Educational Studies – Early Childhood Studies (BAE)

Discover the world of babies and toddlers. Learn about important changes in biological/physical, cognitive, emotional and social domains of development from conception to age three. Consider the influences of parents, family and environment.

Increases students' knowledge of and ability to implement high-quality strategies that support the development of children's mathematical, scientific and logical reasoning in developmentally appropriate ways. In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Develops and implements analysis, intervention, and consultation strategies for effective management of classroom behavior for students with and without disabilities. Age-appropriate techniques addressing individual, social, and academic competence.

Guides teachers in becoming intentional practitioners through observation, assessment, purposeful planning and reflective practice to adapt a variety of supports for children in order to maximize student potential and outcomes. Focuses in particular on teaching and learning within the domains of creative arts and social studies. In order to successfully complete assignments, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month (4-6 hours/week).

Advanced exploration of various dimensions of diversity in relation to educational systems and outcomes. Through sociological and psychological research, case studies and films, students examine how educational inequality is created and reproduced through individual actions and institutional constraints. Also considers the connection between schooling and human rights and ways in which educational inequality may be addressed.

Increases students' knowledge of and ability to implement high-quality strategies that support the development of children's mathematical, scientific and logical reasoning in developmentally appropriate ways. In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Introduces understanding and developing leadership skills, including an examination of leadership theories and models from multidisciplinary and crosscultural points of view, an assessment of the student's leadership capabilities, and practical applications to improve individual leadership capabilities.

Increases students' knowledge of the language development of Dual Language Learners (DLLs), the role of home language in assessment and instruction, as well as knowledge and application of instructional practices to support DLLs' oral language and emergent literacy practices. Students design and implement activities for working with young children who are DLLs and their families. In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Social policies at the national and state levels; values and assumptions of policies; political factors shaping policy and implementation; links among policy, educational practice, schools, and family functioning that have a direct impact on both typical and special needs children in early childhood programs.

Develops and implements analysis, intervention, and consultation strategies for effective management of classroom behavior for students with and without disabilities. Age-appropriate techniques addressing individual, social, and academic competence.

Covers evidence-based research and practices for fostering the social emotional, cognitive and motor development of young children with varying needs and abilities in inclusive settings. Students learn to individualize instructional strategies, design learning environments with appropriate accommodations and adaptations, and understand Individual Education Plans (IEPs) and/or Individual Family Service Plans (IFSPs). In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Conveys knowledge of how development is both unique and interconnected. Takes a highly applied approach to build participants' knowledge, recognition and use of evidence-based practices within preschool classrooms that support children's development, both within and across domains. In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Language and literacy development; language acquisition; methods of facilitating oral language in relation to emergent reading and writing; methods of facilitating early literacy development; clinical observation.

Increases students' knowledge of the language development of Dual Language Learners (DLLs), the role of home language in assessment and instruction, as well as knowledge and application of instructional practices to support DLLs' oral language and emergent literacy practices. Students design and implement activities for working with young children who are DLLs and their families. In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Guides teachers in becoming intentional practitioners through observation, assessment, purposeful planning and reflective practice to adapt a variety of supports for children in order to maximize student potential and outcomes. Focuses in particular on teaching and learning within the domains of creative arts and social studies. In order to successfully complete assignments, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month (4-6 hours/week).

Conveys knowledge of how development is both unique and interconnected. Takes a highly applied approach to build participants' knowledge, recognition and use of evidence-based practices within preschool classrooms that support children's development, both within and across domains. In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Covers evidence-based research and practices for fostering the social emotional, cognitive and motor development of young children with varying needs and abilities in inclusive settings. Students learn to individualize instructional strategies, design learning environments with appropriate accommodations and adaptations, and understand Individual Education Plans (IEPs) and/or Individual Family Service Plans (IFSPs). In order to successfully complete assignments in this course, students need access (through volunteering or a work setting) to children ages birth through five at least 15 hours/month.

Language and literacy development; language acquisition; methods of facilitating oral language in relation to emergent reading and writing; methods of facilitating early literacy development; clinical observation.

Social policies at the national and state levels; values and assumptions of policies; political factors shaping policy and implementation; links among policy, educational practice, schools, and family functioning that have a direct impact on both typical and special needs children in early childhood programs.