Undergraduate Early Childhood
2023 Spring Term
- This course listing is informational and does not guarantee availability for registration.
- Please click through to view the class schedule to see sections offered for your selected term.
- Sections may be full or not open for registration. Please use WINS if you wish to register for a course.
ECCE CAPSTONE PLACEMENT AND SEMINAR
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.
ECCE LEADERSHIP INTERNSHIP AND REFLECTIVE SEMINAR
This course gives students opportunities to use best practices for teaching in early childhood education while working with a mentor.
INTRO TO DUAL LANGUAGE LEARNING IN EARLY CHILDHOOD EDUCATION
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.
COMPONENTS OF A QUALITY DUAL LANGUAGE PROGRAM
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.
CULTURALLY APPROPRIATE INTERACTIONS AND GUIDANCE
As the third course in the Teaching in a Diverse Society credential, students will learn culturally appropriate interactions and guidance for young children. Students will explore their own biases; reflect on their intentional and unintentional beliefs that lead to their responses when dealing with children from backgrounds different from their own. Students will also begin to recognize the disparity of equity that may impart a cumulative emotional and historical trauma across generations while learning how to interact and guide children that may be affected by such.
AUTHENTIC CURRICULUM THAT CONNECTS WITH CHILDREN
As the fourth course in the Teaching in a Diverse Society credential, students will learn about the importance of creating curriculum that connects with children from diverse backgrounds. Students will also explore their role as leaders in the classroom and their program in creating a culturally competent environment for children and families. Students will create a capstone project as a summative assessment intended to demonstrate and display what they have learned throughout the four courses comprising this credential.
NAVIGATING THE BENEFITS, RISKS, AND CHALLENGES IN NATURE-BASED EC
This is course three out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually. There are enormous benefits to nature-based play and learning ¿ for children, teachers, administrators and families. With these benefits, as with all things, come risks and challenges. As the adults in children¿s lives, it is up to us to seek and understand the benefits and to mitigate and manage the risks and challenges. This course looks at the benefits of nature-based early childhood programming and how nature-based environments support children¿s learning and development.
DESIGNING FOR & IMPLEMENTING NATURE-BASED EC LEARNING
This is the fourth course in the four-course series; it must be taken last and cannot be taken individually. This course will be implementation focused, providing students the opportunity to integrate what they have learned in the previous 3 courses through planned projects implementing the provision of nature-based early childhood education. Students will explore aspects of nature-based early learning to determine the character and scope of action project they will undertake. They will learn about proposal writing and project management, creativity and problem solving, and various other things, depending on the scope and character of their action project.
INTRODUCTION TO PROGRAM DEVELOPMENT
This first course in a series of four provides an overview of definitions, roles, responsibilities, and ethics involved in program development and sets the context for the other three courses. Students explore what it means to develop and implement a high-quality early care and education or youth care program. The course includes the application of the Wisconsin Model Early Standards or your state¿s Early Learning Standards to guide expectations for supervisory and teaching staff and support continuous quality improvement. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, leaders.
OBSERVATION, ASSESSMENT AND EVALUATION
This second course in a series of four includes discussions and practical application of techniques and tools for observation, assessment, and evaluation of individual children, curriculum, and learning environments. Systems for planning, goal setting, and monitoring provide continuous information on the quality of the program, educators, and child outcomes. The course meets the requirements for Wisconsin Model Early Standards or your state¿s Early Learning Standards. 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.
THE PERSONAL DISPOSITIONS OF A LEADER
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.
LEADING IN YOUR PROGRAM
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.
LEADING IN YOUR COMMUNITY
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.
LEADING FOR CHANGE
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.