31 courses with the subject EDUC, 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.
EDUC 110Foundations of PK-4 Education 4:4:0
Introduces students to the professional knowledge, skills, and dispositions required and defined by the National Association for the Education of Young Children (NAEYC) and the PA Department of Education Pre-K to 4th grade guidelines for teachers serving children ages three through nine years. This course covers the purposes, structure, impact of schools, teaching methodology, curriculum, and the teaching profession as they relate to students, families, and society. Students observe and reflect upon professional dispositions and behaviors in diverse settings during ten hours of field experience. Enrollment is restricted to students in the Early Childhood-Elementary Education AA and the Early Childhood Care and Education Certificate programs. Prerequisite: Completion of all developmental reading and writing courses required as a result of the College Testing and
Introduces students to the professional knowledge, skills and dispositions, required and defined by the National Association for the Education of Young Children (NAEYC), for teachers serving children ages 0 – 8 years. Students reflect upon both the teaching applications and the learning theories implemented in diverse early care and educational settings. Examination of current transition practices into public schools is also covered. Ten (10) hours of observation is required. Prerequisite: Eligibility for enrollment into ENGL 101. (FYS)
EDUC 113Infant and Toddler Development and Behavior 3:3:0
Presents the theories, principles, processes, milestones, and exceptions related to infant/toddler development and learning. This course emphasizes the interaction between children’s development and their early environment, particularly the critical role of warm, responsive, nurturing relationships in healthy development. Students examine factors that influence the trajectory of children’s development, particularly those that pose a risk to long-term well-being and those that serve a protective role for children at risk. Students explore legal and ethical responsibilities of early childhood professionals in response to children with special needs and children experiencing maltreatment. The appropriate uses of observation and assessment in infant/toddler settings are also discussed. Enrollment is restricted to students in the Early Care and Education AAS and certificate programs.
EDUC 117Building Family and Community Partnerships to Support Infants and Toddlers 3:3:0
Emphasizes the importance and benefits of positive, collaborative, and supportive relationships with families as an essential responsibility of the infant/toddler educator. This course examines effective strategies for building those relationships. Students explore the many ways in which they and the families they serve can differ as a reflection of personal/family experience, cultural influences, and community influences. Connections to community resources that benefit children and families are also explored. Advocacy for coordinated and responsive services are presented. Enrollment is restricted to students in the Early Care and Education AAS and certificate programs.
Allows students to apply and practice knowledge and skills, acquired in previous coursework/training, in working with infants, toddlers, and their families during 90-hours of field experience. This course permits students with many opportunities to reflect and receive feedback on their role as an early childhood professional and their proficiency in the competencies needed to support infants and toddlers. Emphasis is placed on effective application of recommended practices, as identified in state and national professional criteria, in authentic early childhood program settings. Enrollment is restricted to students in the Early Care and Education AAS and certificate programs.
EDUC 120Observation and Assessment of the Young Child 3:3:0
Highlights the purposes, benefits, and techniques of systematic observation and assessment of children from birth - 9 years. Various observation and assessment methods are evaluated, compared, and contrasted. Course discussions cover how various types of formal and informal observations and assessments guide the development of the child’s instructional and behavioral plan and help maintain accountability in the classroom and in schools. Ten (10) hours of classroom observation are required. Prerequisite: EDUC 110 or 111, and PSYC 212 or EDUC 185 with grades of C or higher.
EDUC 131Child Development Associate Assessment and Portfolio Preparation 3:3:0
Prepares the student for assessment by the Council for Professional Development, leading to credentialing as a Child Development Associate. The student develops a competency portfolio 272
EDUC 135Health, Safety and Nutrition in Early Childhood Care and Education 3:3:0
Analysis of the health, safety, and nutritional needs of children ages birth – nine years. Topics include children with special needs; the examination of PA state early childhood education programs and standards; the strategies for teaching health, safety and nutrition to young children; and the current issues affecting the overall health and physical wellness of young children. Prerequisite: EDUC 110 or 111 with a grade of C or higher, or be concurrently enrolled in either EDUC 110 or 111, as well as eligible for enrollment into ENGL 101.
EDUC 140Integrating the Arts and Play as Educative Process 3:3:0
Introduces the development and expression of creativity - within the early childhood classroom - through the integration of visual art, music, movement, drama, and play. Students plan, implement, and assess creative activities through the process of investigation, exploration, and participation. A course fee is required. Prerequisite: EDUC 110 or 111 with a grade of C or higher; or be concurrently enrolled in either EDUC 110 or 111, as well as eligible for enrollment into ENGL 101.
EDUC 145Infant and Toddler Care and Education 3:3:0
Explores the critical role that the adult-child relationship plays in supporting children’s optimal development and learning in three key areas: (1) social-emotional, (2) cognitive, and (3) language and literacy. Students are taught specific skills to capitalize on teacher-child interactions by turning them into valuable learning opportunities for children. Students will also gain knowledge and skills to enable them to recognize and adjust their teaching practices for the unique characteristics and needs of children from dual-/multi-lingual families and vulnerable populations. Ten hours of observation is required in both infant and toddler group settings. Enrollment is restricted to students in the Early Care and Education AAS and certificate programs. Prerequisite: EDUC 113 or 185 with a grade of C or higher.
Introduces the essentials for operating a family childcare home-based business to potential and existing childcare providers. Emphasis is on the home-based environment, scheduling and programming, financial considerations, state regulations, family partnerships, and current issues.
Covers the developmental theory of school-age children and how it applies to program planning, design, and implementation. Topics also include age appropriate guidance strategies, the role and purpose of school-age care, activity planning, licensing, and national standards. Prerequisite: EDUC 111 with a grade of C or higher.
EDUC 175Program Administration in Early Childhood Care and Education 3:3:0
Examines the administrative role of the Child Care Director. Topics include regulatory considerations, staffing, administrative responsibilities, financial management, facility development, client relations, marketing, and employee supervision. Prerequisite: EDUC 185 or PSYC 212, and 273
EDUC 180Diversity and Partnerships in Family, Schools, and Community 3:3:0
Examines the importance of building respectful and reciprocal relationships among families, schools, and communities. Topics include global education systems, historic and modern family configurations, and the effects a child’s home culture has on learning aptitudes and educational expectations. The impact of special needs on families and family-partnerships is also covered. 101.
EDUC 110 or 111 with a grade of C or higher and eligibility for enrollment into ENGL
EDUC 185Development and Behavior in Children 3:3:0
Examines theories of child development. This course emphasizes how the biological, environmental, and cultural influences affect the typical and atypical growth/development of children, from birth to 12 years, covering all developmental domains. Prerequisite: EDUC 111 or 110 with a grade of C or higher or concurrently enrolled in EDUC 111 or 110 and eligibility for enrollment into ENGL 101.
Designed to help caregivers, teachers, parents, and students become partners in assisting children achieve educational success. Course covers the stages of development as they relate to health, safety and injury prevention, and physical activity. Students learn how movement, games, and healthful living contribute to the growth and development of children in both care and education environments. Prerequisite: EDUC 110 or 111 with a grade of C or higher.
Presents an overview of the principles and theories of psychology as they relate to the teaching-learning process. This course covers the theories of learning and cognitive development, methods and use of media in instruction, individual differences, and measurement and evaluation.
Covers the origins, status, and trends of Early Intervention and school age Special Education. Students are introduced to the characteristics of exceptional children from birth to school age. Primary focus is on preparing prospective teachers and early childhood students to work with the individual differences of children within an inclusive educational and/or childcare setting. Child giftedness is also covered. Ten hours of field visits/observations at programs/schools, serving exceptional children, are required. Prerequisite: EDUC 110, PSYC 212 or EDUC 185, and ENGL 101 with grades of C or higher.
Introduces the principles and rationales for partnerships in the provision of early intervention services for young children with disabilities. The course focuses on legislation, service-delivery models, curriculum planning, classroom strategies, and the role teachers and families play in supporting children with Individual Family Service Plans (FSP)/Individual Education Plans (IEP). Ten hours of field visits and observations are required. Prerequisite: EDUC 110 or 111, and PSYC 212 or EDUC 185 with grades of C or higher.
Covers a variety of developmental theories that foster mathematical thinking in young children. Students gain knowledge in teaching mathematics using appropriate methods, strategies, and 274
EDUC 221Math & Science: Birth Through Kindergarten3
*Open Electives 6 31 *Choose from the following courses: EDUC 113, 117, 175, 235, 260, 271, 275, 295, and 296. RECOMMENDED SEQUENCE FOR FULL-TIME STUDENTS Part-time students can complete this program by taking one or more courses each semester. Fall Semester I Spring Semester I EDUC 111 4 EDUC 120 3 EDUC 135 3 EDUC 145 3 EDUC 140 3 EDUC 211 3 EDUC 185 3 EDUC 221 3 Open Elective* 3 Open Elective* 3 119
Introduces students to the current issues and trends in the teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts for the young learner. This course focuses on STEM education and its application with children using developmentally appropriate practices and technology. Enrollment is restricted to students in the Early Care & Education degree and certificate, as well as the Early Childhood – Elementary Education AA program. Prerequisite: EDUC 110 or 111 with a grade of C or higher.
EDUC 260Social Studies for the Young Learner 3:3:0
Prepares students to apply the standards and thematic strand of social studies as defined by the National Council for the Social Studies. Emphasis is on creating effective citizens using developmentally appropriate practices, as outlined by the Pennsylvania Learning Standards, which include the four disciplines (civics and government, economics, geography, and history) used to define social studies in Pennsylvania. Prerequisite: EDUC 110 or 111 with a grade of C or higher and PSYC 212 or EDUC 185 with a grade of C or higher.
EDUC 261Integrating Curriculum in Early Childhood Classrooms 3:3:0
Studies how children acquire and process information using Brain-based learning research. Students apply the knowledge of Developmentally Appropriate Practice, the PA Early Learning Standards, the PDE Standard Aligned System, and the National Association for the Education of Young Children (NAEYC) guidelines to develop strategies that engage children in the learning process. Students plan a classroom environment that supports development and learning for children Pre-K- grade 4 and use an integrated approach to lesson planning by incorporating learning experiences from all content areas throughout the curriculum. Creating lesson plans that contain developmentally appropriate learning opportunities and support and conform to model SAS planning (including big ideas, essential questions, and developing learning outcomes that support standards, etc.) is an integral part of the course. Ten (10) hours of observation are required. Prerequisite: ENGL 101; EDUC 110 or 111; PSYC 212 or EDUC 185; At least two of the following: EDUC 140, 220, 260 or 270 with grades of C or higher.
EDUC 265Integrating Technology and STEM in PK-4th Grades 3:3:0
Explores how technology can be used as a tool in the classroom to facilitate student learning including the legal, ethical, and social implications. This course also examines the many ways technology can be used to engage students and create positive environments for learning. The Pennsylvania Early Learning Standards, International Society for Technology in Education (ISTE) Standards, and the 21st Century Learning Skills are also incorporated. Prerequisite: EDUC 110 or 111 with a grade of C or higher. 275
Introduces topics in the field of literacy. Focus is on research-based practices in emergent literacy, early literacy, language development, comprehensive literacy instruction, assessment techniques and literacy strategies for the multicultural, English Language Learner, and exceptional child. Students are to explore a variety of genres of children's literature and ways in which to integrate literature is emphasized. Six hours of community-based field participation are required. Prerequisite: EDUC 110 or 111 with a grade of C or higher and PSYC 212 or EDUC 185 with a grade of C or higher.
EDUC 271Early Literacy: Birth though Kindergarten 3:3:0
Introduces students to topics in early literacy and writing. This course focuses on research-based practices in emergent and beginning literacy and writing including assessment techniques for children ages birth through five. Developmentally appropriate strategies for teaching literacy and writing concepts through active discovery, play, including the use of technology to diverse learners, is emphasized. Students are able to explore a variety of genres in children's literature, as well as ways to integrate this literature into the curriculum. Six hours of community-based field hours are required. Enrollment is restricted to students in the Early Childhood Care and Education AAS and Certificate programs. Prerequisite: EDUC 111 with a grade of C or higher and PSYC 212 or EDUC 185 with a grade of C or higher.
40 RECOMMENDED SEQUENCE FOR FULL-TIME STUDENTS Part-time students can complete this program by taking one or more courses each semester. Fall Semester I Spring Semester I Fall Semester II Spring Semester II EDUC 111 4 EDUC 120 3 EDUC 135 3 EDUC 180 3 EDUC 185 3 EDUC 140 3 EDUC 145 3 EDUC 235 3 ENGL 101 3 EDUC 211 3 EDUC 261 3 EDUC 291 4 PSYC 101 3 EDUC 221 3 EDUC 271 3 Humanities/Arts Elective 3 Wellness 1 EDUC 260 3 COMM 101 3 Math/Science Elective 3 118
EDUC 295Program Development and Supervision for Directors in Childcare 3:3:0
Covers the study skills and techniques needed to develop a curriculum and a program operational-system within the philosophy of the childcare center. Theories underlying curriculum development and implementation are stressed as materials and equipment are analyzed within the environmental framework. Curriculum supervision and delegation are part of the learning experience. Prerequisite: EDUC 175 and ENGL 101 with grades of C or higher. 276
EDUC 296Leadership and Professionalism for Childcare Directors 3:3:0
Provides an in-depth study of the leadership skills and techniques needed to manage childcare center staff. Supporting and educating the staff in legal and ethical issues is also included. Students learn skills in and philosophies of leadership styles, conflict management, team building, stress management, and leading advocacy efforts for children and families. Prerequisite: EDUC 175 and ENGL 101 with grades of C or higher.
