Early Childhood Education (ECD)

ECD 300 Principles of Interprofessional Collaboration. (3) F, S
Focuses on the dispositions, experiences, knowledge, and skills necessary for interprofessional collaboration designed for young children and their families. Prerequisite: admission to the Professional Teacher Preparation Program (PTPP).

ECD 310 Educational Environments: Infants/Toddlers. (3) F, S, SS
Organizing, planning, and implementing developmentally appropriate educational practices to provide optimal learning environments for infants and toddlers in group settings.

ECD 314 The Developing Child. (3) F, S, SS
Provides a base for understanding and working with young children. Examines all aspects of development of children, birth through age eight, with implications for teachers and parents.

ECD 315 Classroom Organization and Guidance in the Early Years. (2) F, S
Develops understanding and application of classroom organization and management principles, strategies, and procedures. Prerequisites: EDP 301, 303; SPF 301; education major.

ECD 322 Communication Arts in Early Childhood Education. (3) F
Factors affecting language development. Setting conditions for learning in listening, speaking, reading, and writing. Prerequisites: ENG 213 or equivalent; postbaccalaureate certification program admission.

ECD 378 Practicum in Early Childhood Development. (3) F, S
Provides a field-based experience in selected early childhood settings (outside the public schools before student teaching). Prerequisite: ECD 314.

ECD 400 Inquiry Into Teaching and Learning. (3) F, S
Foundational basis of the early childhood field, including historical roots, current practices, ethics, models of teaching, and application in early childhood settings. Prerequisite: postbaccalaureate certification program admission.

ECD 401 Integrated Curriculum and Assessment: Social Studies and Creative Arts. (3) F, S
Presents materials, techniques, and resources for a balanced program of social studies and aesthetic expression appropriate for children in preschool through 3rd grade, with emphasis on the integrated curriculum. Corequisites: ECD 402, 496; RDG 401, 402.

ECD 402 Integrated Curriculum and Assessment: Math and Science. (3) F, S
Emphasizes developmentally appropriate educational strategies and instructional techniques in teaching mathematics and science to children (preschool through 3rd grade), within an integrated curriculum approach. Prerequisites: BIO 100; MAT 114 or 117 or equivalent; MTE 180 or equivalent; PHS 110 or equivalent. Corequisites: ECD 401, 496; RDG 401, 402.

ECD 403 Educational Environments: Preschool/Kindergarten/Primary Grades. (3) F, S
A focus on interactions between young learners and the physical and social environments encountered in preschool, kindergarten, and primary settings.

ECD 404 Language Arts. (2) F, S
Presents theory on the social nature of oral and written language and congruent classroom practices. Prerequisites: DCI 396; EDP 301, 303; SPF 301. Corequisites: DCI 397; ECD 315; EDP 302; EMC 300.

ECD 414 Interprofessional Practicum. (3) F, S
Investigation of services and agencies available in the local community to parents of children with special needs. Practical experiences with an intermittent seminar format. Dispositions, knowledge, experiences, and skills necessary for interprofessional collaboration across multiple agencies and programs.

ECD 496 Field Experience. (0) F, S
Application of course content in a preschool through 3rd grade setting. Emphasis on observation, focus on child-centered curriculum, planning and delivering instruction, and assessment. Corequisites: ECD 401, 402; RDG 401, 402.

ECD 501 Interprofessional Collaboration. (3) F
Dispositions, knowledge, experiences, and skills necessary for interprofessional collaboration required of professionals who work with multineed families with young children. Prepares students to implement effective strategies and workable plans to support interprofessional collaboration for providing integrative services to young children and their families.

ECD 521 Primary/Elementary Communication Arts in Bilingual Education. (3) S
Examination of bilingual/biliterate development of elementary school children, bringing together native and second language, oral language, and literacy development findings with educational practices. Cross-listed as BLE 521. Prerequisite: BLE 511.

ECD 522 Developmental Social Experiences in Early Childhood Education. (3) F
Materials, techniques, aesthetic expression, creative activities, and values in the integrated curriculum.

ECD 525 Communication Arts in Early Childhood Education. (3) S
Problems and trends of current programs and oral language development. Effort to bring together language acquisition findings with educational practices. Opportunity for self-directed learning/study. Prerequisite: ECD 322 or equivalent.

ECD 527 Mathematics in Early Childhood Education. (3) F
Theory and practice in the use of manipulative materials for teaching mathematics to preschool and primary grade children. Prerequisite: ECD 402 or EED 380 or 402 or equivalent.

ECD 544 Play Education. (3) S, SS
Theories of play and the educational implications of each. Practical applications at the early childhood level.

ECD 555 Modern Practices in Early Childhood Education. (3) F, SS
Trends and practices, instructional and resource materials, and methods and techniques in early childhood education.

ECD 601 Theories and Issues in Early Childhood Education. (3) F, SS
Current theories and issues in early childhood education. Presents issues of early childhood best practices, policy, theory, research, and evaluation that are of significance to the early childhood professional. Highlights building on the child development conceptual framework as related to theory and practice.

ECD 733 Social and Emotional Development. (3) A
Inquiry into the social and emotional development dynamics in children, such as peer relationships, self-concept, and parenting processes, with implications for teachers.

ECD 744 Evaluative Procedures: Young Children. (3) S
A critical examination and use of developmentally appropriate evaluative procedures for children from birth through age eight.

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