01948/Early Childhood Education (ECH ED)
2321. Curriculum Development and Implementation in Early Childhood Program (3 s.h.) F S SS. (Formerly: ECH ED 0320.)
(Formerly: ECH ED 0320.)
This course provides an introduction to the field of early education. Special emphasis is placed on understanding diverse program models and practices for children from birth to age eight. Students learn how to organize the classroom and plan educationally appropriate experiences for young children. Practicum experiences in local schools and child care centers provide opportunities for students to implement curricular activities in areas such as language and literacy, mathematics, science, social studies, expressive arts, and play.
Note: This is an introductory course that serves as a prerequisite to all other early childhood courses.
2322. Family/School/Community Environments for Young Children (3 s.h.) F SS. (Formerly: ECH ED 0321.)
(Formerly: ECH ED 0321.)
The purpose of this course is to provide early childhood educators with information about (a) what school-family-community relations are, (b) how they can promote children’s early academic and social development as well as other family and school outcomes, and (c) how teachers and other educators can build strong, healthy, mutually beneficial relationships with families and communities.
3322. Observing, Documenting, and Assessing Young Children’s Learning (3 s.h.) S. (Formerly: ECH ED 0322.)
(Formerly: ECH ED 0322.)
This course gives students experience in using effective methods for observing and documenting young children’s development. Various recording methods are featured along with principles of child development and appropriate practice. Practicum experiences in local schools and centers provide opportunities for students to conduct focused, systematic, and unbiased observations useful for making instructional and assessment decisions.
4324. Integrated Programming for Young Children (3 s.h.) F S SS. (Formerly: ECH ED 0324.)
(Formerly: ECH ED 0324.)
This advanced seminar is designed to prepare students for educating infants, toddlers, and young children who are at risk or have disabilities. The main focus is on differentiation of teaching method, curriculum content and resources considered to be key components of inclusive classroom practice.