19 courses with the subject ED, 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.
ED 102INTRODUCTION TO EARLY CHILDHOOD EDUCATION: HISTORICAL
FOUNDATIONS AND TRENDS: 3 Credits This course presents an overview of the early childhood education field and profession. Parameters of the field are discussed, along with history, current research, relevant theories, curriculum variations, and projected trends for the future regionally, statewide, and nationally. This is a required course in the ECE program. Requires field work.
This course will provide an overview of the development of the typical child in the early childhood years, including birth to age 9. Students will gain an understanding of typical development in the early childhood years in the four developmental domains: physical, cognitive, communication and social/ emotional. The work of theorists including Piaget, Vygotsky, Erikson, Gardner and Montessori, as well as recent research on brain growth and development, will be used to establish a theoretical framework for the understanding of the basis of early childhood practice. Students will learn how to apply the theories of early childhood development in the classroom setting to facilitate developmentally appropriate practices. Fieldwork required.
This course will provide students with an overview of family systems and the central role families play in children’s development in the early childhood years, 0-9 y. Students will gain an understanding of the legal rights of families within the general and special education process, as well as knowledge of laws relating to family and student confidentiality. Students will develop strategies for becoming cross-culturally competent, including identifying potential barriers to partnership and methods of maintaining meaningful, on-going communication with families regarding a child’s development and learning. Fieldwork required.
Students learn regulations, public policies, professional standards, and ethical guidelines for the early childhood profession. The student will become familiar with key state policies essential to the establishment and support of a comprehensive, cross sector early childhood professional development system. Professional communication, self-assessment and advocacy for one’s own personal and professional growth is a theme. We, as teachers, must help 127
This course is designed to provide an overview of early adolescent development spanning grades 4 through 8. Students will gain an understanding of the major features of early adolescent development, including cognitive development, learning styles, memory, perception, and social cognition. Course content will emphasize the range of individual differences in young adolescents and implications for handling these differences in the context of the classroom. Fieldwork required.
This course will provide students with an introduction to educational technology as well as the latest research on important issues, trends, diffusion and adoption of technology in education. Students will be able to identify, develop and apply a variety of technological skills to meet the increasingly diverse needs of 21st century learners.
Even the best of textbooks cannot prepare students for all the experiences they will encounter as early childhood teachers. The observation/field experience is intended to give students a more comprehensive education. Observing children is a tool that educators use for assessment. Assessment must focus on the whole child’s physical, cognitive, social, and emotional development. Observation is one of the oldest and best methods that educators use to learn about young children. The information collected is used in planning a developmentally appropriate curriculum. Through the field experience students are afforded the opportunity to become involved and active participants in a classroom setting. This is an elective course in the ECE program.
ED 204CURRICULUM PLANNING AND ASSESSMENT: INFANT - TODDLER3
It is the responsibility of the infant and toddler caregivers to provide on demand caregiving while attending to the routine needs of the children in their care. It is important to recognize the importance of routines and transitions in encouraging development and learning. Students will learn developmental theories and milestones of children from birth to age 3, as well as strategies to manage an effective child care program. The Infant Toddler Curriculum will center on maintaining a healthy, safe environment for all children. This is a required course in the ECE program. Fieldwork required. Prerequisite: ED102 and ED104, or Program Director Approval.
An introductory course which focuses on children with special needs from birth through early childhood and early adolescence. Students will learn basic terminology and characteristics of common special needs, be introduced to the 128
Students will gain an understanding of research-based best practices in math instruction for children from Pre-K-4th grade. Knowledge of early math foundations, including numbers and operations, algebra, geometry, measurement, data analysis and probability will be presented. Students will learn strategies for incorporating math knowledge throughout the curriculum in a developmentally appropriate manner in methods, materials and assessments. Pennsylvania’s learning standards for Pre-K through 4th grade, as well as national standards from the National Council for Teachers of Mathematics (NCTM) and National Association for Education of Young Children (NAEYC), will be used as a basis for establishing best practices. Fieldwork required. Prerequisites: ED102 Intro to ECE and ED104 Child Development, and placement into College Level Math or Program Director Approval.
Students will gain an understanding of research-based best practices in the creative arts, including music, dance, drama/theater and the visual arts. Students will learn strategies for planning developmentally appropriate experiences, in choosing appropriate materials and in assessing children’s knowledge and development in all areas of the creative arts. Pennsylvania’s learning standards for Pre-K through 4th grade, as well as national standards from the National Association for Education of Young Children (NAEYC) and Consortium of National Arts Education, will be used as a basis for establishing best practices. Fieldwork required. Prerequisites: ED102 Intro to ECE and ED104 Child Development, or Program Director Approval.
Students will gain an understanding of research-based best practices in language and literacy development of young children, PK- 4th grade. Knowledge of integrating reading, writing, speaking and listening across the curriculum through developmentally appropriate methods, materials and assessments will be emphasized. Pennsylvania’s learning standards for Pre-K through 4th grade, as well as national standards from the National Association for Education of Young Children (NAEYC) will be used as a basis for establishing best practices. Fieldwork required Prerequisites: ED102 Intro to ECE and ED104 Child Development, and placement into EN101 or Program Director Approval.
Students will gain an understanding of research-based best practices in science knowledge development in young children, PK-4th grade. Teachers of young children must have knowledge of science content, including physical, life and earth/space sciences, and ability to plan developmentally appropriate experiences using scientific thinking and inquiry. Pennsylvania’s learning standards for Pre-K through 4th grade, as well as national standards from the National Association for 129
ED 301INTRODUCTION TO CHILD CARE ADMINISTRATION AND
MANAGEMENT: 3 Credits This course will help early childhood practitioners develop a sound foundation in administering a high-quality program for children and their families. Students will shadow a program director for several weeks to develop a full picture of what it means to be program director in a center as well. Students will explore several core topics including creating a mission statement to drive center practices that support positive child and family interactions, identifying high-quality policies that promote sound program practices that are ethical and follow best practice, develop an understanding of local and national regulations and standard, ability to articulate best practice in regard to hiring practices, finances, and curriculum development, and developing key resources to support positive family-school communication. Fieldwork is required. A minimum of 10 hours is required for this course. Students must possess required clearances prior to beginning fieldwork (PA Child Abuse, PA Criminal Background Check, FBI Background Check). This course is a required course in the Child Care Administration Program and aligns with the following National Association for Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation and Pennsylvania Department of Education (PDE) Standards for Pre-K-4th Grade— Chapter 49-2 Regulations.
This course will provide early childhood practitioners a strong foundation in leadership theory and best practice in the field of early childhood administration. Several types of leadership models will be explored, and practitioners will develop a leadership plan for making systematic changes within an early childhood program that supports children, families, and employees within an early childhood program. Fieldwork is required. A minimum of 5 hours is required for this course. Students must possess required clearances prior to beginning fieldwork (PA Child Abuse, PA Criminal Background Check, FBI Background Check). This course is a required course in the Child Care Administration Program and aligns with the following National Association for Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation and Pennsylvania Department of Education (PDE) Standards for Pre-K-4th Grade— Chapter 49-2 Regulations.
This course will provide early childhood practitioners an opportunity to delve into what is needed to support teacher leadership with an early childhood program. Practitioners will explore the work of Danielson, Katzmeyer & Moyer, 130
This course will provide early childhood practitioners an overview what it means teach and support English Language Learners in the classroom. Practitioners will initial best practices when it comes to teaching ELL learners as well as working with their families to support their overall development in the classroom. The course will help practitioners develop a deep understanding of teaching strategies that not only support ELL learners but further develop the use of culturally relevant pedagogy as well. This course is a required course in the Child Development and Child Care Administration Programs and aligns with the following National Association for Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation and Pennsylvania Department of Education (PDE) Standards for Pre-K- 4th Grade—Chapter 49-2 Regulations.
This course will provide early childhood practitioners with an overview of the best practices when it comes to ethical code in the field of early childhood education. Using the National Association of Young Children (NAEYC)’s Code of Ethical Conduct and Statement of Commitment, practitioners will investigate what it means to advocate for the field of early childhood education as well as engage in ethical conduct with four groups: children, families, colleagues (coworkers and employers), and community and society. Lastly, practitioners will discuss proactive measures to decrease incidents of liability within the field. This course is a required course in the Child Development and Child Care Administration Programs and aligns with the following National Association for Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation and Pennsylvania Department of Education (PDE) Standards for Pre-K- 4th Grade—Chapter 49-2 Regulations.
This course will require early childhood practitioners to read several classics in children’s literature as well as a number of contemporary children’s books. It will include an exploration of culturally relevant children’s literature through various genres. These genres include contemporary novel, classic novel, historical fiction, and realistic fiction, picture books, and folk and fairy tales. In addition, early childhood practitioners will learn how to effectively choose and integrate children’s literature throughout a program’s curriculum. 131
