Curriculum: Bachelor of Science in Early Childhood Education (Birth - Age 5)

English Composition 1001 is a writing-centered course that emphasizes the careful reading, analytical thinking, and persuasive strategies inherent in researching and writing within an academic community. Students learn that rhetorical knowledge is the basis of composing while learning to write with purpose, audience, context, and conventions in mind. Students develop rigorous academic research practices: how to locate and evaluate primary and secondary sources relevant to their line of inquiry and position their own ideas in conversation with public writing. Students also engage in regular self-reflection: articulating what they know, what they can do, and how to apply their knowledge and skills in various contexts.

Intermediate Composition is a writing-centered course that builds on what students learn in first-year composition and focuses students’ attention on theoretical underpinning of how meaning is made, understood, and communicated within and across various discourse communities and genres. The course emphasizes critical reading and writing, advanced research and analysis skills, and rhetorical sensitivity to differences in academic, professional, and public composing. This course challenges students to engage in substantive projects drawing on primary research and source analysis methods and asks students to document, communicate, and reflect on their research.

This course provides a basic overview of the skills needed to be a successful online student in Early Care & Education. Topics include: developmentally appropriate practice in preschool classrooms, national and state standards in early care and education, professional communication, academic writing, using references in writing, best practices for an online student, and study skills.

The goal of this course is to explore concepts of theory and practice in early childhood education about health, safety, nutrition, and other related topics, such as gross motor development, recognition and response to maltreatment, support for the inclusion of children with disabilities, and special needs, and considerations for creating linkages between schools, families, and communities. Students must receive a C (not a C-) or better in every ECE course in order to graduate.

The goal of this course is to explore concepts of theory and practice in early childhood education about health, safety, nutrition, and other related topics, such as gross motor development, recognition and response to maltreatment, support for inclusion of children with disabilities and special needs, and considerations for creating linkages between schools, families, and communities. Students must receive a C (not a C-) or better in every ECE course in order to graduate.

This course focuses on the growth and development during the middle childhood, adolescent, and adult periods of development. It examines topics related to the physical, cognitive, and social-emotional development of individuals during these periods of development. This course also addresses the role of families, individual differences, culture, and schools in development; the impact of media on childhood development; and the challenges faced by adolescents.

This course provides an introduction to developmentally appropriate methods of guiding young children’s behavior including communication skills for use with young children, staff, and parents. The student will construct concepts and develop skills that will provide a foundation for classroom environmental design, organization, and guidance. During this course, students must have access to a classroom other than their own.

This course provides an introduction to developmentally appropriate methods of guiding young children's behavior including communication skills for use with young children, staff, and parents. The student will construct concepts and develop skills which will provide a foundation for classroom environmental design, organization and guidance. During this course students must have access to a classroom other than their own.

This course focuses on understanding how young children birth to five develop oral language and emergent reading and writing skills. It also examines ways teachers can provide developmentally appropriate, literacy rich experiences in an integrated early childhood classroom through play, environmental design, and knowledge of children's literature. This course requires access to children ages 2 - 5 years.

This course is an introduction to the creative arts, including visual arts, block design, sensory experiences, music, and drama. It is designed for students to explore both the theoretical and practical aspects of creative expression as they relate to young children birth to age five. Students will construct knowledge and understanding of these creative domains as well as demonstrate implementation of strategies and techniques for involving children in aesthetic experiences.

This course addresses specific caregiving of infants and toddlers in both individual and group care settings. Course content will cover environmental design, curriculum implementation, and responsive adult-child interaction. Students will need access to a child between the ages of 3-30 months who is not a child living in their home. Students will also need access to a child care center for a classroom observation.

This course addresses specific caregiving of infants and toddlers in both individual and group care settings. Course content will cover environmental design, curriculum implementation, and responsive adult-child interaction. Students will need access to a child between the ages of 3-30 months who is not a child living in their home. Students will also need access to a child care center for a classroom observation.

This course is a student teaching experience where students will work with preschoolers in an early childhood setting. This is the first of two preschool experiences in a classroom setting. This course focuses on student interaction skills with children and examines how she/he uses communication and effective guidance strategies to promote children's self esteem and prosocial behavior and managing an effective and positive learning environment. This course also requires students to observe children, plan, and implement curriculum that is both individually and developmentally appropriate. This course requires access to a preschool classroom, where 150 hours of in-class practice will be completed. In addition, videotaped documentation will be a reflective tool used in this course for students, mentors, and supervisors. It is required that a significant amount of appropriate coursework be completed in order to be successful in this course. Please speak with a program official for details.

This course focuses on the critical analysis of reading material for young children infants through age five. The course is designed to acquaint students with the great wealth of trade books, and literary materials which are available to support young children's reading development. Evidence-based practice using developmentally and culturally appropriate literature to support the development of early reading and writing is emphasized. A study of the literacy environment in the early childhood classroom is included. Students will need access to a childcare classroom that is not their own.

In this course, students will investigate and analyze the problems and possibilities preschools and child care centers face in educating students from diverse backgrounds. The course is designed to assist pre-service and in-service infant, toddler and preschool teachers in working effectively with all children and families, regardless of race, religion, ethnicity, gender, sexual orientation, socioeconomic status, or exceptionality. This course studies the particular social issues and complexities that arise in early childhood settings. Topics to be addressed include, but are not limited to: superhero play, atypical gender play, cultural norms, and cultural and socioeconomic bias in classroom materials and pedagogical practices.

This course provides an overview of the principles and characteristics of leadership and administration in the early care and education profession. Students will explore the importance of leadership skills, center administration, and working with families. Students will need access to preschool children and a center for an observational interview and assessment.

This course focuses on the role of play in children’s development from birth to five. Through observation of children, the focus will be on the following: ways children learn through play, play theories, developmental stages of play with typical and atypically developing children, and the teacher’s role in supporting children through their play. Students must have access to a child care center or a Family Day Care Home serving children ages three through five.

This course is an introduction to typical and atypical language development in young children, birth to age 5. Emphasis will be put on ethnic, linguistic, psychological, and cultural differences for language learning as well as the role of the teacher in supporting the development of language in young children.

This course is designed to develop students understanding of and skills in working collaboratively with other professionals and agencies to provide services for young children. Special emphasis will be placed on collaboration with early intervention and early childhood education fields to create inclusive environments for children.

This course explores the role of the environment in infant and toddler care settings. Course content will examine environmental design, emergent curriculum and implementation, and how the environment is responsive to the developmental needs of infants and toddlers. Students will need access to infant and toddler classrooms for this course.

This capstone experience course is designed to provide an opportunity for pre-service and in-service teachers to reflect upon the historical foundations and the principles of developmentally appropriate practice in early childhood education and their own development as infant, toddler, or preschool teachers. This course serves as a reflection at the end of the teacher’s undergraduate education and challenges the teacher to analyze her own teaching practices, values, and goals. This course explores the teacher’s past development and future growth as a professional educator.

This course is designed for beginning early childhood education students. The course introduces the students to the current knowledge base related to families, how young children develop and learn, and early childhood education programs. The course content includes: (a) current theories on how young children develop and learn, (b) the historical, philosophical, and social foundations of contemporary programs, (c) the role of the early childhood professional, and (d) current early childhood education issues. This is a required course for the Early Childhood Education major and there are no prerequisite courses. This course requires observations and participation in the classes at a highly rated preschool.

This course is designed for beginning early childhood education students. The course introduces the students to the current knowledge base related to families, how young children develop and learn, and early childhood education programs. The course content includes: (a) current theories on how young children develop and learn, (b) the historical, philosophical, and social foundations of contemporary programs, (c) the role of the early childhood professional, and (d) current early childhood education issues. This is a required course for the Early Childhood Education major and there are no prerequisite courses. This course requires observations and participation in the classes at a highly rated preschool.

This course covers the major theories of human development and learning, motivation, instructional strategies, assessment, and examines similarities and differences in learners. The role of factors in students' development and learning are considered.

This is a survey course addressing identification, developmental characteristics, and intervention strategies for individuals with exceptionalities across educational and community settings. This course requires a 10 hour experience in the field working with children.

This course focuses on understanding the conceptual development of mathematics, science, and social studies in preschool children and aligns with Ohio Learning and Development Standards in these areas. Students learn to design and implement appropriate curriculum within an integrated curriculum.

Issues related to children birth to age 5 (who are at risk, demonstrate developmental delays, are gifted/creative/talented or have identified disabilities) and their families including the identification/placement process, IEPs, instructional considerations, parents' rights and family-centered practices.

This course requires students to work with preschoolers in an early childhood setting. This is the second part of the preschool experience sequence. This course emphasizes the development of interactive learning that stretches across curriculum areas. Students are expected to assume and manage the full range of teaching and caregiving responsibilities for a group of preschool children. It is an expectation that students will produce a portfolio that represents a culmination of their teaching experiences throughout the degree program. This course requires access to a preschool classroom, where students complete 200 hours of in-class practice. In addition, videotaped documentation will be a reflective tool used in this course for students, mentors, and supervisors. Successful completion of ECE2080 Pre-K Student Teaching is required for enrollment to this course.

This course requires students to work with preschoolers in an early childhood setting. This is the second part of the preschool experience sequence. This course emphasizes development of interactive learning that stretches across curriculum areas. Students are expected to assume and manage the full range of teaching and care giving responsibilities for a group of preschool children. It is an expectation that students will produce a portfolio that represents a culmination of their teaching experiences throughout the degree program. This course requires access to a preschool classroom, where students complete 200 hours of in-class practice. In addition, videotaped documentation will be a reflective tool used in this course for students, mentors, and supervisors. Successful completion of ECE2080 Pre-K Student Teaching is required for enrollment to this course.

This course is a practicum experience where students will work with infants and toddlers in an early childhood setting. The course content examines infant and toddler caring practices that focus on respectful, responsive, and reciprocal interactions between infants and toddlers and early care professionals. This course also emphasizes student implementation of curriculum materials captured through videotape documentation that serves as a reflective tool for students and supervisors. Students will be required to spend 70 hours in an infant classroom and 70 hours in a toddler classroom. Enrollment in this course requires successful completion of ECE4050 Responsive Environments for Infants and Toddlers.

This course focuses on the business and operational aspects of an early care and education program. Topics will include business practices (budgeting, financial systems, and accounting practices), program evaluation, facilities management (including equipping the center), and strategic planning to meet the needs of families and the community.

This course will focus on creating developmentally appropriate environments, curricula, and instructional strategies to foster the intellectual, creative, and social-emotional development of young children.

This course sets the foundation for nature-based early learning. Students will study the principles, philosophical underpinnings, and models for nature-based education in early childhood education, exploring various models of nature-based early learning. Students will study the tenets of early childhood environmental education and explore the propensities of a nature-based educator and how nature lends itself to a child-driven curriculum.

This course focuses on how teachers can build on children’s enjoyment of play to encourage the development of environmental understandings and 21st Century skills for diverse groups of children. Through creative arts, music, movement, and stories, students will learn how to plan and implement joyful instruction that links to children’s immediate surroundings, later expanding to larger environmental concerns and contexts.

This course aims to develop both teachers’ and children’s penchant for nature (biophilia) in exploratory, contemplative, and knowledgeable ways. The quintessence of curiosity about natural phenomena will be fostered throughout the course. Students will explore ways to advocate for children’s rights to experience a connection to nature. They will also be introduced to the role of science and the nature of expertise.

This course employs cross-disciplinary inquiry of organisms in their natural environments and their relationships to other species. The focus is on students’ local biomes and will require students to explore local habitats and natural history organizations in their respective communities. Students will use their learning in this course to create a nature playscape for young children that reflects the indigenous habitats in their respective communities.

This course explores the numerous ways science, mathematics, engineering, and technology can be integrated into nature-based early learning. It introduces Whitehead’s learning cycle of romance, precision, and generalization with regard to a nature and play-based curriculum for young children. It focuses on a reflective, educative STEM curriculum that fosters eco literacy development within a framework of early childhood environmental education. (APELS videos)

Students will self-select a venue for a field experience in a nature-based learning setting (nature-based school, nature camp, zoo, museum, etc). Upon approval of the venue by the university course instructor, the student will engage in 20 hours during the semester supporting the lead instructor and employing the knowledge, skills, and dispositions inherent in the pre-requisite coursework. Students will engage in scheduled seminars and fulfill the documentation requirements for this practicum experience.

This course will delve into the complex responsibilities of a leader or administrator for a nature-based early learning program. Students will examine personal and professional traits for effective leadership, risk management, licensing, budgets and funding, sustainable approaches to sharing natural spaces, high-quality curriculum and instruction, diversity, equity, and inclusion in nature-based programs, and developing dynamic family and community partnerships.

This course focuses on integrating disciplinary content, including literacy, with formative and summative assessments within other content disciplines in a nature-based curriculum to document children’s progress in ways that align with early childhood standards, learning outcomes, and environmental education guidelines. It will also provide a framework for using these and other data to conduct a program evaluation.

This capstone experience may be a volunteer or paid position in a nature-based early learning program, but the student must be able to have opportunities to demonstrate initiative and leadership in planning and implementing a significant portion of the program. At least three internship hours per day or 15 hours per week are expected to fulfill the requirements for this course. The instructor for the course must approve students’ internship placement. Students will engage in scheduled weekly seminars and fulfill the documentation requirements for the internship.

This course will present information on sustainability principles set forth by UNESCO and environmental education practices. Student will learn about the history of Environmental Education and will focus on preparing lessons using an eco-pedagogical approach for teaching about environmental sustainability across disciplines. Students will delve into research and phenomena regarding the interconnections between physical, living, and human systems.

Students will learn about the impacts of individual and collective consumption of resources on the biosphere. They will analyze the political and economic barriers and different individual and cultural perspectives that prohibit sustainable actions. Students will use conservation ethics to challenge and alter their personal and civic responsibilities towards creating more ecologically sustainable communities. Students will then apply this knowledge and their personal ethics to the development of educational and interpretive curricula and assessment of planned outcomes. They will discuss ways to communicate this information to a wide range of audiences using a variety of media.

This course will serve as the capstone for the Education for Environmental Sustainability certificate and present models for applied research, educational assessment of learning outcomes, and program evaluation in education for environmental sustainability. Students will use UNESCO’s framework or other appropriate tools for analyzing environmental issues. They will be encouraged to use logical analysis and reasoning in discussions and communications about environmental and sustainability issues, developing dispositions based on conservation ethics. They will create a research plan as part of a grant proposal and will be encouraged to conduct the research and present their findings.

This course will focus on environments in which children and youth live, play, work, and learn and how these respective environments influence human development.