Early Childhood Education (B.A.)

The undergraduate Early Childhood Education program is offered in conjunction with the College of Arts and Sciences and the School of Professional and Graduate Studies.

Faculty

Dr. Jennifer Lee, Assistant Professor (program chair in conjunction with the College of Arts & Sciences)
Mr. Michael Rowe, Assistant Professor (program director in conjunction with the School of Professional and Graduate Studies)
Dr. Marie Celeste, Associate Professor
Faculty in the School of Education also support Trinity’s undergraduate education programs.

Description

The School of Education offers a Bachelor of Arts degree in early childhood education in conjunction with the College of Arts and Sciences and the School of Professional and Graduate Studies. Trinity’s program prepares candidates to meet eligibility requirements for teacher licensure in early childhood education (ages 3-8) in the District of Columbia. Once licensed, candidates may apply for reciprocity in other jurisdictions.

Students complete field-based experiences during their freshman and sophomore years, two semesters of a practicum during their junior year (four hours/week), and a final semester in a school for the student teaching internship (full-time). Student teaching internships are in public, charter, and private school systems in the Washington metropolitan area, and placements are made by the university.

Trinity’s education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Office of the State Superintendent of Education (OSSE) of Washington, DC. Trinity’s B.A. in Early Childhood Education is also recognized by the National Association for the Education of Young Children (NAEYC).

B.A. to M.A.T. Program

Education majors and minors (and all undergraduate majors) may also be interested in pursuing a Master’s of Arts in Teaching (M.A.T.) in Trinity’s School of Education. The M.A.T. is offered in early childhood, elementary, and special education. A student must have a 3.0 G.P.A. in the content area in which he or she wishes to teach. Prospective students for Trinity’s M.A.T. program should refer to the School of Education’s Policy on the State Required Examinations.

Program Requirements

Acceptance Criteria and Advising

Formal acceptance into the major programs requires:

1. Qualifying scores on state-designated teacher licensure examinations (Praxis Core) or a minimum overall GPA of 3.0 at the time of application
2. A minimum GPA of 3.0 in all pre-EDU courses
3. A minimum grade of “B” (3.0) in all EDCC and EDTE courses

To earn an undergraduate degree from Trinity, students must earn a minimum of 120 credits. Education majors should take additional education courses and/or core liberal arts courses in humanities, math, or natural sciences to meet the 120 credit requirement.

Interested students should direct any questions about the process for formal acceptance into the education major or minor to their undergraduate advisor, the program chair, or the Dean of the School of Education. Students majoring in education should follow the required sequence of courses. This course sequence is designed to contribute to a liberal arts education while preparing students in content areas that, as early childhood teachers, they will be teaching.

Students who are not interested in pursuing licensure as an early childhood teacher should speak to their undergraduate advisor to discuss how completing a degree in Early Childhood Communication Education can still allow graduates to work in various early childhood educational settings.  The District of Columbia Career Guide for Early Childhood and Out of School Time Professionals can also help students make an informed decision about whether or not to pursue teacher licensure.

Field-Based Instruction

Teacher preparation at Trinity emphasizes field-based instruction that includes a series of mandated integrated field experiences and practicum experiences at different grade/age levels in a variety of school settings.

School districts, individual schools, and other service providers vary in their requirements for entering their site and observing students. Most schools and service providers require a Tuberculosis test (TB), fingerprinting, and a criminal background check prior to activities that bring the university candidate into working contact with clients/students.

Prior to arrival at a site to observe or work with individuals or groups as required by courses (course assignments, field experience, practicum), a Trinity candidate must have communicated with the site to ensure having met any specific site prerequisites.

A sample course requiring field experience:

Application for Student Teaching

Undergraduate students may not student teach until all of the following conditions are met:

1. Core Curriculum requirements are completed,
2. Educational Core courses are completed,
3. Education Methods courses are completed, and
4. Praxis II is passed.

One semester before prospective teachers plan to student teach, they must submit their application for student teaching. This form must be signed by the student, the education advisor, and the Assistant Dean for the School of Education. Failure to complete this form and obtain the requisite approvals may disqualify prospective teachers from student teaching. The completed and signed form is due to the program at least two weeks prior to the opening of registration for the semester in which the student wishes to student teach.

A Tuberculosis test (TB) and a background check is required the semester before the pre-student teaching experiences (practicum) and student teaching (Internship).

Major Requirements (107 credits including General Education sequence)

School of Professional and Graduate Studies students who plan to apply to the Early Childhood Education students must complete a set of required core, education core, and teacher education courses. Students must be accepted into the major and must provide evidence of qualifying scores on the state-designated teacher licensure examination, Praxis Core, before registering for education courses at the 400-level or above. Students are strongly advised to enroll in courses in the recommended sequence.

In addition to the credits required in the core curriculum sequence and the major, student must enroll in 13 credits of electives to meet the 120 credits requirement for the B.A. at Trinity. Education majors should take additional education courses and/or core liberal arts courses in humanities, math, or natural sciences to meet the 120 credit requirement.

Majors must earn a minimum grade of “B” (3.0) in all Education (EDCC and EDTE) courses to fulfill requirements for the major as well as earn an overall G.P.A. of at least a 3.0.

Core Curriculum and Co-requisite Courses
In addition to all courses in the Core Curriculum, students must take two corequisite courses:

BIOL 101 Introduction to BiologyExplores various aspects of biology from cell structure to metabolism, diversity and ecology. The course consists of two hours of lecture and three hours of laboratory per week. Recommended for non-science majors. There is an additional laboratory fee for this course. Formerly BIO 101 Introduction to Biology.
4 credits
FLC Area I
Core Area II
General Education Curriculum: Knowledge and Inquiry OR ENVS 101 Discovering Planet EarthIntroduces non-science majors to evolution, earth science, and plate tectonics with an emphasis on the mid-Atlantic region. Labs include use of the scientific method, development of observational skills, computer-assisted learning, and several field trips. There is an additional laboratory fee for this course. Formerly ENV 101 Discovering Planet Earth.
4 credits
General Education: Knowledge and Inquiry Area
FLC Area IV
Core Area II: Understanding Self, Society, and Nature
COM 225 Intercultural CommunicationApplies basic principles of intercultural communication to the analysis of specific situations involving cultural differences. Emphasis is on the influence of culture on the communication process, including differences in values, assumptions, and communication. Models of intercultural communication analysis are developed and applied to issues dealing with relations between a dominant society and subcultures, social change, and international relations.
3 credits
Core Area I: Skills for Work and Life
COM 290 Public SpeakingExamines theory and practice of public speaking. Students will prepare and present informative and persuasive speeches. Audience analysis, research, speech organization, delivery and effective persuasive strategies will be covered.
3 credits
FLC Area I
Core Area I: Skills for Work and Life
ENGL 107 College CompositionDevelops effective writing of evidence-based, thesis-centered academic essays. Emphasizes the research and documentation skills necessary for successful academic writing. Focuses on argumentative essays that build to a substantive research paper. Formerly ENG 107 College Composition.
3 credits
General Education: Foundational Skills Area
FLC Area I Core Area I: Skills for Work and Life
ENGL 267 Multicultural United States LiteratureExamines largely contemporary writings by writers representing the diverse cultures in the US with a consideration of the ways in which difference or "the other" may be constructed. Formerly ENG 200 Multicultural US Literature.
3 credits
General Education Requirement: Knowledge and Inquiry
Core Area II: Understanding the Self and Society (or another English literature class that meets the core curriculum requirement)
HIS 130 Introduction to American CivilizationsExplores the major themes that have shaped the American experience from the Colonial period to 1890. Topics include the Age of Exploration and Discovery, the American Revolution, the causes of the Civil War, and industrialization and urbanization.
3 credits
General Education Curriculum: Knowledge and Inquiry
FLC Area II, History Cluster
INT 109 Information LiteracyIntroduces information literacy, skills, and technology tools that support the discovery, analysis, and integration used in critical thinking and constructing knowledge in the classroom and the larger world, including values and legal issues that impact ethical use of these tools.
3 credits
Core Area I: Skills for Work and Life
MATH 109 Foundations of MathematicsThis quantitative literacy course is intended for social science and humanities majors. The course is designed to teach quantitative reasoning by emphasizing topics, both useful and relevant to a liberal-arts program, that enable students to become quantitatively literate. Topics include financial literacy, unit conversions, an introduction to linear and exponential functions and mathematical modeling, probability and statistics as well as math in politics.Formerly MAT 109 Foundations of Mathematics. This course may not be taken pass/fail by School of Professional Studies students.
4 credits
Prerequisites: None
General Education Area: Foundational Skills
PHIL 103 Reasoning and ArgumentationPresents examples of analysis and argumentation in order to examine what constitutes either a deductive and an inductive argument, the notions of validity and truth, the justificatory power of evidence as well as common informal fallacies. The course provides practice in various techniques of argumentation and critical analysis. Formerly PHI 103 Reasoning and Argumentation.
3 credits
General Education Curriculum: Foundational Skills Area
FLC Area III
Prerequisite CRS 101 - CAS Only
PHIL 245 Ethics IIntroduces the student to social ethics and the concepts of person and community by examining the moral traditions that inform our understanding of the individual. The course traces the focus of ethics from a concern about what kind of person to be to the more modern and narrow concern in how to act in both the public and private domains, acknowledging the ways in which our cultural and historical practices help shape our vision. Formerly PHI 212 The Moral Dimension: Persons and Community.
3 credits
General Education Curriculum: Values and Beliefs Area
Core Area III: Ethics and Moral Reasoning
PSYC 101 Introductory PsychologyIntroduces the student to the scientific study of the mind and behavior. All major sub-areas of psychology (social, developmental, clinical, physiological, motivation and emotion, sensation and perception) are explored, as well as the major theoretical perspectives (behavioral, cognitive, psychoanalytic, and humanistic). Formerly PSY 121 Introductory Psychology.
3 credits
General Education Curriculum: Knowledge and Inquiry Area
FLC Area V
Core: Area II
SOCY 100 Introduction to SociologyIntroduces students to the science of sociology and prepares students for upper-level social science course work. Formerly SOC 100 Introduction to Sociology.
3 credits
General Education Curriculum: Knowledge and Inquiry Area
FLC Area V
Core Area II: Understanding the Self and Society

POLS 103 The American Political ProcessOffers an introduction to the American political and governmental system, with emphasis on the processes, institutions, and actors involved in the system. Case studies are used to focus on contemporary issues and their backgrounds. Formerly PSC 123 American Political Process
3 credits
Core Area II: Understanding the Self and Society
MATH 115 Mathematics for EducatorsThis core mathematics course covers numbers and quantity, data interpretation and representation, and algebra and geometry. This course will include a lab and online component providing a rigorous immersion into the content area. The content of this course will help to prepare students for the Praxis Core Academic Skills for Educators: Mathematics (5733) test.
3 credits

Pre-Acceptance Major Requirements 
Students take ALL of these courses before admission into the early childhood education program:

EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 207 Development of Learning Experiences in Early Childhood EducationThis course examines the historical, theoretical, and developmental foundations for learning in young children, birth to age 8 (specifically, pre-K to 3rd grade). Students learn how to create developmentally and individually appropriate lesson and activity plans. Learning experiences integrate the various content areas of literacy, math, science, social studies, and the arts, and incorporate the social-emotional, cognitive, and physical domains of child development.
3 credits
Prerequisites: None
EDCC 211 Development of Early Childhood Oral Language and Literacy SkillsThis course introduces strategies for helping young children acquire communication skills. The contribution of appropriate children's literature to literacy development is demonstrated. Activities, materials, and lessons in these areas emphasize developmentally appropriate practices. This course requires a 10 hour on-site field component.
3 credits
Prerequisites: None
EDCC 213 Observation, Description and Measurement of Growth in Early ChildhoodIn this introductory course, students use developmentally appropriate observation and record keeping strategies to reflect upon, improve, maintain, and extend learning. Tools and techniques that promote growth across all domains of early childhood development-social-emotional, cognitive, and physical, and across language and other content areas-will be discussed and explored. This course requires a 10-hour on-site field component.
3 credits
Prerequisites: None
EDCC 215 Human Growth & DevelopmentReviews introductory theory and research in human growth and development over the life span. Focus is on the interdisciplinary nature of human development and relationships among the biological, cognitive, social, and psychological domains of the individual in her environment. Highlights critical life events and resulting change from the prenatal period through adulthood, stressing interactions between the developing person and a continually evolving world.
3 credits
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 232
EDTE 250
EDTE 292 Praxis PreparationPrepares candidates for Praxis Core tests in reading, math, and writing. Successful completion of Praxis Core is required to declare a major in early childhood or elementary education. Delivered on-line, includes components such as diagnostics, lessons, and full-length practice exams.
*1 credit

Students must receive a B or better, and complete all pre-major courses in the School of Professional and Graduate Studies before applying to the School of Education major in Early Childhood Education.

Major Requirements 
Students take ALL of the following courses after admission into the program:

EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 401 Classroom AssessmentProvides teacher education candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Emphasis is placed on the different types and applications of formal and informal assessments, including authentic and performance-based assessment, standardized tests, and individual assessments. Candidates gain practical experience in creating classroom assessments and analyzing results of different assessment tools. Field component is an integral part of the course.
3 credits
Prerequsites:EDTE 301; Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.

SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits

CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.

SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDCC 440 Research in EducationDesigned to equip students with the knowledge, skills, and dispositions to become critical consumers and competent producers of research, this course covers research essentials to inform teaching and instructional practice. Research in Education broadens students' knowledge of the empirical literature and current trends in curriculum and teaching with a focus on characteristics and educational needs of students from diverse cultural and linguistic backgrounds. Students will evaluate research methodologies and results along with demographic and assessment information, and will learn to translate the information to demonstrate their ability to understand, analyze, and synthesize research. As a final course requirement, students plan an action research project that will be implemented during their student teaching internship.

3 credits

Prerequisite: EDTE 301, Admission to the School of Education. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 471 Student Teaching Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting under the guidance and supervision of a certified teacher and college supervisor. Candidates must apply for student teaching the semester prior to placement and have passed the Internship Readiness Assessment. Internship placements are arranged by the University. Candidates will be at their placement full-time, 5 days a week for the entire semester.
For the major, a minimum grade of B in this course is required.
9 credits
Prerequisites: Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 499. Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 499.
EDTE 499 Advanced Seminar in TeachingThe seminar is a companion to and taken concurrently with student teaching. This culminating learning experience provides opportunities to share, examine, and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the interns' specific classroom placement. Interns also focus on career planning and development as well the production of a portfolio (e-portfolio) containing specific requirements.
3 credits
CAS Prerequisites: Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 473 Student Teaching.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 471 Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 471

In addition to the credits required in the core curriculum sequence and the major, student must enroll in 13 credits of electives to meet the 120 credits requirement for the B.A. at Trinity. Education majors should take additional education courses and/or core liberal arts courses in humanities, math, or natural sciences to meet the 120 credit requirement.

Program Policies

Fingerprinting and Nationwide Criminal Background Check: School districts, individual schools, and other service providers vary in their requirements for entering a site and observing students. Most schools and service providers require a Tuberculosis test (TB), fingerprinting, and a criminal background check prior to activities that bring the university candidate into working contact with clients/students.  Additionally, in order to be licensed, professionals in the field of teaching must undergo fingerprinting and a nationwide criminal background within a year of application for licensure.

Advanced Placement: Credits earned through Advanced Placement Examinations may fulfill core curriculum for certification courses in cases where the student has earned a 4 or 5 on the examination and the credits have been reviewed by education faculty members.

CLEP Policy: Credits earned through CLEP Examinations may fulfill general education for certification courses in cases where the student has earned a score that confers credit following the guidelines of the American Council on Education (ACE) and the credits have been reviewed by education faculty members.

Attendance Policy: In all 300- and 400-level EDCC/EDTE courses, two late arrivals or early departures of 20 minutes or more constitute a single class absence, and any student with class absences or the equivalent that total more than 2 weeks’ worth of class meetings will automatically fail the course. Faculty teaching EDCC/EDTE courses at the 200-level may adopt this policy in their syllabi as well, and faculty teaching EDCC/EDTE courses at any level may adopt a stricter policy in their syllabi.

Grades in Education Courses: Undergraduate students are required to earn a minimum grade of “B” (3.0) or better in all courses taken as major requirements (both pre-acceptance EDCC and EDTE courses and all courses taken as major requirements).  In addition, majors must earn an overall G.P.A. of at least a 3.0.

Pass/No Pass: Courses fulfilling the major, including core curriculum courses required for certification, may not be taken Pass/No Pass.

Student Assessment: Assessments of student proficiencies required of students in the major are further described on the School of Education page concerning the Student Assessment System.

Study Abroad: Courses taken through a study abroad program approved by Trinity may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, education courses taken abroad will not count toward the major.

Praxis Policy: Students must provide evidence of qualifying scores on the Praxis Core prior to registering for any education course in their final semesters. The Praxis Core exam may only be attempted twice.  Students who do not earn qualifying scores after the second attempt can submit a petition to attempt the test a third time. Students must provide evidence of qualifying scores on the Praxis II (Early Childhood Content Knowledge or Elementary Education Multiple Subjects) prior to registering for Student Teaching in Early Childhood or Elementary Education and Advanced Seminar in Teaching. The Praxis II exam may only be attempted twice. Students who do not earn qualifying scores after the second attempt can submit a petition to attempt to test a third time.

Experiential Credit Policy: Credits earned through experience may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, experiential credits may not substitute for education courses counted toward the major.

Transfer Credits: Transfer credits may be awarded only after appropriate program review. Courses at the 400-level and above must be completed at Trinity. Courses taken as part of the School of Education program of study must be taken at Trinity.

Course Descriptions

Explanation of Course Prefixes and Numbers Courses designated “EDCC” are education core and common courses across various programs in the School of Education. Courses designated “EDTE” are largely specific to the teacher education program.

EDCC – Education Core and Common Courses

EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 207 Development of Learning Experiences in Early Childhood EducationThis course examines the historical, theoretical, and developmental foundations for learning in young children, birth to age 8 (specifically, pre-K to 3rd grade). Students learn how to create developmentally and individually appropriate lesson and activity plans. Learning experiences integrate the various content areas of literacy, math, science, social studies, and the arts, and incorporate the social-emotional, cognitive, and physical domains of child development.
3 credits
Prerequisites: None
EDCC 211 Development of Early Childhood Oral Language and Literacy SkillsThis course introduces strategies for helping young children acquire communication skills. The contribution of appropriate children's literature to literacy development is demonstrated. Activities, materials, and lessons in these areas emphasize developmentally appropriate practices. This course requires a 10 hour on-site field component.
3 credits
Prerequisites: None
EDCC 213 Observation, Description and Measurement of Growth in Early ChildhoodIn this introductory course, students use developmentally appropriate observation and record keeping strategies to reflect upon, improve, maintain, and extend learning. Tools and techniques that promote growth across all domains of early childhood development-social-emotional, cognitive, and physical, and across language and other content areas-will be discussed and explored. This course requires a 10-hour on-site field component.
3 credits
Prerequisites: None
EDCC 215 Human Growth & DevelopmentReviews introductory theory and research in human growth and development over the life span. Focus is on the interdisciplinary nature of human development and relationships among the biological, cognitive, social, and psychological domains of the individual in her environment. Highlights critical life events and resulting change from the prenatal period through adulthood, stressing interactions between the developing person and a continually evolving world.
3 credits
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.

SPS Prerequisites: EDCC 220 with grade of B or higher.
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement

EDTE -Teacher Education Courses

EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)
EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 401 Classroom AssessmentProvides teacher education candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Emphasis is placed on the different types and applications of formal and informal assessments, including authentic and performance-based assessment, standardized tests, and individual assessments. Candidates gain practical experience in creating classroom assessments and analyzing results of different assessment tools. Field component is an integral part of the course.
3 credits
Prerequsites:EDTE 301; Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.

SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits

CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.

SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 471 Student Teaching Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting under the guidance and supervision of a certified teacher and college supervisor. Candidates must apply for student teaching the semester prior to placement and have passed the Internship Readiness Assessment. Internship placements are arranged by the University. Candidates will be at their placement full-time, 5 days a week for the entire semester.
For the major, a minimum grade of B in this course is required.
9 credits
Prerequisites: Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 499. Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 499.
EDTE 499 Advanced Seminar in TeachingThe seminar is a companion to and taken concurrently with student teaching. This culminating learning experience provides opportunities to share, examine, and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the interns' specific classroom placement. Interns also focus on career planning and development as well the production of a portfolio (e-portfolio) containing specific requirements.
3 credits
CAS Prerequisites: Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 473 Student Teaching.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 471 Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 471