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• Undergraduate Fall 2022
• Early Childhood

Undergraduate Early Childhood

2022 Fall Term

Class Schedule

NUTRITION AND HEALTH: EARLY CHILDHOOD

EARLYCHD 212

This course pertains to the needs of the young child of preschool age through the third grade, with emphasis on knowledge of nutrition, safety, and health in homes and community and school settings.

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ECCE CAPSTONE PLACEMENT AND SEMINAR

EARLYCHD 318

This course gives students opportunities to demonstrate best practices in field of early child care and education, as a teacher or leader, while working with a mentor to create a meaningful artifact.

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ECCE LEADERSHIP INTERNSHIP AND REFLECTIVE SEMINAR

EARLYCHD 319

This course gives students opportunities to use best practices for teaching in early childhood education while working with a mentor.

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INTRO TO DUAL LANGUAGE LEARNING IN EARLY CHILDHOOD EDUCATION

EARLYCHD 320

As the first course in the Supporting Dual Language Learners Credential, this three-credit course provides a historical overview of dual language programs in the United States and offers evidence to support the importance of home language maintenance in a dual language setting. It provides a foundation for understanding dual language learners, as well as strategies to effectively meet the needs of dual language learners in an early childhood setting, including classroom environments, teaching recommendations, and methods of assessment.

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COMPONENTS OF A QUALITY DUAL LANGUAGE PROGRAM

EARLYCHD 322

As the second course in the Supporting Dual Language Learners Credential, students in this three credit course will learn about the components of a quality dual language program, including assessment and accountability, curriculum, instruction, classroom environments, staff quality, program structure, family and community involvement, and support and resources. Students will investigate and evaluate each component and how it affects dual language learning.

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WHAT IS CULTURALLY RESPONSIVE TEACHING?

EARLYCHD 332

As the first course in the Teaching in a Diverse Society credential, students will reflect on their own identity, culture and biases before beginning to explore the meaning behind culturally responsive teaching. Throughout this process, students will develop understanding of the importance of culturally responsive teaching in early childhood education, the research and theory behind it, and how it may differ from the practices they have followed in the past. Students will develop awareness of their own strengths and gaps, reflect on best practices and develop actionable strategies they can take toward becoming more culturally responsive.

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BUILDING ON THE ASSETS OF FAMILIES AND THEIR CULTURES

EARLYCHD 334

As the second course in the Teaching in a Diverse Society credential, students will learn how to build on the assets of diverse families. They will learn how to engage families while respecting their different backgrounds, welcome families and solicit their involvement so teachers and families can work collaboratively in the best interest of their child.

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INTRODUCTION TO NATURE-BASED EARLY CHILDHOOD EDUCATION (NBECE)

EARLYCHD 341

This is course one out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually. Nature-based early childhood education has its roots in early childhood education and environmental education. Understanding the foundation and history of both will help support this new profession that integrates these two varied disciplines. This course will introduce students to the field of nature-based early childhood education including its history, theories, benefits for children, the variety of programs possible, the teacher¿s role, high quality practices, and resources available.

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EXPLORATION OF NATURE-BASED EARLY CHILDHOOD CURRICULUM AND ASSESS

EARLYCHD 342

This is course two out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken indivdually. This course is designed to help students develop a deeper understanding of what a Nature-Based Early Childhood (NBEC) curriculum entails as well as how to unite early childhood learning standards with age-appropriate nature content. Students will explore how a Nature-based curriculum supports the developmental domains of early childhood. They will also evaluate different approaches to assessment in a NBEC classroom while examining the relationship between assessment and curriculum.

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DESIGNING ENVIRONMENTS FOR LEARNING

EARLYCHD 356

This is the third course in the Program Development Credential. Environments are both physical and cultural and are an important part of producing excellent quality programs. They reflect the program¿s philosophy and either assist or hinder children¿s learning. This course uses the Wisconsin Model Early Standards, or your state¿s Early Learning Standards as a framework for program quality and for both supervisory and teaching staff expectations. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, lead teachers, family childcare providers, program coordinators, site coordinators, and group leaders.

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SUPERVISION, COACHING AND PROFESSIONAL DEVELOPMENT

EARLYCHD 357

This is the fourth course in the Program Development series. The quality of the program for children is dependent on the knowledge skills and dispositions of the staff working directly with children. Staff are supported by individualized, ongoing professional development programs and effective coaching and supervision. This course provides program supervisory and lead personnel with the tools to develop cultural responsiveness and supportive learning environments through staff development, coaching, supervision, and community building. This course uses Early Learning Standards as a framework for program development.

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THE PERSONAL DISPOSITIONS OF A LEADER

EARLYCHD 400

This is the first of four courses and will cover definitions of leadership and leader roles, the role of vision, emotional intelligence, resilience, optimism, and reflective practice in successful leadership of early childhood programs. For credentialing, it is required that the Leadership Credential courses must be taken sequentially, however this course can be taken individually.

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LEADING IN YOUR PROGRAM

EARLYCHD 401

This is the second of four courses in early childhood leadership. Through this three-credit course, students in early education will cover the leadership roles, responsibilities, and skills necessary for excellence in early childhood programs. Various leadership models will be presented. The role of leadership in staff development will be examined, including coaching and mentoring. Overarching themes include the importance of excellence, equity, inclusion and belonging in early care and education programs, and the role of vision and reflective practice in reaching these goals.

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LEADING IN YOUR COMMUNITY

EARLYCHD 402

This is the third of four courses in early childhood leadership. This course will cover the leadership skills necessary to go beyond individual programs to leadership in communities and in the profession. The focus will be on collaboration, interconnections, relationships, transformation and advocacy. Overarching themes include the importance of excellence and diversity in early childhood programs, and the role of vision and reflective practice in reaching these goals.

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LEADING FOR CHANGE

EARLYCHD 403

This is the fourth of four courses in early childhood leadership. This course will cover the use of transformational leadership, theories on change, action research, and strategies for successful advocacy. As the final course in the leadership series, students will participate in a research project to effect change. Overarching themes include the importance of excellence and diversity in early childhood programs, and the role of vision and reflective practice in reaching these goals.