Early Childhood Education Courses

.75 credit

An introduction to curriculum, the underlying principles of instructional planning, and designing learning opportunities based on the knowledge of young students. Matching materials to students’ needs and their developmental levels through the evaluation, selection and adaptation of curricular materials and technologies will be introduced.

EYC 300 must be taken concurrently with EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

.25 credit

Directed and supervised pre-clinical experiences in curriculum study, planning and instruction across all areas of early learning. The majority of the pre-clinical experiences will be in diverse settings, pre-arranged and supervised by faculty.

EYC 301 must be taken concurrently with EYC 300, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program. Pass/No Pass grading.

.75 credit

A study of the language and literacy curriculum, materials, texts, and technology for the primary grades (K–3) focusing on foundational knowledge, research-based instructional methods, monitoring student learning through assessment, content-area reading, and constructing a supportive language and literacy environment. Teacher candidates apply research-based instructional methods successful for supporting all learners’ literacy across the content areas. Assignments provide opportunities to administer, evaluate and communicate a wide range of developmentally appropriate literacy assessments to monitor student learning and plan instruction designed to meet the needs of diverse learners.

EYC 314 must be taken concurrently with EYC 341, EYC 419 and EYC 450.

Prerequisites: EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416.

.50 credit

This practicum provides students with a 250-clock-hour clinical internship in Early Intervention, working hands on with infants and toddlers with disabilities and their families in natural environments. Students will be given the opportunity to develop, refine and demonstrate those competencies that are essential for effective intervention planning and implementations in the field of Early Intervention B-3 as developmental therapists. Students will receive clinical supervision from faculty at the University across their semester of internship work. Students will also be evaluated by their mentor developmental therapists on their work in the field on the basis of the behaviors described on the Early Intervention Internship Evaluation document in addition to satisfactory completion of all assignments.

EYC 318 may be taken concurrently with EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416.

Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328. Pass/No Pass grading.

.50 credit

Using an interdisciplinary case study approach, this course examines the philosophy, goals and clinical approaches utilized in working with infants/ toddlers who are “at risk” and disabled and their families. Special focus is placed on the design and implementation of family-centered services, the development of collaborative team processes among professionals, and on the implementation of the Individual Family Service Plan (IFSP).

EYC 321 must be taken concurrently with EYC 300, EYC 301, EYC 323, EYC 326, EYC 327 and EYC 328.

Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

.50 credit

A developmental approach to observation and assessment of typical and atypical infants and toddlers is highlighted. Students focus on underlying developmental processes in cognitive, language, motor and social/emotional development. Students learn to assess children’s strengths as well as needs. Selected screening and informal and formal assessment tools are examined. The involvement of families in assessment and collaborative goal setting is stressed. This course includes a field experience clinical component.

EYC 323 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 326, EYC 327 and EYC 328.

Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

.75 credit

Major developmental theories and models of cognitive, psychosocial, emotional and play development of young children birth to age five are presented. Personality is traced from birth to age five. The interrelated nature of development, culture and the characteristics of and influences of disabilities and risk factors on development are also studied. The impact of disability on the family system and implications for educational programming are also studied.

EYC 326 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 323, EYC 327 and EYC 328.

Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

.75 credit

Study of the typical and atypical language development in young children, including specific language/communication delays. Course includes examination of the relationship between language/communication delays and other areas of development, specifically emergent literacy, exploring the use of alternative communication systems to foster communication.

EYC 327 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 323, EYC 326 and EYC 328.

Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

.75 credit

Strategies in developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation; family centered services; and strategies for working with socially, culturally and linguistically diverse families. Strategies and models for promoting effective consultation and collaboration with other professionals and agencies within the community.

EYC 328 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 323, EYC 326 and EYC 327.

Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

An integrative methods course focused on developmentally appropriate planning and content area instruction and inquiry for primary grades; math, earth and space and physical science; historical, economic and political social science curriculums. Candidates will learn how to plan meaningful content area lessons that are based on best practices and current standards. They will also learn how to critically reflect upon instruction to improve lessons and plan next steps. The course meets for six hours a week, three of which are devoted to education lab experiences.

EYC 341 must be taken concurrently with EYC 314, EYC 419 and EYC 450.

.75 credit

An advanced study of curriculum in Early Childhood Special Education environments. Course content includes methods and materials for teaching at the PK–2nd grade levels, the use of assistive technology and augmentative communication system components and the decisions involved in selecting these components for individual students.

EYC 350 must be taken concurrently with EYC 352, EYC 412, EYC 414 and EYC 416.

Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

.25 credit

A practicum that requires directed and supervised pre-clinical experiences in curriculum planning and instruction of science, math, literacy and social science, physical development and fine arts in Early Childhood Special Education/PreK environments, serving young children with Individualized Educational Plans, within an elementary school. The majority of the pre-clinical experiences will be in diverse settings, prearranged and supervised by program faculty.

EYC 352 must be taken concurrently with EYC 350, EYC 412, EYC 414 and EYC 416.

Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328. Pass/No Pass grading.

.75 credit

Strategies, procedures and formal and informal instruments for assessing young children’s social, emotional, cognitive, communication and motor skills; family concerns, priorities and resources; and school, home and community learning environments; and methods for conducting formative and summative individual and program evaluation.

EYC 412 must be taken concurrently with EYC 350, EYC 352, EYC 414 and EYC 416.

Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

.75 credit

Developmentally and individually appropriate methods for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs in various settings such as the home, the school and the community.

EYC 414 must be taken concurrently with EYC 350, EYC 352, EYC 412 and EYC 416.

Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

.75 credit

An integrative classroom methods course focused on developmentally appropriate planning and content area instruction for children 3 to 5 years of age with concepts and modes of inquiry related to math, life and environmental science, social science (geographical), fine arts, physical development and health curriculum. Candidates will learn how to plan meaningful content area lessons that are based on best practices and current standards. They will also learn how to critically reflect upon instruction to improve lessons and plan next steps.

EYC 416 must be taken concurrently with EYC 350, EYC 352, EYC 412 and EYC 414.

Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

.75 credit

An advanced study of classroom environment and assessment requiring the use of data to create effective and responsive elementary classroom environments. Coursework involves continuous data collection and analysis with critical selfevaluation to support instructional decisions regarding planning, student learning and classroom relationships in a successful learning culture of collaboration, inclusion and achievement for all learners.

EYC 419 must be completed concurrently with EYC 314, EYC 341 and EYC 450 the semester prior to student teaching.

Prerequisites: EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416.

An advanced field-based, clinical experience designed to apply knowledge and skills from Block I and II coursework with a focus on effective instructional practices, optimal learning environments, professional collaboration, school policies and procedures (e.g., mandated reporting), and reflective practice. Candidates present their professional ePortfolios as part of the evaluation process for admission to student teaching. Requires a minimum of two full days per week in each of the prospective student teaching placements.

EYC 450 must be taken concurrently with EYC 314, EYC 341 and EYC 419.

Prerequisites: EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416.

3.0 credit each

The supervised student teaching experience is designed to provide student teachers with the opportunity to develop, refine and demonstrate those competencies that are essential for effective teaching in early childhood education classrooms. The student teacher will be evaluated on the basis of the behaviors described on the student teacher evaluation form in addition to satisfactory completion of assignments and course objectives.

EYC 454 must be taken concurrently with EYC 498.

Prerequisites: EYC 314, EYC 341, EYC 419 and EYC 450. Pass/No Pass grading.

.25 credit

An advanced clinical seminar that provides guided support on the preparation of final licensure and capstone assessments. Seminars focus on documenting teaching growth and performance using data collection and analyses with critical self-evaluation of the student teaching experience. The Educating Young Children Education Program’s formal capstone project is presented as the culminating seminar project.

EYC 498 must be completed concurrently with EYC 454.

Prerequisites: EYC 314, EYC 341, EYC 419 and EYC 450.