This course provides opportunities for students with an interest in teaching to develop skills, strategies, and techniques used for instruction at various grade levels for a diverse population of student learners. Instruction addresses the principles and procedures for promoting the physical, emotional, social, and intellectual development of children, adolescents and developmentally appropriate practices in educational settings. This course will require a 10-hour observation at an accredited K-12 school system. Pre-requisites: EDU201 & ECE101
This course provides identification and knowledge of effective classroom management and its relationship to student learning and behavior. Through field-based observations, prospective teachers will examine effective and non-effective discipline strategies used within the classroom context and develop their own set of strategies for the management of their own classrooms. Students are required to complete 30 hours of observations at an approved school. Pre-requisite: Final Year.
?This course provides an overview of current knowledge in the field of special education. It surveys major special education categories, major issues, and some ways of dealing with special education students inclusive settings. Pre-requisites: EDU101 & EDU201
This course is designed to enable students to work directly with young children in an assigned community schools under the direct supervision of a staff teacher who has been identified by his/her principal as a positive role model and professional support person. This final course is a preparation course to facilitate easy transition for the college student into full time teaching profession. ? During the course there will be three (3) significant participants who will each play supporting and valid roles. Each role is germane to the success of the course. The College Supervisor’s role includes being responsive to a student’s concerns, encouraging, understanding, being sensitive and supportive, as well as being serious and rigorous in promoting each student teacher’s attention to professional high standards of performance and timely completion of responsibilities. The Cooperating Teacher is responsible for the direction and guidance of the student teacher. This person works directly with all other participants in the course but only under the conditions as set forth by the school’s system and principal. The Student Teacher will experience a period of guided teaching during which the student takes increasing responsibility for all components of the classroom and the learners over a period of consecutive weeks. The student teacher will demonstrate all competencies and skills which have been studied as part of the early childhood education program with warmth and professionalism, and will successfully participate in a final evaluation as part of the student/college/school team. Pre-requisite: EDU 210
Literature for Children” focuses on the analysis, evaluation, and selection of literary works which meet the reading and/or listening interests of children. Assigned works will be from both “classic” and contemporary literature for children. Although a major focus is the practical preparation of primary/elementary school teachers, librarians, and parents, the course should be of value to anyone with an interest in reading and literary study. Pre-requisite: ENG 101
This course is designed to equip students with basic knowledge and skills in recognizing and understanding standardized measurement tools and in designing and developing other assessment tools. It will further assist students in the administration of evaluation techniques and using the results to guide teaching and instructional planning. It will prepare prospective teachers in the area of student evaluation, recording and interpreting results in order to enhance learning outcomes. Pre-requisite: MAT 102
This course broadly reviews social science research with particular emphasis on educational questions. Various terminology and concepts used in research will be observed. Current examples and relevant models will be used to illustrate subject matters and topics, or to clarify concepts. This course in using such illustrations emphasizes the connection between research and real-world applications, and between research and possible solutions to current social issues. The course also emphasizes application of concepts and skill by having students read and evaluate published research, and by having students complete all steps involved in a proper research assignment. Pre- requisite: MAT102
This course allows students to observe children holistically. It focuses on using effective methods for observing, assessing, and documenting the development of young children in their natural environment. Emphasis is on the use of various types of informal measurements along with the appropriate use of standardized assessments. Issues of professionalism including confidentiality, absence of bias, and ethical behaviors are addressed. This course requires a comprehensive portfolio assessment where children will be observed, in a variety of areas inclusive of the classroom and at home. The course requires 30 hours of field experience, in specific areas that will be stipulated by the instructor. The observation is essential to planning a curriculum that meets each child’s needs. Culturally unbiased informal and formal assessment strategies will be studied. Pre-requisites: EDU240 & EDU210.
This course will provide the student with the background, knowledge, strategies, and skills necessary for diagnosing and prescribing for the remediation for problem readers. This course provides an overview of a variety of evaluation tools and techniques to diagnose individual learner strengths and needs and recommend effective strategies for maximizing reading skills.
This course looks at the trends and current issues present in the educational arena and gives students an opportunity to examine the historical origins, theories and practices of these trends both locally and internationally. Emphasis is placed on analysis and discussion as well as the development of skills needed to critique and modify the issues through written, oral and group interactions.
This course is designed to enable students to work directly with young children from k-6 at an early childhood or primary schools under the direct supervision of a staff teacher who has been identified by his/her principal as a positive role model and professional support person. This final course is a preparation course to facilitate easy transition for the college student into full time trained teaching professional.
During this course there will be three (3) significant participants who will each play supporting and valid roles. Each role is germane to the success of the course.
The College Supervisor’s role includes being responsive to a student’s concerns, encouraging, understanding, being sensitive and supportive, as well as being serious and rigorous in promoting each student teacher’s attention to professional high standards of performance and timely completion of responsibilities.
The Cooperating Teacher is responsible for the direction and guidance of the student teacher. This person works directly with all other participants in the course but only under the conditions as set forth by the school’s system and principal.
The Student Teacher will experience a period of guided teaching during which the student takes increasing responsibility for all components of the classroom and the learners over a period of consecutive weeks.
The student teacher will demonstrate all competencies and skills which have been studied as part of the early childhood education program with warmth and professionalism, and will successfully participate in a final evaluation as part of the student/college/school team.
The student Teacher will also complete a comprehensive research assignment that includes statistical reporting. The assignments should be approved by the supervising instructor before student begins.
Pre-requisite: Final Semester
This course is designed to be an introduction to the field of early childhood education and to give a general overview to those wishing to enter the field as professional teachers of young children ages 0-8 years. It consists of a review of the theoretical foundations of the various educational domains and the history of early childhood education. The child, the family and the school are each examined as interactive agents working in harmony for the education of young children. Particular emphasis is placed on quality child care and early learning centers.
This course is a holistic course which is a study of communication skills: literacy, speaking, reading, writing, and vocabulary; a comparison of current teaching methods and materials; emphasis on the language arts as the core of the curriculum. Students will examine quality literature appropriate for children from infancy through age eight. Appropriate literacy experiences of reading, writing and language are practiced in the student’s communities. A study of the major perspectives on the development of oral and written language, including language differences and difficulties? methods of evaluating oral and written language performance? and strategies for improving the quality and quantity of oral and written language in classroom settings with special emphasis on the impact on literacy development. Pre-requisite: EDU 210.
This course is designed to prepare teaching candidates to teach mathematics and science in the early childhood school setting. It provides an understanding of the interrelated components of a balanced program of both mathematics and science instruction. The Mathematics and Science Framework is utilized to teach candidates how to design standards-based instruction that engages students and equips them in mastering the academic content of mathematics and science at each particular grade levels Pre-requisite: EDU 210.
The course is designed to give an introduction to the use of various art forms in harnessing the creative abilities of young children. Specific attention is given to Art, Music, and Dance stressing the use of these activities in promoting creative processes in children. Pre-requisite: ECE 101.
An examination of the role of a teacher an administrator with particular attention given to record keeping, budgeting, staffing, scheduling, curriculum development, optimizing community resources, regulations and maintaining a safe and exciting learning environment. Pre-requisite: ECE 101.
This course is a study of health trends, childhood diseases, disease prevention, Safety in the School, Nutrition for young children and early childhood physical and developmental needs Pre-requisite: PSY 222.
This course covers the correct ways to plan and lead developmentally appropriate music activities for young children. Students participate in rhythm, song, instrument, and movement activities that enhance children's participation in group "circle time" and independent music play experiences. The course will include a variety of music to include, calypso, reggae, jazz and folk songs. Teaching strategies, environments, and material sources are explored through discussion and demonstration. Students will be required to observe young children for a period of 5 to 10 hours.
This course introduces students in Early Childhood Education to the concepts of ethical reasoning and professional ethics in teaching. Students will be examining their personal values and dispositions, whether inherited through culture and tradition or adopted professional codes of ethics and ethical decision-making through society. Students will examine ethical theories and the function of ethics in teaching. Ethical dilemmas in the education workplace will also be investigated. Students will discuss how to respond in an ethical crisis in the classroom and determine what to do and not to do when placed in a difficult position Pre-requisites: ECE 101& EDU 250.
This course provides a foundation in content and methodology for the teaching of social studies in early childhood education (K3 through 3rd grade). Special emphasis will be given in methods and techniques, cognitive experiences and assessment. Student will develop meaningful curricular content, hands-on learning experiences, integration of early childhood content area standards, and the impact of technology will be explored. A foundation in developmentally-effective teaching and assessment of the content area will be explored. Pre-requisite: EDU 210
This is a general introductory course to the field of Primary Education which covers topics as characteristics, philosophy, history, challenges, pupils and current trends. Students also discuss the role of the primary school teacher vis-à-vis the teaching profession. This course focuses on the necessary tools and skills needed for a first year of teaching and especially on the critical period preceding and following the first day of school. The role of the teacher, parents and school is outlined to provide the first-year teacher with a holistic approach which will assist in providing structure in the daily life of the classroom and the first-year teacher. In addition, this course provides students with a portfolio containing pertinent information needed during the first year of teaching. This course also allows the student to devise a personal Philosophy of Education.
This course provides an overview of the total school curriculum from the primary through the secondary levels, including social and educational foundations, factors in design, and common organizational patterns.
This course is designed to provide an overview of curriculum and development issues. Emphasis will be placed on theories, research and instructional practices and their Inter-relatedness. Students learn and apply effective schools research; trends; issues; and processes of curriculum planning, lesson design and assessment techniques for their individual classrooms. Students will also be exposed to a basis for decision-making in providing leadership for constructing and providing educational programs using technology, assessment and management. Pre-requisite: EDU 210.
This course covers methods of teaching physical education in primary school. Students will examine the rules and regulations of various sports appropriate to primary age children. They will look at key skills and key words for teaching not only specific game: but swimming, track and field, basketball and general athletic activities. Overall general good health and fitness issues will be included in this course content Pre-requisite: EDU 210.
This course offers the student a broad perspective of the reading process, including an historical overview, current approaches to the teaching of reading, and the importance of developing reading readiness, recognition skills, and comprehension skills in children. Additionally focus will be placed on the diagnosis of reading abilities, the assessment of reading, and the use of computers to teach reading. The underlying philosophy of the course is "integrating the Language Arts in the elementary classroom curricula to promote Literacy." Pre-requisite: EDU 210.
This course will introduce students to the use of music, art and drama in harnessing the creative abilities of primary age children. Students are instructed in appropriate methods and techniques in integrating these activities into the primary education curriculum. Pre-requisite: EDU 210.
This course is designed to provide a broad variety of research-based methods for teaching social studies in the classroom. Social studies standards will be presented with an emphasis on teaching across the curriculum with literature-based thematic units. The course includes materials, “best practices” philosophies, instruction and curriculum. The course culminates with students demonstrating the ability to plan, present and evaluate instructional experiences. Various assessment techniques that reflect multicultural, technological, and geographical connections will be explored. Pre-requisite: EDU 210.
This course focuses on several components of classrooms that work. It prepares teachers to become functional in various techniques of teaching. This course also focuses on the content, methods and materials of the English Language School Curriculum. It is a study of the major perspectives on the development of oral and written language, including language differences and difficulties, methods of evaluating oral and written language performance and strategies for improving the quality and quantity of oral and written language in classroom settings with special emphasis on the impact on literacy development. Particular attention is given to the Integrative Approach of Language Arts. Teachers will also be provided with strategies and activities to effectively teach reading and writing in their classrooms Pre-requisite: EDU 210.
This course is designed to prepare teachers the proper way to teach mathematics in the elementary/primary school. It is designed to provide students with knowledge and experience to enable them to become effective mathematics teachers. Emphasis will be on modes of instruction, problem solving, use of technology, assessment, and national standards. Special attention will be given to the teaching of geometry, algebra, statistics, and discrete mathematics.
This course is designed as a presentation of current teaching methods as well as relevant approaches for teaching science in the k-12 school systems. Materials, methods, and strategies for teaching life, physical, and earth sciences will be presented. The course will seek to help pre-service teachers to develop an understanding and appreciation of science that hopefully will make an impression to help children acquire knowledge, attitudes, and skills essential to science literacy. Pre-requisite: EDU 210.