5 courses with the subject LSECE, 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.
LSECE 200Child Development and Cognition Prenatal - 9 Years6
Child Development and Cognition is designed to investigate the theory and experience of children in the perceptual, motor, cognitive, social, psychological, and moral domains of development. This course specifically addresses these constructs from the prenatal period to nine years of age. Additionally, Pennsylvania’s Early Childhood Learning Standards are studied as the guideposts for teacher candidates to provide responsive instruction, curriculum, collaboration, and assessment. Additionally, this course examines the application of the principles and theories of child development and learning in order to promote responsive instruction, curriculum, collaboration, and assessment in the classroom. A practicum is a required component of this course which enables students to learn observation, assessment, and record-keeping skills.
LSECE 201Engaging Young Children in the Learning Process: Integrating Curriculum, Instruction, and the Arts6
Theoretical perspectives that have influenced curriculum development in both early childhood and elementary classrooms (Infancy to Grade 4) are examined and compared in this course. These perspectives are, then, used to analyze curricula and to make informed choices when planning instruction, selecting instructional materials, and assessing individual and group progress. This course also introduces and prepares the student to develop the reflective teaching skills that are needed to work with English language learners from Pre-K to Grade 4. To successfully complete this course, students must demonstrate their understanding of learning as a process that integrates all areas of development (emotional, social, language, cognitive, physical, and creative), and utilize a variety of instructional strategies so that all children can become interested and engaged in learning. They must also be able to demonstrate their understanding of how they combine relationships with children and families, develop effective approaches to teaching and learning, and show knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning. The course provides an opportunity for prospective teachers to become knowledgeable about theories and research on creativity and to develop the ability to integrate the meaningful use of arts processes and content to introduce, develop, or bring closure to lessons in any academic area.
This course focuses on the foundations for early literacy learning and the instructional strategies for teaching beginning reading, writing, and math from Pre-Kindergarten to Grade 4. All aspects of the literacy curriculum and teaching young children reading skills before the age of formal instruction are investigated. An emphasis is placed upon effective and developmentally appropriate strategies for young children. Additionally, students examine issues that impact literacy learning, such as diversity, home-school connections, the role of play in learning, creating a print-rich environment, and oral language development. Students also learn how to implement specific literacy assessments in order to make sound instructional strategies for developing beginning readers and writers. In addition, an introduction to the teaching of mathematics to children Grades PK-4 is presented through an examination of methodologies that are appropriate to the physical and cognitive developmental stages of these children. Throughout the semester, students are provided with opportunities to gain confidence in teaching math concepts that are developmentally appropriate at this level.
This course prepares students to become effective early elementary social studies educators who are capable of teaching the content knowledge, intellectual skills, and civic values that are necessary for fulfilling the responsibilities of citizenship in a participatory democracy. Special attention is given to effective teaching strategies and to addressing the individual and cultural diversity of all learners. Consequently, students examine the social studies curriculum as it specifically relates to learning and development, differences in learning styles, critical thinking, problem-solving and performance skills, active learning and motivation, as well as modes of inquiry. Collaboration and supportive classroom interaction, instructional planning, assessment, reflection and professional growth, and professional leadership (based upon pedagogical standards that have been identified by the National Council for the Teaching of Social Studies) are also studied. In addition, students are also taught science theory, practice, and pedagogy that are based upon children’s cognitive development that is appropriate at the PK–4 grade levels. Contemporary science education research and practice, as articulated in Pennsylvania Academic Standards for Science and Technology, Environment and Ecology (STEE), STEE Anchor Assessments, Benchmarks for Science Literacy, published by the American Association for the Advancement of Science, and The National Science Education Standards, published by the National Research Council, are also analyzed.
LSECE 400Communication, Family Collaboration, and Community Relationships6
When families, communities, and schools work together to support student learning, the results are powerful! Effective collaboration among these groups can yield results that mutually support each segment of the education community, especially the students. In this course, students learn about the complex characteristics of family units and communities. They, then, utilize that knowledge to create and sustain respectful, reciprocal relationships which support, empower, and involve families at all levels of their children’s development and learning. Students also develop and master strategies to increase family and community involvement in their schools. These strategies ultimately evolve into a partnership plan and/or a lesson or unit in which parents and community resources are fully integrated. The collaborative and communicative processes between parents and professionals who live and work with students with disabilities are also examined. In addition, this course examines the nature of parent conferences, IEP meetings, co-planning and co-teaching, and how to address the concerns of families of students with special needs.
