20 courses with the subject EC, 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.
EC 200Child Development (Birth to Age 9)3
This course provides an in-depth learning experience in child development theory and best practices that apply to the care and education of children from birth to 9 years of age. Assessment and observation techniques are carefully aligned with curriculum and program planning so students may see the strong connection between assessment and curricular practices. Principles of physical, social-emotional, cognitive, moral, aesthetic, and language development will be covered within the context of family and community. Students will examine issues relating to the development of children, ages birth to 9 years, from an historical, cultural, and family perspective, as well as through current theories and research. As a stage of development, early childhood will be studied and analyzed across the full range of normative, non-normative, inter-and intra-variability for all young children. Students will learn and practice the basic skills of observation. Students will be required to apply theory to daily practice.
This course will be based on principles of child development, including understanding how children learn from birth to 9 years of age, and focusing on all the domains of the child’s development. The relationship between each child and the teacher is the basis of all effective teaching. Students will examine the historical and psychological perspective of early childhood education in order to understand the context and particular challenges of early childhood professionalism today. The principles and stages of child development, birth to 9 years of age, will serve as the foundation for defining the essential components of a successful learning environment for young children. Family and community relationships will be emphasized as well.
This course addresses the physical, cognitive, and psychosocial development of children in grades PreK through four. The student is introduced to major concepts and theories of child development and the scholarship and research that inform these concepts and theories. The course is designed to promote connections between one's understanding of child development and how that understanding informs those who work with this age group. 3 credits
This course provides an overview of the role and value of play in child development and learning. Students will examine stages of children’s play and learn how play reflects and enhances social, emotional, cognitive, and physical development. Topics include various perspectives on the meaning of play, current theories about play, research on children’s play, and the role of play during various stages of development, from infancy through the school-age years. Students will design an appropriate play environment for early childhood classrooms. They will demonstrate the ability to assess children’ play skills and adapt activities to support and facilitate symbolic representation through play.
This course provides the theoretical principles and methodologies in the teaching of mathematics for prospective teachers of children ages 3 to 9 years old—and about how the mathematical mind of the child works. The course of study is designed to promote mathematics teaching competence; review exemplary curriculum materials, and design the creation of standard-based, active learning environments that foster curiosity, confidence, and persistence; and encourage the successful acquisition of knowledge of important mathematical relationships, number sense, and the ability to solve problems in the early years. Participants will strive to gather examples of current teaching methodologies through a progression of field observations. Field work- 15 hours
This course provides the theoretical principles and methodologies in the teaching of science for prospective teachers of children ages 3 to 9 years old—and about how the scientific mind of the child works. The course of study is designed to promote science teaching competence, review exemplary curriculum materials, and design the creation of standards-based, active learning environments that foster curiosity, confidence, and persistence, and encourage the successful acquisition of knowledge and skills of scientific ideas necessary to understand and explain phenomena of the natural world. Participants will strive to gather examples of current teaching strategies through a progression of field observations. 3 credits 178
EC 307Curriculum and Assessment for Early Childhood Education
This course will be based on principles of child development, including understanding how children learn from birth to 9 years, and focusing on all the domains of the child’s development. The course hinges on an understanding of how children grow and develop socially, emotionally, morally, cognitively, aesthetically, physically, in language, and as part of their families and communities. Five effective models for early childhood classrooms will be examined. The theoretical foundation for the course is rooted in child development theory, multiple intelligences, and contemporary neuroscience. Formal and informal assessment strategies will be a part of diversification of curriculum and instruction. 3 credits
This course provides an in-depth learning experience in best practices that applies to the care and education of children from birth to 3 years of age. Principles of development and infant/toddler milestones form the basis for making decisions about effective caregiving practices. Emphasis will also be placed on the child within the context of the family as a major factor to consider when determining high-quality infant/toddler care outside the home. This course combines in-class learning with a 40-hour practicum experience where students will have the opportunity to interact with children and caregivers and apply theory and in-class learning. Students will also study the sociological and political contexts that affect programs for infants and toddlers. This course requires a 15-hour practicum experience.
This course focuses on recognizing and implementing partnership relationships among the child, the family, and the community. Family is recognized as a primary unit of a diverse and unique nature. Family systems are examined to understand family structure and function. Likewise, family is viewed in its role in a child’s development. The family and community will be examined using strategies for meeting cross-cultural needs. Knowledge of community resources and family methods to find and access these resources will be examined as well.
Students will choose a STEAM project to research, develop, and implement into an appropriate setting (school, after-school program, museum). Students will utilize the design process and a variety of resources (educational technology, materials, tools, machines) in a Makerspace environment to safely and efficiently develop solutions to problems that require integration of concepts and skills from multiple disciplines. Seminar content includes cross-disciplinary content instruction and pedagogical strategies for working with a variety of learners. Learners will demonstrate competencies that include planning and organization; assessment of learning; reflection on teaching; interdisciplinary collaboration; and inquiry-based approaches to teaching and learning.
This course provides an overview of language and communication development in young children and a study of the acquisition of early literacy skills. Current research on effective strategies for enhancing language and literacy skill development is presented and discussed. Participants design experiences in language development and early literacy for children from birth through kindergarten.
This course will enable students to do field experience in a K-4 classroom. Students will be placed in a classroom one day a week for most of the school day. Students will also participate in a weekly seminar that will facilitate the practicum experience. Students will present lessons and work with small and large groups of children. The expectations will increase as the students’ competencies grow. This course requires a 60-hour elementary classroom practicum experience.
EC 406/407 Pre-School and Primary Student Teaching and Seminar
This course will provide opportunities for experience, discussion, and reflection on issues related to positive classroom environment; behavior support; building relationships; managing time; planning and preparation; assessment for planning; integrating the curriculum; instructional delivery; teaching to diverse learners; collaborative teachers and collaborative children; and developmentally appropriate practices. The Student will be recognized as the learner and the learning community will be the classroom, the school, the family, the community, and professionalism. Evaluation of student teaching in early childhood education, both preprimary and primary, will be conducted by examining attendance and class participation; lesson plans, unit plans and teachable moments; weekly reflective logs; student teaching portfolios; midpoint and final evaluations of each site mentor teacher; and weekly observations and interactive meetings between college supervisor/mentor and student. Midpoint and final evaluations will use the PDE 430 form. 6 credits each NOTE: NO OTHER COURSES MAY BE TAKEN WITHOUT SPECIAL PERMISSION OF THE CHAIR OF EARLY CHILDHOOD EDUCATION PROGRAM.
COMPLETION OF ALL EARLY CHILDHOOD EDUCATION CERTIFICATION REQUIREMENTS WITH A MINIMUM GPA OF 3.0.
EC 410Student Teaching and Seminar
This course is designated for students who complete their student teaching in one classroom. This course will provide opportunities for experience, discussion, and reflection on issues related to positive classroom environment; behavior support; building relationships; managing time; planning and preparation; assessment for planning; integrating the curriculum; instructional delivery; teaching to diverse learners; collaborative teachers and collaborative children; and developmentally appropriate practices. The Student will be recognized as the learner and the learning community will be the classroom, the school, the family, the community, and professionalism. Evaluation of student teaching in early childhood education, will be conducted by examining attendance and class participation; lesson plans, unit plans and teachable moments; weekly reflective logs; student teaching portfolios; midpoint and final evaluations of each site mentor teacher; and weekly observations and interactive meetings between college supervisor/mentor and student. Midpoint and final evaluations will use the PDE 430 form. 12 credits REQUIREMENTS WITH A MINIMUM GPA OF 3.0. NOTE: NO OTHER COURSES MAY BE TAKEN WITHOUT SPECIAL PERMISSION OF THE CHAIR OF EARLY CHILDHOOD EDUCATION PROGRAM.
EC 303, EC 304, EC 325, EC 403 and COMPLETION OF ALL EARLY CHILDHOOD EDUCATION CERTIFICATION
EC 415Senior Capstone3-12
Students electing to complete the early learning and development degree will work with an early childhood faculty member to design a final senior capstone internship or project that will serve as the culminating capstone event of the program.
Preschool student teaching provides supervised experience teaching in a preschool setting for eight weeks. The student assumes teaching responsibilities, applies theory/practice, and develops a teaching style under the direct supervision of the cooperating teacher and university supervisor. Verification of student competency will be determined jointly by the cooperating teacher and the university supervisor. Student teachers return to campus for a seminar with the university instructor as scheduled. These seminars provide opportunities for discussion of various student teaching experiences as well as analysis of the goals, program designs, and curricula of various early childhood programs. In addition, the seminar focuses on current school issues, school law, certification requirements, as well as suggestions for completing portfolios, applications, and resumes. Mock interviews with adjunct faculty and graduate students provide opportunities for candidates to practice articulation of theory to practice. 3 credits NOTE: NO OTHER COURSES MAY BE TAKEN DURING STUDENT TEACHING WITHOUT SPECIAL PERMISSION OF THE DIRECTOR OF EARLY CHILDHOOD EDUCATION. PREREQUISITES: COMPLETION OF ALL EARLY CHILDHOOD EDUCATION REQUIREMENTS AND MINIMUM CUMULATIVE GRADE AVERAGE OF 3.0.
Primary grade student teaching provides supervised experience teaching in a K-3 setting for eight weeks. The student assumes teaching responsibilities, applies theory/practice, and develops a teaching style under the direct supervision of the cooperating teacher and university supervisor. Verification of student competency will be determined jointly by the cooperating teacher and the university supervisor. Student teachers return to campus for a seminar with the university instructor as scheduled. These seminars provide opportunities for discussion of various student teaching experiences as well as analysis of the goals, program designs, and curricula of various early childhood programs. In addition, the seminar focuses on current school issues, school law, certification requirements, as well as suggestions for completing portfolios, applications, and resumes. Mock interviews with adjunct faculty and graduate students provide opportunities for candidates to practice articulation of theory to practice. 3 credits NOTE: NO OTHER COURSES MAY BE TAKEN DURING STUDENT TEACHING WITHOUT SPECIAL PERMISSION OF THE DIRECTOR OF EARLY CHILDHOOD EDUCATION. PREREQUISITES: COMPLETION OF ALL EARLY CHILDHOOD EDUCATION REQUIREMENTS AND MINIMUM CUMULATIVE GRADE AVERAGE OF 3.0.
Provides supervised experience in teaching settings that serve children from PreK through grade four for 12-16 weeks, depending on individual circumstances. The student assumes teaching responsibilities, applies theory/practice, and develops a teaching style under the direct supervision of the cooperating teacher and university supervisor. Verification of student competency will be determined jointly by the cooperating teacher and the university supervisor. Student teachers return to campus for a seminar with the university instructor as scheduled. These seminars provide opportunities for discussion of various student teaching experiences as well as analysis of the goals, program designs, and curricula of various early childhood programs. In addition, the seminar focuses on current school issues, school law, certification requirements, as well as suggestions for completing portfolios, applications, and resumes. Mock interviews with adjunct faculty and graduate students provide opportunities for candidates to practice articulation of theory to practice. 3-6 credits NOTE: NO OTHER COURSES MAY BE TAKEN DURING STUDENT TEACHING WITHOUT SPECIAL PERMISSION OF THE DIRECTOR OF EARLY CHILDHOOD EDUCATION. 96
COMPLETION OF ALL EARLY CHILDHOOD EDUCATION REQUIREMENTS AND MINIMUM CUMULATIVE GRADE AVERAGE
EC 761Engaging in Scholarly Practice I – Early Childhood1
This course is a three-week Stage 3 Pre-Student Teaching Field Experience that builds upon the Stage 1 and Stage 2 practicum experiences throughout the Early Childhood Education program, providing students seeking certification in PK-4 Early Childhood Education with 105 hours of field experience under the mentorship of a PA certified classroom teacher. EC-761 affords teacher candidates an opportunity to have strong clinical experience in the content area and grade levels in which they are preparing to teach. Through field work and online course readings and assignments, students will demonstrate the qualifies of a Scholar-Practitioner philosophy--integrating pedagogy, theory, practice—and reflecting on these elements as they articulate their developing insights about teaching and learning.
