Twenty-first century instructional processes, program, and strategies for teaching and learning in P-3 classrooms.
Physical, emotional, intellectual, and social components of development, their interrelationships and their effect on later functioning; psychological principles.
Review the use of assessment procedures which are developmentally appropriate for the use in early childhood education. This course is cross-listed with EED 522, and only one may be taken for credit.
This course will acquaint graduate candidates with methods, materials, and developmentally appropriate practice to integrate 21st century tools in teaching math and science for P-3 students.
Practicum experiences working with the young handicapped child, ages infancy to eight.
Prerequisite(s): Approval of instructor.
Methods and procedures for individualizing instruction.
Theories, methods, and current research involving writing instruction; emphasis on P-3.
Theory and research-based practices used in early childhood education and early education special education. Emphasis on strategies to plan developmentally appropriate activities for all children.
Current trends in assessing literacy development and providing intervention in identified problems will be addressed in this course. Theories, assessments, and strategies used in reading and writing interventions for emerging and beginning readers and writers who may be at risk for difficulties in language literacy will be discussed. These strategies include, but are not limited to, phonemic awareness, phonics, fluency, vocabulary and comprehension. The development of individualized and small group reading programs designed to match student needs will be addressed. Assessments such as running records, spelling inventories, evaluating writing samples, and interpreting test scores such as DIBELS and Global Scholar will also be discussed.
Exploration of current research and issues and trends in early childhood education; review and comparison of selected teacher research projects, and examination of the concept and practice of teacher research as a strategy to build school collaboration and strengthen the professional role of teachers. ECE 631 is cross-listed with EED 631 and only one course may be counted for credit.