional or behavioral disorders encompassing characteristics, assessments, placement alternatives, inclusive environments and family interventions. Topics include etiology of emotional or behavioral disorders, appropriate intervention strategies, early intervention/special education referral and transition processes, family and community partnerships, inclusive environments, and legislative mandates. Upon completion, students should be able to identify characteristics of behavior for which additional supports are needed, describe the referral processes, identify community resources, collaborate with families/professionals, understand the importance of advocacy for learners, and recognize appropriate intervention strategies in inclusive environments. 10 Courses
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.
Spring Credit Hours
Aide of the Exceptional Child Current practices and materials used in programs dealing with exceptional children are investigated and evaluated. Emphasis will be placed on a flexibility of programs to meet individual learning needs.
for Instructional Aides A course designed for the study of methods, materials, and techniques of im- proving instruction. The course is organized to give opportunities for the student to study in-depth areas of interest and need.
Mathematics 4.0 UNITS This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching mathematics in the middle grades, emphasizing conceptual understanding, procedural fluency, and mathematical reasoning aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing equitable, student- centered instruction that integrates number systems, algebraic reasoning, geometry, and data analysis with real-world problem-solving, technology use, and culturally responsive teaching practices. Upon completion, students should be able to plan and implement standards-based mathematics lessons, promote critical thinking and problem-solving, address student misconceptions, and adapt instruction to meet the diverse developmental and learning needs of all middle grades students.
for Middle Grades 3.0 UNITS This course introduces assessment strategies, differentiation methods, and applications of mathematical content knowledge to support effective, inclusive teaching in middle grades mathematics classrooms. Topics include formative and summative assessments, data-informed decision-making, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and evidence-based strategies for engaging diverse students in mathematical reasoning and inquiry. Upon completion, students should be able to design and apply assessment tools, analyze student data to guide instruction, differentiate lessons to promote equity and access, and demonstrate a deep understanding of mathematical concepts that support conceptual growth and achievement for all students.
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.
This course focuses on practical applications that support the healthy development of very young children by applying principles of quality inclusive early care and education. Emphasis is placed on recognizing the interrelated factors that impact children's development through planning, evaluating and adapting quality environments, including activities and adult/child interactions. Upon completion, students should be able to demonstrate the ability to engage in respectful, responsive care that meets the unique needs of individual children/families.
This course introduces developmentally supportive, inclusive, and creative learning environments for school-age programs, focusing on diverse, equitable, and engaging experiences in art, music, movement, and dramatic play. Emphasis is placed on fostering divergent thinking, creative problem- solving, and integrating process-driven activities across academic subjects in both indoor and outdoor settings. Upon completion, students should be able to observe, analyze, design, adapt, and advocate for creative learning opportunities that reflect the cultural, linguistic, and ability diversity of school-age children, ensuring accessibility and meaningful engagement in developmentally appropriate and inclusive educational experiences.
This course introduces principles and practices essential to preparing and supporting administrators of programs serving school-age children in before and after school programs, summer care, and intersession care. Topics include program philosophy, policies and procedures, state licensing and regulations, business planning, fiscal and staff management, and fund development. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, ensure compliance with state regulations, develop comprehensive business plans, and explore career development opportunities.
This course builds on the foundational principles introduced in School Age Administration I, focusing on advanced topics essential for administrators of programs serving school-age children. Topics include advocacy and leadership, public relations, community outreach and partnerships, program quality and evaluation, and ethical conduct. Upon completion, students should be able to evaluate program quality, develop advocacy strategies, and integrate community resources into school-age programs.
Science 4.0 UNITS This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching science in the middle grades, emphasizing inquiry, scientific reasoning, and conceptual understanding aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing student-centered, hands-on instruction that integrates life, physical, and earth sciences with real-world applications, technology, and engineering design practices that encourage curiosity and critical thinking. Upon completion, students should be able to plan and implement standards- based science lessons that promote inquiry, data analysis, problem-solving, and evidence-based reasoning while adapting instruction to meet the diverse developmental and learning needs of middle grades students.
This course introduces assessment strategies, differentiation methods, and applications of scientific content knowledge to support effective, inclusive science teaching in the middle grades classroom. Topics include formative and summative assessments, inquiry-based investigations, Universal Design for Learning (UDL), safety and lab management, and evidence-based strategies for engaging all students in scientific exploration and critical thinking. Upon completion, students should be able to design and use assessment tools to measure conceptual understanding, analyze student data to guide instruction, differentiate lessons to promote access and equity, and apply scientific inquiry skills to foster curiosity and achievement among diverse students.
EDU 245 Policies and Procedures 3 0 0 3 EDU 271 Educational Technology 2 2 0 3 These courses must be completed by a partnering senior institution:
This course is designed to introduce new lateral entry teachers to the policies and procedures established by the local education agency. Topics include emergency situation procedures, acceptable discipline, chain of command, role of mentors, evaluation procedures, employment requirements, dress codes, and other policies and procedures. Upon completion, students should be able to explain the policies and procedures to students, parents, or others and discuss the purpose of each policy category.
This course introduces the developmental foundations of young children from birth through kindergarten, emphasizing emotional well-being, resilience, and the creation of nurturing learning environments that promote healthy growth and school readiness. Emphasis is placed on understanding the cognitive, social, emotional, and physical stages of early development; recognizing the impact of relationships, environment, and stress; and applying responsive strategies that support secure attachment and adaptive coping in young children. Upon completion, students should be able to design supportive routines and learning experiences that promote self-regulation, confidence, and resilience; build positive relationships with children and families; and create inclusive, developmentally appropriate environments that strengthen early learning and well-being.
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.
e This course covers fundamental concepts in the content areas of science, technology, engineering, math and social studies through investigative experiences. Emphasis is placed on exploring fundamental concepts, developmentally appropriate scope and sequence, and teaching strategies to engage each child in the discovery approach. Upon completion, students should be able to understand major concepts in each content area and implement appropriate experiences for young children.
This course introduces discovery experiences in math and science. Topics include concepts, facts, phenomena, and skills in each area. Upon completion, students should be able to identify, plan, select materials and equipment, and implement and evaluate developmentally appropriate curriculum materials.
This courses covers theory, methods, and integration of music into a total early childhood experience. Topics include music theory, musical instruments, song design, and performance on the keyboard and autoharp. Upon completion, students should be able to play and sing a song and integrate musical skills into the curriculum.
This course covers the use of music and creative movement for children. Topics include a general survey of the basic elements of music and planning, designing, and implementing music and movement experiences for creative learning. Upon completion, students should be able to use 3 voice and various musical instruments to provide musical and movement activities for children.
This course provides an overview of developmentally appropriate curriculum strategies and learning experiences for children from birth to age five, focusing on designing, implementing, and evaluating inclusive, responsive, and equitable learning opportunities across diverse early childhood settings. Emphasis is placed on integrating early childhood content domains, aligning curriculum with the NC Foundations for Early Learning and Development, and applying best practices for observation, assessment, and instructional design in culturally and linguistically diverse environments. Upon completion, students should be able to design and implement developmentally appropriate, inclusive, and culturally responsive curriculum plans that reflect best practices in early education, support individual and group learning needs, and promote holistic growth across multiple domains of child development.
This course is designed to focus on using content knowledge to build effective developmentally appropriate approaches that are culturally responsive, equitable, and ability diverse for young children. Topics include components of curriculum, 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 Development. Upon completion, students should be able to understand, evaluate, and use developmentally appropriate curriculum to plan for the individual/group needs of young children.
This course provides an overview of assessment practices and family collaboration strategies for children from birth through kindergarten, emphasizing the use of authentic, developmentally appropriate methods to support growth, learning, and equitable outcomes across diverse early childhood settings. Emphasis is placed on observation, documentation, and assessment techniques that respect cultural, linguistic, and ability diversity, as well as strategies for engaging families as active partners in understanding and supporting children's development. Upon completion, students should be able to implement effective assessment practices, analyze and use data to inform curriculum decisions, and collaborate with families to create inclusive, responsive learning environments that promote each child's developmental progress and success.
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 leadership 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 learning 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 program planning, uphold ethical responsibilities following the NAEYC Code of Ethical Conduct, and navigate regulatory requirements to support successful early childhood program operations.
This course is designed to prepare students for leadership roles in licensed child care facilities in North Carolina by focusing on curriculum Courses 11
This course introduces the methods and procedures for development and administration of school-age programs in the public or proprietary setting. Emphasis is placed on the construction and organization of the physical environment. Upon completion, students should be able to plan, develop and administer a quality school-age program.
This course provides a comprehensive introduction of strategies, best practices, and skills to effectively teach math in K-12 special education settings while aligning instruction with NC DPI curriculum standards and the InTASC Model Core Teaching Standards. Topics include number sense and operations; data analysis and probability; mathematical problem solving, communication, and reasoning; technology in math; and algebraic and geometric concepts individualized and tailored to each students' needs across various educational settings. Upon completion, students should be able to assess learning needs, implement and evaluate curriculum, ensure comprehensive and adaptive math instruction to support diverse, equitable and inclusive learning requirements.
This course provides a comprehensive introduction to evidence-based strategies, best practices, and instructional skills for teaching reading and writing in K-12 special education settings while aligning with NC DPI curriculum standards and the InTASC Model Core Teaching Standards. Topics include phonological awareness, phonics, fluency, vocabulary, and comprehension; written expression; literacy assessment and progress monitoring; assistive and adaptive technologies; and differentiated instruction for diverse students across general and specialized settings. Upon completion, students should be able to design, implement, and evaluate individualized literacy instruction that fosters language development, reading proficiency, and equitable access to literacy for students with a wide range of learning needs and exceptionalities. 4 Courses
This course introduces the foundations of language and literacy development in children from birth through age five, emphasizing evidence-based strategies and developmentally appropriate practices that foster communication, comprehension, and early literacy skills across diverse early learning environments. Emphasis is placed on the developmental stages of emergent literacy, including receptive and expressive language, print awareness, and early writing, as well as the influence of cultural, linguistic, and family factors on literacy growth. Upon completion, students should be able to plan, implement, and evaluate inclusive, literacy-rich experiences that promote language and literacy development, select diverse and developmentally appropriate materials, and design integrated activities aligned with the NC Foundations for Early Learning and Development.
This course introduces the fundamental concepts, developmental progressions, and instructional approaches that support early mathematical learning from birth through kindergarten. Emphasis is placed on understanding how young children construct number sense, spatial reasoning, and problem-solving skills through play, exploration, and meaningful everyday experiences aligned with the North Carolina Foundations for Early Learning and Development. Upon completion, students should be able to design and implement developmentally appropriate learning experiences that foster curiosity, mathematical thinking, and early numeracy; integrate math into daily routines and play; and adapt instruction to meet the diverse needs of young students.
This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching mathematics in high school, emphasizing conceptual understanding, procedural fluency, and mathematical reasoning aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing rigorous, student-centered instruction that integrates algebra, functions, geometry, statistics, and calculus with real-world applications, inquiry-based learning, and the effective use of technology and mathematical modeling. Upon completion, students should be able to plan and implement standards-based mathematics lessons that foster critical thinking, problem-solving, and communication; address student misconceptions; and adapt instruction to meet the diverse developmental and learning needs of secondary students.
This course introduces assessment strategies, differentiation methods, and applications of mathematical content knowledge to support effective, data-driven instruction in high school mathematics classrooms. Topics include formative and summative assessments, data analysis for instructional planning, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and evidence-based strategies that promote engagement, persistence, and achievement among diverse students. Upon completion, students should be able to design and use varied assessment tools, analyze student performance data to guide instruction, differentiate lessons to enhance access and equity, and apply advanced mathematical concepts in authentic, problem-based learning contexts.
This course is designed to provide learners with the knowledge and skills to create, manage, and assess effective instructional environments, learning attitudes, and behaviors for today's diverse learning population. Topics include organizing the learning environment, fostering positive learning attitudes, supporting healthy stakeholder partnerships, engaging students using effective differentiated instruction, guiding, and managing student behaviors, and assessing student progress. Upon completion of this course, learners will demonstrate effective dispositions of the professional educator that include managing schedules, spaces, and resources, promoting supportive learning mindsets, engaging students with diverse instructional strategies, guiding student behaviors to maximize both the instructional and social climate, and analyzing and effectively responding to student progress.
This course introduces the use of technology to enhance teaching and learning in all educational settings. Topics include technology concepts, instructional strategies, materials and adaptive technology for children with exceptionalities, facilitation of assessment/evaluation, and ethical issues surrounding the use of technology. Upon completion, students should be able to apply technology enhanced instructional strategies, use a variety of technology resources and demonstrate appropriate technology skills in educational environments. Take ENG 095;
This course is designed to provide students with the knowledge and skills to utilize digital instructional technologies and technology-based assessments to plan and implement appropriate educational experiences and interventions in the classroom. Topics include educational technology to enhance instruction, instructional technologies for teaching, technology- based assessment, formative and summative assessments, data to inform practice, and ethical practices for technology and assessment. Upon completion, students will be able to demonstrate effective integration of educational technology into classroom practice, appropriate use of technology-based assessments, and practical application of data to inform educational planning and interventions.
This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching science in high school, emphasizing inquiry, scientific reasoning, and conceptual understanding aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing rigorous, student-centered instruction that integrates biology, chemistry, physics, and earth/environmental science with real-world applications, engineering design, and technology-enhanced investigations that develop critical and analytical thinking. Upon completion, students should be able to plan and implement standards-based science lessons that promote inquiry, data analysis, and scientific communication; address misconceptions; and adapt instruction to meet the developmental and learning needs of diverse secondary students.
This course introduces assessment strategies, differentiation methods, and applications of scientific content knowledge to support effective, inclusive, and data-driven instruction in high school science classrooms. Topics include formative and summative assessments, data interpretation, Universal Design for Learning (UDL), safety and ethics in laboratory instruction, and evidence-based strategies for engaging diverse students in scientific reasoning and inquiry. Upon completion, students should be able to design and implement varied assessment tools, analyze student data to guide instruction, differentiate science instruction to enhance access and equity, and apply advanced content knowledge to real-world scientific problem solving.
This course provides specialized training using an experienced-based approach to learning. Topics include instructional preparation and
This course is designed to provide learners with the content knowledge, instructional methods/materials, and assessment techniques needed to provide research-based math and science K - 12 instruction. Topics include essential math and science concepts and skills, developmentally appropriate pedagogy, culturally responsive instruction, standards-based outcomes, technology enhanced lesson planning, formative/summative assessments, research-based interventions, authentic learning experiences, and reflective practice. Upon completion, learners will be able to plan, implement, assess, and reflect on developmentally appropriate math and science instruction aligned to the NC Standard Course of Study, other professional and national standards.
This course is designed to provide learners with the content knowledge, instructional methods/materials, and assessment techniques needed to provide research-based social studies and ELA K -12 instruction. Topics include essential social studies and ELA concepts and skills, developmentally appropriate Courses 5
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. null 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. null 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.
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 covers the history, selection, and integration of literature and language 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 completion, students should be able to select appropriate books for storytelling, reading aloud, puppetry, flannel board use, and other techniques. Take ENG 095;
This course is designed to allow learners to demonstrate acquired skills and competencies in a developmentally appropriate learning environment. Topics include dispositions of effective teachers, portfolio assessment development, reflective practice, teaching methods, assessment strategies, and professional practices based on state and national Teaching Standards. Upon completion, learners should be able to provide a portfolio assessment with evidence of ethical/professional standards, respect for a diverse population in learning environments, content knowledge, appropriate guidance intervention, and grade-level technology enhanced lesson planning/ assessments through practices in the classroom environment.
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.
This course is designed to allow students to demonstrate acquired skills in a quality public or private school 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 demonstrate developmentally appropriate lesson plans/assessments, appropriate guidance techniques, ethical/professional behaviors including the use of appropriate technology, as indicated by assignments and onsite faculty visits.
This course covers advanced topics and issues that relate to school- age programs. Emphasis is placed on current advocacy issues, emerging technology, professional growth, ethics, and organizations for providers/ teachers working with school-age populations. Upon completion, students should be able to list, discuss, and explain advanced current topics and issues surrounding school-aged populations.
Source: Stanly Community College's catalog, linked per course · table learning_unit · CourseShelf publish 61
