Just for You
Designed specifically for students interested in tutoring, this course explores the roles and responsibilities of peer tutors. Topics include strategies for one-on-one, small-group, and special population tutoring.
This course introduces students to the development of creativity through expressive arts, music, movement, and dramatic play. Concepts related to creativity, curriculum development, and awareness of cultural diversity in the arts will be explored through developmentally appropriate practice. Prerequisite: EDU 180 or Permission of Instructor.
An overview of methods of fostering the development of infants and toddlers, emphasizing the caregiver role in planning environment and interacting with children. In order to complete some assignments, students must have a child under three years of age available for observation and interaction.
This course focuses on developmentally appropriate, evidence based approaches and positive guidance strategies for supporting the development of each child. An emphasis will be on supportive interactions and environments. The impact of family, culture, language and ability will also be explored.
This course explores the process of designing developmentally appropriate learning environments for young children. Emphasis will be on physical space, both indoor and outdoor, room arrangement, how the environment supports families, and how to design an environment that is engaging for young children.
This course examines all domains of infant and toddler development including: prenatal development, language development, cognitive development, motor development, and social/emotional development. Atypical development and the importance of early intervention will also be presented and discussed. In addition, the observation and caregiving skills necessary for a quality infant and toddler program will be presented. In order to complete assignments, students must have a child available to observe. Prerequisite: English and Reading placement at college level.
This course explores guidance theories, applications, goals, techniques, and factors that influence teacher expectations and classroom management issues. The effects of culture and student diversity on the classroom environment will also be explored. Classrooms serving children ages two to twelve years will be addressed.
This course orients students to teaching in an inclusive special education classroom and to working with families. Students will work a total of 100 hours over the semester, dividing their focus among the inclusive classroom, a family with a child with disabilities, and the community. The weekly seminar is used to discuss fieldwork experiences, teaching concepts and skills. A medical examination, fingerprinting, and Child Abuse Central Register clearance may be required. Prerequisites: EDU 182 and 230; co-requisites: EDU 272 and 273.
This course is designed to introduce prospective early childhood (Birth-2) and childhood (1-6) education teachers to the historical, philosophical and cultural approaches to the study of early childhood education. Students will examine current issues and challenges and begin development of their professional education skills and beliefs. A field component will be required. Prerequisite: English and Reading placement at college level.
This is a specialized course in child development which studies the emotional, social, cognitive and physical development from the prenatal period to pre-adolescence. Students will use observation and assessment techniques to build an understanding of growth and development. Multiple influences on child development and learning, including the sociocultural context of development, will be explored. Prerequisite: English and Reading placement must be at college level.
This course prepares students to use systematic observations, documentation, and other assessment techniques to understand young children's growth and development. Observation and assessment will focus on physical, cognitive, language, and social/emotional development. Students will compile various observations and assessments in a study of one child's development over the course of the semester. An additional component of the course will focus on observation and assessment of early childhood education environments. Prerequisites: EDU 180 and 182, or EDU 180 and PSY 204.
This first-level fieldwork course offers students the opportunity to apply theories learned in previous early childhood education courses to practice. Under the supervision of an experienced early childhood teacher/caregiver, each student develops basic interaction, guidance, and supervision skills. The course also focuses on implementing and evaluating developmentally appropriate activities for children. The weekly seminar is used to discuss fieldwork experiences, teaching concepts and skills. Fieldwork must be completed at the Children's Learning Center on campus, an NAEYC accredited program, or other program approved by the instructor. A medical examination and Child Abuse Central Register clearance are required. Prerequisite: 2.0 overall G.P.A., and EDU 180 and 182 (or PSY 204), or Permission of Instructor; co-requisite: EDU 281.
This course focuses on the dynamics of child-teacher-parent relationships. Students will explore family diversity, parenting styles, effective communication, parent education, and family involvement. Strategies dealing with issues that emerge when working with young children and their families will be studied.
This is a specialized course in observation and assessment that focuses on intentionally connecting classroom observations with specific developmental child outcomes. Various strategies will be introduced to guide students to purposeful documentation and use of observation data to plan meaningful curriculum. Prerequisite: English and reading placement at college level.
This course examines the domestic and global contexts of diversity and the impact of ethnicity, race, gender, ability/disability, socio-economic class and sexual orientation on our lives. Students will develop self-awareness regarding their own feelings, assumptions and behaviors in relation to others different from themselves and will explore how these impact their personal values, belief system and interactions with others. Same course as HUM 230; students may not receive credit for both courses. Prerequisite: English and Reading placement must be at college level.
This course investigates the standards, principles, and practices of teaching mathematics, science, and technology to young children. Emphasis is placed on designing integrated math and science activities, and the use of technology, that utilize developmentally appropriate content, processes, environment, and materials. Prerequisite: EDU 281 or Permission of Instructor.
Students will explore the traditional and emerging roles and practices of diverse families, school reform efforts, models for effectively developing collaboration, cooperation, and parnership wtih school and community agencies. Prerequisites: EDU 182 and 230; co-requisites: EDU 174 and 273.
Students examine various strategies that can be used in inclusive classrooms to teach students with diverse needs. Best practices and current controversies in inclusive education will be examined and discussed. Students will also develop an understanding of their philosophy of inclusive education. Prerequisites: EDU 182 and 230; co-requisites: EDU 174 and 272.
This course focuses on philosophical, historical and cultural approaches to the study of education in the United States. Current educational concerns that affect teaching and schools will be studied. An anti-bias perspective will be emphasized. Students will be required to complete a field component. Prerequisite: PSY 204 or PSY 207 or EDU 182.
This course examines the development of language and literacy in young children from birth through the primary years. Students will explore theoretical foundations of early literacy development and the implementation of various models to effectively support young children as readers and writers. Other topics include: working with families to support early literacy development, selecting quality children's literature, assessing early literacy development, integrating literacy throughout the curriculum and adaptations for individual children in diverse and inclusive settings. Prerequisite: EDU 182 or EDU 158 or PSY 204 or PSY 207.
The theoretical basis for setting educational goals and planning developmentally appropriate experiences for children from birth to eight (with emphasis on preschool to eight) is studied, as well as methods for planning, supervising, and evaluating these experiences. Prerequisites: 2.0 overall G.P.A., and either EDU 182 or PSY 204; co-requisite: EDU 184.
This course examines the contexts in which children develop, including family, school, and community, and how teachers can work together with parents and community resources to foster the optimum development of children. Prerequisites: EDU 182 and PSY 103 or SOC 103 or Permission of Instructor.
This optional second-level fieldwork course builds on the competencies developed during the first-level fieldwork experience. Particular attention is given to assuming classroom teacher responsibilities of planning, supervising, and evaluating curriculum activities that are developmentally appropriate as well as integrated. The weekly seminar is used to discuss fieldwork experiences, teaching concepts and skills. A medical examination, fingerprinting, and Child Abuse Central Register clearance are required. Prerequisite: EDU 184 or Permission of Instructor.
This course provides an introduction to special education in early childhood and the early primary grades. The legal foundation of special education, public laws, the New York State Special Education process and contemporary models and issues in the field of special education will be examined. Students will explore the causes, characteristics and educational implications of disabilities. The course will also focus on selecting/modifying appropriate teaching strategies in inclusive early childhood environments and in early primary classrooms. Strategies for working effectively with families and early childhood special education professionals in the context of early childhood programs will also be examined. Exploration of personal competencies and ethical issues in special education will be explored. A field component is required. Prerequisite: EDU 182, PSY 204 or Permission of Instructor.