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Early Childhood

Early Childhood, Pre-K through grade 3, licensure program responds to the guidelines established by the National Association for the Education of Young Children (NAEYC) and the Ohio Department of Education standards in preparing individuals who will be steeped in developmentally appropriate practice for young children. They will be knowledgeable teachers skilled in the strategies and practices necessary for effective teaching in pre-k through grade 3, concerned about children, parents, colleagues, the community and their profession.

The early childhood program includes course work which addresses:

  • State mandated reading requirement
  • Child development and learning
  • Curriculum development and implementation
  • Family and community relationships
  • Assessment and evaluation
  • Professionalism
  • Field experiences throughout the program
For more information please contact: 
Mary Jo Cherry
440 646 8147
mcherry@ursuline.edu

Course Descriptions


EDE 230 Language Development in Early Childhood (3)
Studies language development in childhood from birth to age 8 with emphasis on theory, application of theory, development of curriculum and materials, strategies for teaching, design in environments, program management, and evaluation of language development in young children. Focus is on language development in relation to cognitive development and listening, speaking, reading and writing. Studies methods and materials designed to provide cognitive and language experiences through a variety of approaches in pre-K and K-primary settings.
Prerequisites: EDL 101, 201

EDE 240 Teaching, Learning, & Organizing in Early Childhood (3)
History and philosophies of early childhood education provide the foundation of this course. Focuses on gaining general knowledge of what is involved in developing a stimulating environment for young children from pre-school through age 8. Includes an overview of developmental planning and evaluation. Studies the interaction between teacher and child, teacher and environment and child and environment. Students learn to evaluate environments in terms of space arrangement, equipment, materials, supplies, and adult/child interactions that support developmentally appropriate practices. Topics include early childhood as a profession, code of ethics, and adaptive, assistive, and instructional use of technology. Includes a minimum of 15 field-based experience hours in which students also demonstrate understanding of reflective practice.
Prerequisites: EDL 101, 201, 210, 220

EDE 250Expressive Arts in Early Childhood (Music, Art, Drama, Play) (3)
Examines theory and practice in planning, developing, and implementing developmentally appropriate activities for young children from pre-K through age 8. Emphasizes the development of creativity in the developing child. Provides students with a variety of forms, including music, movement, art, play, dramatic expression and creative thinking, as well as curriculum planning, methods, and materials for developmentally appropriate practice. Course includes a minimum of 10 hours of classroom field/clinical-based experiences in pre-K, kindergarten and primary settings. Students engage in reflective practice to determine adaptation of teaching to student needs.
Prerequisites: EDL 101, 201, 210, 220

EDE 260 Systematic Phonics in the Integrated Language Arts (3)
Addresses the nature and role of systematic phonics and phonics awareness both in isolation and in meaning-centered reading and writing processes. Current research regarding phonics instruction is explored; the integration of phonics into the language arts program and strategies and materials for applying theoretical perspectives in teaching practice are included. Includes 5 specific hours of field experience.
Prerequisites: EDL 101, 201

EDE 270 Home, School & Community Relations in Early Childhood (3)
Studies strategies for involving parents in the interchange of information about children, including conference methods, formal parent education, resource and written materials, community resources and referrals, and informal exchanges. Emphasis is on understanding diversity, values, family dynamics, guidance and discipline, parents' rights, and PL 94-142. Includes an overview of community agencies that work with families, consult with schools and families, evaluate young children and provide support for families of different cultural and social backgrounds.
Prerequisites: EDL 101, 201, 210, 220

EDE 300 Visual Arts Methods - Early Childhood (2)
A study of curriculum with an emphasis on the practical application of principles of instruction on unit and lesson planning specific to the design of visual arts instruction at the pre-kindergarten to grade 3 levels. Students plan a unit based on GCS and Ohio Curriculum learning objectives, deliver lessons in both school and micro-teaching contexts and apply principles of measurement and evaluation to the design of a variety of assessment instruments. Principles are introduced by college faculty on campus, and field work involves instruction in and application of current practices in schools. Requires 20 field hours (minimum) in a pre-K to grade 3 placement.
Prerequisites: EDL 101, 201

EDE 301 Elementary School Reading (3)
Application of current philosophies and practices in the teaching of reading with emphasis on the integration of reading, writing, and the language arts. Attention to issues of emergent literacy, word attack skills, vocabulary development, levels of comprehension, critical and creative reading, and reading in content areas. Students are exposed to trade books, literature-based basal series as well as developmentally appropriate expository materials, diagnostic and assessment procedures and methods for observation, reporting of progress and intervention strategies. Includes 30 hours of field/clinical experience pertaining to the level of licensure. Students demonstrate reflective practice in this field experience.
Prerequisites: EDL 101, 201, 210, 220; EDE 230, 240, 260

EDM 308 Reading in the Content Area (3)
Critical exploration and analysis of current theory, research and practice in content areas. Developmental reading instruction in specific disciplines emphasizing assessment of readability, word recognition skills, vocabulary building, level of comprehension, study skills and basic instructional strategies for the teaching of reading in content areas. Also stresses the relationship of reading and writing to academic achievement and learning. Students gain experience in conducting needs assessments for reading and writing demands of the middle school reader. Requires 40 field/clinical hours.
Prerequisites: EDL 101, 201, 210, 220; EDE 260, 301

EDE 330 Developmental Assessment in Early Childhood Education (3)
Students learn a variety of strategies and guidelines for the appropriate assessment and evaluation of young children. Concepts and principles of developmental assessment both formative and summative, of young children from birth to age 8, including instruments, interpretation, parent conferences and referrals to community agencies, are studied. The selection and use of informal and formal assessment instruments, such as observation and portfolio assessment with special concern for cultural sensitivity, family involvement, communication of results and adaptations for special needs are considered. Review of standardized tests and measurements for typical and special needs children in pre-K and K-3 settings is addressed.
Prerequisites: EDL 101, 201, 210, 220; EDE 240, 301

EDR 345 Reading Assessment and Intervention (3)
Students will learn a variety of strategies and guidelines for the appropriate assessment and evaluation of children. Concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies are studied. The selection and use of informal and formal assessment instruments such as observation and portfolio assessment with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs will be considered in this course. Review of standardized tests and measurements for typical and special needs children will also be addressed.
Prerequisites: EDL 101, 201, 210, 220; EDE 260, 301; EDM 308

EDE 350 Special Education in Early Childhood (3)
Studies children (birth to age 8) who have been identified with special needs, including psychological, social, intellectual, creative, and physical needs. Emphasis is on historical, legal, legislative, and futuristic aspects of educating exceptional children. Reviews the most current research focused on guiding and directing the development of children who are gifted, disabled, or handicapped. Developmentally and individually appropriate curricula and instructional practices with specific adaptations for special needs of young children are taught. Different levels of needs, both mild and moderate, as well as transdisciplinary intervention are included. Technology for adaptation and assistance is discussed and the use and applications of IEPs and teaming with other professionals are included. Course includes a minimum of 20 hours of field-based experience in a variety of pre-K and K-primary settings. Students engage in reflective practice to determine most appropriate strategies for meeting student needs.
Prerequisites: EDL 101, 201, 210, 220; EDE 240

EDE 355 Child Guidance (2)
Developmentally appropriate guidance and support for early childhood students are the focus of this course. Physical and psychological health and safety issues, such as establishing and communicating realistic expectations of young children, conflict resolution, child abuse, behavior support and management, prosocial behavior, adult/child relationships and developing independent self-regulation, are considered. Also discussed are diverse cultures and life styles as they pertain to this period of life and anti-bias issues related to affective development. Community agencies that have contact with children and families are identified.
Prerequisites: EDL 101, 201, 210, 220; EDE 301

EDE 379 Curriculum and Materials: K-3 (3)
Addresses curriculum methods and materials in kindergarten and the primary-grade settings. The course is interdisciplinary and grounded in current theory and research about appropriate instruction in language arts, mathematics, social studies, and science. Students will learn how to use effective multi-sensory activities and theme- and play-based discovery instruction while learning how to meet the individual and collective needs of students. Curricular and instructional approaches that include concepts, skill level and problem solving and the appropriate use of technology software to support learning skills, such as scientific process and data, are included. Integrated thematic units will be designed. This course is designed for students in early childhood who already possess an associate's degree, and, therefore, have already addressed the pre-K portion of curriculum. This course is also designed for students preparing to be special educators who do not have pre-K as part of their license. Course includes a minimum of 40 hours of field-based experience in K and primary settings.
Prerequisites: EDL 101, 201, 210, 220

EDE 380 Curriculum and Materials (Block): Language Arts (2), Math (2), Science (2), Social Studies (2)
This block is interdisciplinary and grounded in current theory and research about appropriate instruction in each discipline. Students learn how to use effective multi-sensory activities and theme and play-based discovery instruction to meet the individual and collective needs of students. Curricular and instructional approaches that include concepts, skill level and problem-solving and the appropriate use of technology software to support learning skills, such as scientific process and data, are included. Integrated thematic units are designed and implemented. Requires 60 hours of field/clinical experience. Students engage in reflective practice to serve the young child's needs.
Prerequisites: EDL 101, 201, 210, 220; EDE 240, 250, 301

Language arts
Focuses on the basic language arts of pre-K and K-primary education. Integrates multicultural children's literature and emphasizes the development of resources, equipment, and materials for developmentally appropriate practices in the area of speaking, writing, listening, reading, and viewing that address the Ohio Competency-Based Language Arts Program for Reading, Writing, Listening/Visual Literacy, and Oral Communication.

Math
Focuses on basic math concepts of pre-K and K-primary education as indicated in the Ohio Competency-Based Mathematics program. Includes developmentally appropriate use of structures, processes, and sequencing of arithmetic and basic algebraic functions. Explores the selection, use, and procedures for hands-on learning. Emphasizes both the creative and cognitive uses of mathematics materials.

Science
Focuses on basic science concepts with emphasis on the child as discoverer. Studies principles involved in the development of curriculum for children in pre-K and K-primary settings within the context of Ohio Competency-Based Science Program which stresses scientific inquiry, scientific knowledge, conditions for learning science and applications for science learning. Includes selection, evaluation, operations and procedures for appropriate media including microcomputers, listening centers, models and manipulatives.

Social Studies
Focuses on basic social studies concepts of pre-K and K-primary education. Studies selected topics in history, government, geography, economics, psychology, and sociology. Concepts such as understanding how all people are alike or different, changes over time, altruism, comparing and contrasting the wants, needs, and resources of various communities, and the rights and responsibilities of citizens are included, as dictated by Ohio's Competency-Based Social Studies Program. Emphasizes current practices and techniques in teaching major social studies concepts, as well as the use of technological and teacher-made activities.

EDE 390 Health Issues in the Classroom (3)
Explores concepts related to mental health, nutrition, minor first aid, CPR, the recognition of communicable diseases, and characteristics of children born with addictions. Also considers the conditions necessary for developing healthy, well-adjusted, and emotionally secure young children and the effects of lack of these conditions on the growth and development of children from prenatal to age 8. The influence of culture, lifestyle, media, technology and other factors on health is studied. Safety procedures, record-keeping, legal and liability issues regarding health, nutrition, and safety, and signs, symptoms and strategies for interaction and reporting of known or suspected abuse are emphasized. This course includes a classroom clinical component.
Prerequisites: EDL 101, 201, 210, 220; EDE 270

EDE 410 Administering the Early Childhood Program (3)
Examines principles and practices of administration, with emphasis on licensing and accreditation rules; ethical decision-making; the administrator's responsibilities for development and implementation of policies and procedures, including staff evaluation; collaborative consultation with staff, parents and community agents; program organization; staff development; and interaction between the home and school. Includes 10 hours of field-based experience.
Prerequisites: EDL 101, 201, 210, 220; EDE 240, 270, 350

EDE 450 Student Teaching (Pre-K, K-Primary) (12)
Student teaches 16 weeks in pre-K and K-primary setting under the direction of a master teacher and the college supervisor. The student teaching experience provides the opportunity for the Early Childhood Teacher to design and implement curricula, plan group and individualized instruction, engage in authentic classroom assessment, and work toward enhancing strong home-school connections that lead to children's success. Student teaching includes on-campus seminar of 90 minutes per week.
Prerequisite: Completion of professional sequence

EDE 452 Student Teaching (K-Primary) (9)
Student teaches 12 weeks in K and primary settings under the direction of master teachers and the college supervisor. The student teaching experience provides the opportunity for the Early Childhood Teacher to design and implement curricula, plan group and individualized instruction, engage in authentic classroom assessment, and work toward enhancing strong home-school connections that lead to children's success. Student teaching includes on-campus seminar of 90 minutes per week. Designed for students who have already completed a pre-K setting during associate degree program.
Prerequisite: Completion of professional sequence



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