BTS150 - Christian Story I: Biblical Tradition
(4 credits) This course presents an overview of and orientation to the Bible, focusing on its content, character, role in the Christian faith, and covenant themes of creation, fall, redemption, and new creation. This course begins the development of theological thinking for academic study in the liberal arts and equips students for the task of integrating faith and learning in their academic work. Students should complete this course by the end of their second term.
Note: Does not count toward a religion major or minor.
ECE228 - Young Children's Literature and Literacy
(3 credits) This course supports literacy, language, reading, and early childhood preservice educators in developing a deep and comprehensive understanding of literacy development. Course emphasis will be placed on learners at various stages of literacy development, how the brain learns to read, theoretical frameworks and models, and the language processing requirements for proficient reading and writing. This course provides an introduction to the criteria and selection and curriculum integration of children's literature for infants, toddlers, preschool and early elementary-aged children.
Note: Five clinical hours in a reading setting working with children of your choice are required for this course.
ECE320 - Positive Behavior Support for Young Children I
(3 credits) This course utilizes evidence-based strategies for promoting social and emotional development and preventing and addressing challenging behaviors in preschool-aged children. Through course readings, discussions, activities, and related experiences, participants will learn about a variety of these research-based practices. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program.
ECE323 - Methods of Early Numeracy
(3 credits) Candidates will learn how to support children's numeracy learning by developing age-appropriate content, numeracy-rich environments, technology, and scaffolded learning experiences. Additionally, participants will develop learning experiences that incorporate classification, data analysis, spatial sense, measurement, number and operations, patterns and relationships, and estimation. Emphasis will be on developing an integrated math curriculum which includes play-based learning and child-centered choices. (10 hour practicum)
Prerequisite: Admission into the teacher education program.
ECE326 - Methods of Teaching Reading & Language Arts for Young Children
(3 credits) A foundational course for the teaching of reading at the pre-primary and primary school levels. Candidates will understand and utilize materials, lesson design, methods, technology, assessment, and procedures to teach reading and language arts. Emphasis will be on lesson plan development, methodologies, and assessment for instruction in the areas of early childhood reading and language arts. Additionally, candidates will explore various educational psychology paradigms; this course emphasizes the use of learning principles related to creating and adapting instruction. The importance of aligning learning objectives and creating valid assessments will also be discussed. To inform future planning, candidates will learn how to systematically monitor and evaluate progress. Developmentally appropriate practice and interdisciplinary instruction will be explored. (10 hour practicum)
Prerequisite: Admission into the teacher education program.
ECE328 - STEM Methods for Young Children
(3 credits) This course integrates science, technology, engineering, and math (STEM) concepts, strategies, learning experiences, and instruction for young children, with a focus on activating children's innate curiosity, modeling habits of the mind, and fostering students' belief in their ability to learn. Students will explore creative problem-solving, inquiry based learning, and critical thinking. The course will focus on curriculum, instruction and assessment that are developmentally appropriate for young children. (10 hour practicum)
Prerequisite: Admission into the teacher education program.
ECE329 - Methods of Teaching Social Sciences for Young Children
(3 credits) This course focuses on the methodologies for teaching young children's social studies, including the relevance of history and geography, the study of people, and children's roles as world citizens. Based on research and current pedagogy, candidates will devise developmentally appropriate learning experiences, technology, and assessments for young children. This class emphasizes the knowledge and skills children require as they identify and solve problems, perceive diversity and inequality, and promote positive relationships. (10 hour practicum)
Prerequisite: Admission into the teacher education program.
ECE425WI - Children's Health and Well-Being
(3 credits) (Writing intensive) This course explores topics related to health and well-being and focuses on teaching practices, classroom activities, partnerships with families, and program policies to ensure that all children are healthy and ready
to learn. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program.
ECE450SR - The Early Childhood Professional Portfolio
(3 credits) In this course, students will produce a professional portfolio, a culmination of the knowledge from the required ECE courses in the BAEC major. The portfolio will address professional standards, ethical standards, and a faith reflection. Prerequisites: ECE305, ECE310, ECE320, ECE325, ECE330, ECE340, ECE400, ECE420, ECE425 and ECE430.
EDU229 - Introduction to Early Childhood
(3 credits; alternate years, consult department)This course examines both the typical and atypical growth and development of children ages birth through grade three in the areas of cognition, language development, physical
motor, social-emotional, mental health and adaptive behavior. Candidates will learn how these areas impact development and learning in the first years of life and will use this knowledge to plan, develop, implement and evaluate integrated learning experiences for home, center and school environments based on knowledge of the child, the family,
and the community. Candidates will also use relevant national and state professional standards for designing content and informing and improving practices for children and their families.
Note: This course includes field experience.
EDU230 - Organization and Administration of Early Childhood Programs
(3 credits; alternate years, consult department) This course examines the principles
of administration and operation of programs for children ages birth through grade
three and their families, including program development, supervision, staff evaluation,
and continuing improvement of programs and services. Candidates will understand the
significance of lifelong learning by participating in professional activities relevant to early
childhood education, special education and early intervention. Candidates are required to
complete pre-student teaching experiences in at least three settings that offer early childhood
education.
Note: This course includes field experience.
EDU240 - Integrating the Arts for the Elementary Classroom Teacher
(3 credits) This course is designed to provide basic skills for integrating music, theatre, art, and physical education in the elementary school classroom as well as strategies for cooperative opportunities with the specialized teachers. We will concentrate on effective teaching strategies, which include planning, implementing, and evaluating the teaching process. Course content will include practicing teaching techniques and learning pedagogy related to the integration of these specials in the elementary classroom.
EDU300 - Characteristics of Young Children with Diverse Needs
(3 credits; alternate years, consult department) This course will examine the nature of child growth and development for children ages birth through grade three in the areas of language development, social-emotional, aesthetics, cognition and adaptive behavior and how these impact development in the first years of life. Candidates will demonstrate a range of appropriate assessment and evaluation strategies to support the strengths, interests and needs of students with a range of
abilities and disabilities. Candidates are required to complete a pre-student teaching experience working in at least three settings that offer early childhood education and with students that reflect diverse family systems and other differentiating factors, like urban/rural, socioeconomic status, and cultural/linguistic diversity.
Note: This course includes field experience.
EDU301 - Methods of Working with Young Children with Diverse Needs
(3 credits) This course examines the central concepts, structures and tools used to develop meaningful learning progressions for all learners, individuals with exceptionalities ages birth through grade three and students with dyslexia. Candidates will develop, implement and evaluate individualized plans (IFSPs and IEPs) and utilize a range of appropriate assessment and evaluation tools and strategies to support individual learners. strengths, interests and needs. Specific assessments (screening, progress-monitoring, diagnostic, formative and summative) will be applied related to the literacy skills of phonemic awareness, decoding, oral reading proficiency, spelling, comprehension, and writing. By the end of the course, candidates will be able to design curricula, assessments and intervention strategies that align with learner and program goals as required by a Multi-Tiered System of Support (MTSS) framework. Candidates will also understand the role of families in the assessment process and assist them in identifying resources, priorities and concerns in relation to the child's development.
Note: This course includes field experience.
Prerequisites: EDU 300 and Admission into the teacher education program.
EDU317 - Collaborative Partnerships with Parents and Community
(3 credits; alternate years, consult department) This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities, and agencies. Candidates will understand the theories and dynamic roles within and between families, schools, and communities and how to create a community of support for children and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors, and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions. Candidates will engage in intentional practices that value diversity and demonstrate understanding in how language, culture, and family background can impact development. In addition, candidates will learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life.
EDU340CC - Human Relations
(3 credits) This course addresses major issues and concepts associated with living in a culturally diverse society and/or teaching in culturally diverse settings. Students will consider ways in which ethnicity, gender/sexuality, social class, and religion intersect and influence beliefs and behaviors.
Note: This course includes field experience.
EDU429 - Birth through Grade 3 Inclusive Settings Student Teaching
(4-8 credits) This experience will include the observation, engagement and instruction of a multi-categorical elementary resource program for children from birth to grade three while under the supervision of a licensed, qualified teacher.
During this practicum, candidates are required to complete supervised student teaching experiences in two different settings, which can include registered child development homes, home visiting programs, state-accredited child care centers, or classrooms that include both children with and without disabilities in two of three age levels: infant and toddler, preprimary and primary. Using the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program, candidates will be able to schedule,
evaluate, collaborate, write IEPs and IFSPs, and develop strategies to address special needs of children. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. Prerequisites: KIN104 or current First Aid and infant child CPR certification.
Note: Graded on a pass/no pass basis.
PSY221SS - Developmental Psychology: Childhood
(4 credits ) (NWCore option under Self and Society) This course explores the development of the child from the prenatal period into adolescence. Children's physical, cognitive, emotional, personality, social, moral and faith development is examined. Psychological research methods for studying children are covered.
