This course introduces students to the development of creativity through expressive arts, music, movement, and dramatic play. Concepts related to creativity, curriculum development, and awareness of cultural diversity in the arts will be explored through developmentally appropriate practice. Prerequisite: EDU 180 or permission of instructor.
This course focuses on developmentally appropriate, evidence based approaches and positive guidance strategies for supporting the development of each child. An emphasis will be on supportive interactions and environments. The impact of family, culture, language and ability will also be explored.
This course explores the process of designing developmentally appropriate learning environments for young children. Emphasis will be on physical space, both indoor and outdoor, room arrangement, how the environment supports families, and how to design an environment that is engaging for young children.
This course examines all domains of infant and toddler development (newborn to age 3), including: language, cognitive, physical and social/emotional development. Atypical development and the importance of early intervention are also presented. In addition, observation and teaching strategies necessary for quality education and care of infants and toddlers will be studied. Topics include observation and assessment, developmentally appropriate curriculum, safe and healthy environments, and developing culturally responsive relationships with families. Students will be required to complete a 25-hour field placement. Prerequisite: English and reading placement at the college level.
This course explores guidance theories, applications, goals, techniques, and factors that influence expectations and classroom management issues. The effects of culture and student diversity on the classroom environment will be explored. Classrooms serving children ages two to twelve years will be addressed.
This course is designed to introduce prospective early childhood (Birth-2) and childhood (1-6) education teachers to the historical, philosophical and cultural approaches to the study of early childhood education. Students will examine current issues and challenges and begin development of their professional education skills and beliefs. A field component will be required. Prerequisite: English and reading placement at college level.
This is a specialized course in child development which studies the emotional, social, cognitive and physical development from the prenatal period to pre-adolescence. Students will use observation and assessment techniques to build an understanding of growth and development. Multiple influences on child development and learning, including the sociocultural context of development, will be explored. Prerequisite: English and reading placement must be at college level.
This course prepares students to use systematic observations, documentation, and other assessment techniques to understand young children's growth and development. Observation and assessment will focus on physical, cognitive, language, and social/emotional development. Students will compile various observations and assessments in a study of one child's development over the course of the semester. An additional component of the course will focus on observation and assessment of early childhood education environments. Prerequisites: EDU 180 and 182, or EDU 180 and PSY 204.
The first level fieldwork course offers students the opportunity to apply theories learned in previous early childhood education courses to practice. Under the supervision of an experienced early childhood teacher, students develop basic interaction, guidance, and supervision skills. The course also focuses on implementing and evaluating developmentally appropriate experiences for children. The one-hour weekly seminar is used to discuss fieldwork experiences and teaching concepts and skills. The required 100 hour field placement must be completed at the Children's Learning Center on campus, an NAEYC accredited program, or other program approved by the instructor. A medical exam, fingerprinting, and Child Abuse Central Register clearance are required. Prerequisite: EDU 182 or permission of instructor; co-requisite: EDU 281.
This course focuses on the dynamics of child-teacher-parent relationships. Students will explore family diversity, parenting styles, effective communication, parent education, and family involvement. Strategies dealing with issues that emerge when working with young children and their families will be studied.
This is a specialized course in observation and assessment that focuses on intentionally connecting classroom observations with specific developmental child outcomes. Various strategies will be introduced to guide students to purposeful documentation and use of observation data to plan meaningful curriculum. Prerequisite: English and reading placement at college level.
This course engages the students in an examination of diversity in domestic and global contexts. Primarily, we will explore the impact of ethnicity, race, gender, ability/disability, socio-economic class, and sexual orientation on our lives. Students will develop self-awareness regarding their own feelings, assumptions, and behaviors in relation to others different from themselves and how these impact their personal values and belief systems.
This course investigates the standards, principles, and practices of teaching mathematics, science, and technology to young children. Emphasis is placed on designing integrated math and science activities, and the use of technology, that utilize developmentally appropriate content, processes, environment, and materials. Prerequisite: EDU 281 or permission of instructor.
This course focuses on philosophical, historical, and cultural approach to the study of education in the United States. Current educational concerns that affect teaching and schools will be studied. A social justice perspective will be emphasized. Students will complete a 30-hour field observation during this semester. Prerequisite: PSY 204 or PSY 207 or EDU 182.
This course examines the development of language and literacy in young children from birth through the primary years. Students will explore theoretical foundations of early literacy development and the implementation of various models to effectively support young children as readers and writers. Other topics include: working with families to support early literacy development, selecting quality children's literature, assessing early literacy development, integrating literacy throughout the curriculum and adaptations for individual children in diverse and inclusive settings. Prerequisite: EDU 182 or EDU 158 or PSY 204 or PSY 207, or permission of instructor.
The theoretical basis for setting educational goals and planning developmentally appropriate experiences for children from birth to age eight (with emphasis on the preschool years) in group settings is studied, along with methods of planning, supervising, and evaluating experiences and activities. A field component is required in conjunction with EDU 184. Prerequisites: EDU 180 and 182, or permission of instructor; co-requisite: EDU 184 or permission of instructor.
This course examines the contexts in which children develop, including family, school, and community, and how teachers can work together with parents and community resources to foster the optimum development of children. Prerequisites: EDU 182 and PSY 103 or SOC 103 or permission of instructor.
This second level fieldwork course builds on the competencies developed in EDU 184, the first level fieldwork experience course. Particular attention is given to assuming the role and responsibilities of classroom teacher in planning, supervising and evaluating curriculum experiences that are developmentally appropriate as well as integrated. The weekly seminar is used to discuss fieldwork experiences, teaching concepts and skills. A medical exam, fingerprinting and NYS Child Abuse Central Register clearance are required. Prerequisite: EDU 184 or permission of instructor.
This course provides an introduction to special education in early childhood and the early primary grades. The legal foundation of special education, public laws, the New York State Special Education process and contemporary models and issues in the field of special education will be examined. Students will explore the causes, characteristics and educational implications of disabilities. The course will also focus on selecting/modifying appropriate teaching strategies in inclusive early childhood environments and in early primary classrooms. Strategies for working effectively with families and early childhood special education professionals in the context of early childhood programs will also be examined. Exploration of personal competencies and ethical issues in special education will be explored. A field component is required. Prerequisite: EDU 182, PSY 204 or permission of instructor.
Onondaga Community College
Central New York's partner in education for success.
4585 West Seneca TurnpikeSyracuse, NY email@example.com
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