29 courses with the subject BKE, 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.
BKE 2320Child Development3
Credits: 3 hrs This is a critical reading course that examines the typical and atypical development of children 0-8 years of age, with close attention to physical, social, emotional and cognitive behaviors and the theoretical and research-based rationales for each. Through careful analysis reflection and evaluation of the text, the distinct stages of development through which young children develop and the factors that influence typical and atypical development are examined. A 10-hour field experience is required in which students observe and participate in reflective analysis of typical and atypical preschool and kidergarten settings serving children and their families. Students must demonstrate the ability to understand young children’s development and the ability to recognize and respect the varying cultural contexts of children.
Credits: 3 hrs This seminar provides the foundations to understanding the early childhood profession, including its history, foundation philosophies, and current issues- among them, developmentally appropriate curricula and environment. The course addresses the professional characteristics and ethics of early childhood teachers, early childhood professional organization policies and emphases, and current and future trends in early childhood and early childhood special education. An early field experience is required. Students spend 20 hours observing typical and atypical birth through kindergarten children and the settings in which care is provided for them.
Admission to Teacher Education Program. Grade: C or better.
BKE 2322Cultural and Individual Variations in Children and Families3
Credits: 3 hrs This course studies various cultural contexts of families with typical and atypical birth-to-kindergarten children. Students examine culture-specific child-rearing practices, family configuration, complex and differential interactions that are culture-based and their relationship to child and family perceptions, attitudes and behaviors. The complexities of family structure and individual uniqueness are examined. Students study how individual children develop in response to different family cultural contexts.
Admission to Teacher Education Program. Grade: C or better.
BKE 2323Child Development I: Infant and Toddler Development3
Credits: 3 hrs This course examines areas of infant and toddler, typical and atypical development, with close attention to motor, social, emotional and cognitive behaviors and the theoretical and research-based rationales for each. The distinct stages of development through which infants and toddlers develop and the factors that influence typical and atypical development are examined. A 10-hour field experience is required in which students observe and participate in reflective analysis of typical and atypical preschool and kindergarten settings serving children and their families. Students must demonstrate the ability to understand preschool and kindergarten children’s development and the ability to recognize and respect the varying cultural contexts of children.
Admission to Teacher Education Program. Grade: C or better.
BKE 2325Child Development II: Preschool and Kindergarten Development3
Credits: 3 hrs This course provides students with opportunities to investigate theories and current research in the development of preschool and kindergarten, typical and atypical children. Major cultural differences regarding views of the child and child-rearing practices are examined. Students examine and use research methods terminology and techniques to describe the interrelatedness of the domains of human development for both typical and atypical children. In a 10-hour field experience, students observe and participate in reflective analysis of typical and atypical preschool and kindergarten settings serving children and their families. Students must also demonstrate the ability to understand preschool and kindergarten children’s development and the ability to recognize and respect the varying cultural contexts of children and families.
Credits: 3 hrs This course is designed to teach students how to recognize and implement appropriate environmental strategies that support early literacy development and appropriate early experiences with books and writing. Emphasis is placed on speaking and listening, as well as reading and writing readiness. Upon completion of the course, students will be able to select, plan, implement, and evaluate appropriate early literacy experiences.
Credits: 3 hrs This seminar provides an opportunity for students to study current aspects of early childhood education, including statutes governing child care facilities, developmentally appropriate curriculum and child observation.
Credits: 3 hrs This course is designed to develop a broad set of observation skills in teachers of young children. Through this course students acquire the ability to apply and interpret a variety of formal and informal assessment tools. Students collect data on groups of and individual children, utilizing system observations, screening and developmental assessment tools, interviewing and descriptive case studies. Each student completes an individual case study. A 20-hour field experience is required. Students begin the field experience by observing in a variety of settings serving birth through kindergarten, typical and atypical children, and progress to an intensive study of an individual child for the purpose of developing a case study that includes an individualized education plan.
Credits: 3 hrs This course is designed to teach students how to recognize and implement appropriate environmental strategies that support early literacy development and appropriate early experiences with books and writing. Emphasis is placed on speaking and listening, as well as reading and writing readiness. Upon completion of the course, students will be able to select, plan, implement, and evaluate appropriate early literacy experiences.
BKE 2323 : Child Development I and BKE 2325 : Child Development II.
BKE 3330Creative Expressions of Young Children3
The following courses were not found in the supplied content but, were listed in program requirements. Please review and provide us, if possible, with the correct information.
Credits: 3 hrs This course is designed to prepare students to create, adapt, implement and manage safe, rich, and developmentally appropriate classroom environments which develop emergent conceptual abilities, cognitive processing skills, optimal social and physical skills and creative expressions of young children. In a 20-hour field experience, students demonstrate the ability to foster children’s learning, manage health and safety needs, and implement an integrated curriculum that is developmentally and functionally appropriate and includes individual, group, child and teacher initiated activities.
BKE 3333Teacher, Parent and Professional Partnerships3
Credits: 3 hrs This course is designed to acquaint students with the need for educators, parents and community agencies to work together for optimal development of children. Students learn to work with other professionals and parents to design appropriate family service plans. The course emphasizes the role of the teacher in initiating and implementing this cooperative process and is taken concurrently with the Family Studies Practicum. The course is team-taught by a parent, a University faculty member and one or more members of the interdisciplinary team.
Credits: 3 hrs In this course, students examine the concept of family development. Students study individuals’ behavior in families from a developmental framework. Further, students explore how families change because of individual development and in response to individual ages, needs and roles. Particular attention is given to developmental challenges of families having typical or atypical, birth to kindergarten children.
Credits: 3 hrs This course covers the history, principles and methodology of assessment and evaluation. Competent observational skills, utilization of family and developmental screening, assessment and evaluation instruments, and assessment techniques and procedures for typical and atypical children are emphasized. Identification of appropriate instruments to assess the total development of children and their families is a major part of this course. A 10-hour field experience is required, in which individual children and children within the context of their families are assessed, using formal and informal instruments.
Credits: 3 hrs This course explores the major differences in the degree to which various intellectual abilities and behaviors are valued, and hence, emphasized by different cultures. Students examine how various abilities are viewed by the family and in turn emphasized and/or de-emphasized as ability worth learning (e.g., some cultures value silence and listening while others value language verbosity). Students study the relationship of family values to education systems and processes and explore ways in which intellectual skills valued by diverse groups can be integrated into the process of educating typical and atypical, birth to kindergarten children.
Credits: 3 hrs This course takes a relationship- based, developmental approach to observation, screening, and assessment of children from birth through age three. Assessment is viewed as an integral part of the intervention process and as a collaboration between parents and providers. Students are trained to focus on underlying developmental processes as well as the appearance of individual milestones in cognitive, social/emotional, communication, and sensory and motor development. Students are guided in partnering with parents to assess the child’s strengths and challenges to development, and to identify the family’s priorities for services. Selected screening tools, standardized tests, and criterion-referenced instruments are reviewed. Students receive introductory training in one screening and one assessment tool, including administration, interpretation, referral, and recommendations for developmental intervention. The rationale and practices for screening, referral, and assessment in various infant/toddler settings (e.g., child care, Early Head Start, early intervention) are examined.
Credits: 3 hrs This course designed to support students with integrating theory and practice, refining methods of teaching, and deepening their understanding of how to work effectively with children and families from diverse backgrounds. This course is also designed to provide principals and strategies for implementing developmentally appropriate guidance for children birth through kindergarten, the focus of which includes working with children with and without disabilities, including those who are at risk for delays. Significance is placed on promoting the child’s self esteem, cultural awareness, and effective communication skills, and also supports direct/indirect strategies and observation for critiquing the underlying causes of behavior. Upon completion, students should be able to demonstrate appropriate interactions with children and families which promote conflict resolution, self control, self motivation, and increased self-esteem in children.
BKE 3343Working with Families/Teaming with Systems3
Credits: 3 hrs This course is designed to promote an understanding of parenting and family life from pregnancy through the first eight years of life. Using family systems and selected developmental theory as organizing frameworks, the course explores the structure and function of families, psychological processes of parenting, and the development of the parent/child/ family relationship within the context of culture and community. The contributions and challenges of early childhood disability to family relationships are also explored. Further, the course provides guidelines for examining the nature of the relationship between the family and Systems, as well as the tenets of relationship- based, family centered approaches to child/family/systems work.
BKE 3344Curriculum Planning for Preschool Classrooms3
Credits: 3 hrs This course is designed to provide guidelines for curriculum planning for classrooms of young children ages birth – kindergarten. Topics in the course include early childhood philosophy, child observation, curriculum planning (indoor and outdoor), environmental design, material selection, scheduling, assessment and evaluation. Upon completion of the course, students should be able to assess and evaluate curriculum, plan for daily, weekly, and long range instruction, and plan appropriate environments for young children.
Credits: 3 hrs This course introduces the prevention and early intervention model of service delivery. It is designed for students to research the theory which supports early intervention services, and also is designed to assist in the development of strategies for working with pregnant mothers, parents, and young children from 0 to age three in the prevention of disabilities. It also includes strategies for working with very young children with disabilities, including those who are at risk. Upon completion, students should be able to assess young children, identify systems for providing service to the young children who are at risk, or who has been diagnosed for having disabilities. Students will also develop strategies for prevention, and for working with parents of young children with and without disabilities.
Credits: 3 hrs This course explores the major differences in the degree to which various intellectual abilities and behaviors are valued and, hence, emphasized by different cultures. Students examine how various abilities are viewed by the family and in turn emphasized and/or de-emphasized as ability worth learning (e.g., some cultures value silence and listening while others value language verbosity). Students study the relationship of family values to education systems and processes and explore ways in which intellectual skills valued by diverse groups can be integrated into the process of educating typical and atypical, birth to kindergarten children.
Admission to Teacher Education Program. Grade: C or better.
BKE 4312Mathematics and Science for Young Children3
Credits: 3 hrs This course focuses on early mathematical and science content and concepts that is relevant to young children during the first five years of life. The course is designed to teach students effective strategies to recognize and promote mathematical and science development and learning in all young children. Students will explore what mathematics and science look like for infants, toddlers, and preschoolers and learn specific ways to facilitate young children’s development in mathematics and scinece. Students will practice what they are learning through a variety of assignments, including hands-on mathematics and science interactions with young children. Upon completioiin of the course, students will be able to indentify opportunities for mathematics and science learning throughout the curriclum, observe and assess young children’s developing mathematics and science knowledge, plan experiences that focus on specific mathematical and science concepts, and use a variety of strategies and materials to promote children’s interests and abilities in mathematics and science.
Enrollees in this course must have been admitted to Teacher Education.
BKE 4333Responsive Pedagogy and Designing Early Childhood Curricula3
Credits: 3 hrs This course is designed to be the capstone methods course in which students apply theory to practice through a case study approach. Student teachers begin to clarify their developing ideologies about teaching and the teaching process by using observation and other assessment tools. This course provides students with knowledge, skills and abilities necessary to design and implement culturally and developmentally appropriate infant, toddler, and preschool and kindergarten programs for children who may be developing typically or atypically. Creative expressions are emphasized. Students must demonstrate knowledge of developmental, cultural, health and medical needs of individual and groups of children when designing the learning environment. Emphasis is placed on developmentally appropriate curricula that effectively serve culturally diverse, typical and atypical children. This course is taught collaboratively by an interdisciplinary team, including professors, kindergarten teachers, child care providers and students.
BKE 4334Creative Expressions for Young Children (Art, Music, Drama, Literature, Dance)3
Credits: 3 hrs This interdisciplinary course for teachers of young children is designed to develop skills in integrating arts curricula to promote the creative expressions of young children. Methods for using music, art, drama, dance and literature are emphasized to enhance the total development of young children. Students observe in a variety of settings serving birth through kindergarten, typical and atypical children. Students record the methods used to promote creative expressions of young children. Students also develop an integrated curriculum for a selected group of children. During the time students are enrolled in this course, they will be involved in a one-day-a-week student teaching experience in which they will be able to demonstrate the knowledge, skills and dispositions they have acquired in the course.
Admission to Teacher Education Program. Grade: C or better.
BKE 4335Administration and Leadership in ECE3
Credits: 3 hrs This course is designed to teach students how to recognize and implement appropriate strategies for the supervision and administration of early childhood education programs. This course covers the policies, procedures, evaluation, and responsibilities for the management of early childhood education programs. Topics include the development and implementation of goals and objectives, principles of supervision, budgeting and financial management, program assessment, and meeting the standards for a NC Child Day Care license. Upon completion, students should be able to develop program goals and objectives and a program assessment plan, explain licensing standards, determine budgeting needs, and describe effective methods of personnel supervision.
Credits: 3 hrs This course offers practical principles and techniques for developmentally appropriate guidance and classroom management for infant, toddler, preschool, and kindergarten environments. Emphasis is placed upon encouraging self-esteem and cultural awareness. Effective communication skills, as well as direct and indirect guidance techniques and strategies are offered. Upon completion, students will be able to demonstrate strategies which encourage positive social interactions, promote conflict resolution, and develop self-control, self-motivation, and self-esteem in children. The Birth-Kindergarten Preclinical Lab experience is a part of this course. The pre-clinical experience is a semester-long, intensive field experience that takes place the semester prior to student teaching and is designed to prepare teacher education majors and teacher licensure candidates to gradually acquire the skills, knowledge, and dispositions they will need to be successful during student teaching. During the pre-clinical experience, teacher education majors and teacher licensure candidates spend two full days each week in the same classroom and school, work one-on-one with students, and eventually teach a minimum of four-fully developed lesson plans to the full class. Pre-clinical candidates also attend monthly on-campus seminars and complete beginning pieces of their teacher performance assessment process.
Admission to Educator Preparation Program, BKE 2320 - Child Development , or BKE 2323 - Child Development I: Infant and Toddler Development and BKE 2325 - Child Development II: Preschool and Kindergarten Development Student Learning Outcome: Critical Thinking Level of Knowledge this Course Address(es): Depth of Study - Teacher Licensure Latest Update(s) Approved by Academic Standards and Curriculum: May 18, 2021 Effective Date: Fall 2021
BKE 4338Family Studies Practicum3
Credits: 3 hrs Experiences are provided for students in a variety of approved schools and agencies that have established and maintained positive, collaborative relationships with families with birth to kindergarten children who are developing both typically and atypically. The course will focus on respecting parents’ choices and goals for their children, communicating effectively with parents, involving families in planning for their children, demonstrating sensitivity to and respect for varying cultural contexts of families, and communicating effectively with other professionals concerning children and families.
Admission to Teacher Education Program Grade: C or better.
BKE 4344Curriculum Planning for Preschool Classrooms3
Credits: 3 hrs This course is designed to provide guidelines for curriculum planning for classrooms of young children ages birth - kindergarten. Topics in the course include early childhood philosophy, child observation, curriculum planning (indoor and outdoor), environmental design, material selection, scheduling, assessment and evaluation. Upon completion of the course, students should be able to asses and evaluate curriculum, plan for daily, weekly, and long-range instruction, and plan appropriate environments for young children.
Credits: 3 hrs The student must serve as an intern at an approved early childhood education site under the direct supervision of a person responsible for managing the program. This internship experience provides opportunities for the student to reflect on day-to-day activities regarding the instructional program, supervision of children and staff, program planning, management, and assessment, budget management, work with parents and other family members, and communications with staff and others. Upon completion of this course, the student should demonstrate competence in program management of an early childhood education program.
