Share This
Early Childhood Education

Courses

07100A:  Urban Schools in a Diverse Society - 3 credits

Selected significant social, political and economic forces which influence the school as an institution and which in turn are influenced by the school, especially in urban settings that educate students from diverse ethnic and cultural backgrounds.  Includes history and philosophy of education. 10-15 hours of field experiences required.  Required for initial certification. 

07150C:  Observing and Recording Young Children in Classroom Contexts – 3 credits
How to examine children’s behaviors, work, and approaches to learning to inform the development of environments responsive to students’ diverse needs.  Major developmental and learning theories are referenced.  Case study of an individual child will be completed.  Includes 10-15 hours of field experiences.  Required for initial certification.   

07250C: Curriculum in ECE – 3 credits
Critical examination of principles underlying curriculum development and program planning for young children.   How to prepare the environment, integrate the day, differentiate instruction for students with varying needs, discipline effectively, and use technology.  Includes 10-15 hours of field experiences. To be taken with or after student teaching.  Required for initial and professional certification.  

07300F:  Contemporary Problems and Issues in Early Childhood Education – 3 credits
Identification and study of classroom and school problems and issues educators encounter in their teaching.  Serves as an introduction to action research and as preparation for the research sequence of courses at the final stage of the program. Required for professional certification.  Prerequisites:  a minimum of 18 credits or special permission.   

07301G:  Student Teaching and Seminar in Early Childhood Education I – 3 credits
Full time supervised student teaching for 20 – 50 days in one developmental level of early childhood (as part of 70 days total in student/supervised teaching).  Accompanying weekly seminar integrates the teaching experience with course work.  Required for those in the initial certification program.  Advance approval necessary.  To be completed at the end of the program sequence. Corequisite:  EDUC 1900G.       

07302G:  Student Teaching and Seminar in Early Childhood Education II – 3 credits
Full time supervised student teaching for 20 – 50 days in a second developmental level of early childhood (as part of 70 days total in student/supervised teaching).  Accompanying weekly seminar integrates the teaching experience with course work.  Required for those in the initial certification program.  Advance approval necessary.  To be completed at the end of the program sequence. Corequisite:  EDUC 1900G       

07303G:  Supervised Teaching and Seminar in Early Childhood Education - 3 credits
Full time supervised supervised teaching may be substituted for either 0301G or 0302G for those who teach full time in their own classroom. Required for those in the initial certification program.  Advance approval necessary.  To be completed at the end of the program sequence. Corequisite:  EDUC 1900G.          

07500C:  Literacy Acquisition – from Emergent Reading to Fluency - 3 credits
How to support successful literacy learning for students of diverse backgrounds.  Participants learn the stages of literacy acquisition and how to assess students’ progress along the literacy learning continuum, provide instruction to meet each student’s developmental stage and needs, organize all the elements of a balanced literacy program.  Includes 10-15 hours of field experiences.  

07502N:  Block-Building Workshop – 1 credit
This weekend workshop features hands-on block building experiences.   It examines the function of blocks in the classroom and how blocks fit into the early childhood through elementary school program.  Issues addressed include the history of block use in the classroom, children’s developmental stages of block building, integrating blocks into the curriculum, fostering content area learning through blocks, using supplementary materials in the block area, supporting dramatic play through block building, and managing to keep child-centered education alive in this era of mandated curricula and high-stakes testing.

07503N:  Taking the Lead Workshop – 1 credit
This weekend workshop introduces early childhood teachers to some essential skills and knowledge required of early childhood leaders.  Principles of organizational theory, leadership styles, program administration, and staff development are some of the topics explored.  Issues are addressed that affect early childhood administrators, explore different types of early childhood programs and their implications for supervision, and examine the requirements to become an early childhood administrator.

07501C (formerly 0600C):  Literacy Strategies from Birth to 6th Grade – 3 credits
Applications of a balanced literacy program as it applies to fluent readers.  In-depth examination of balanced literacy programs, literacy assessment, reading and writing genres, how to integrate literacy with content area instruction, and how to select appropriate material for learners of diverse abilities and backgrounds.  Includes 10-15 hours of field experiences.     

1800K:  Family, Child and School – 3 credits
A study of the contexts for learning that affect teachers, children, and their families. Topics explored include:  Multicultural communities and differing family structures, conferencing with parents, children with special needs, indications of child abuse, educators’ legal and ethical responsibilities.  Required for initial certification.  Includes 10-15 hours of field experiences.        

1900C:  Language and Literacy Development in Early Childhood – 3 credits
How language and literacy develops in young children and how to develop a well-balanced literacy program for young children.  Special emphasis is placed on learning English as a second language, analyzing children’s literature, the art of storytelling, and effective strategies for learning to read.  Required for initial certification.  Includes 10-15 hours of field experiences.

1900G:  Professional Education Seminar - 0 credit
Education in child and drug abuse, fire and safety, and violence prevention as required by New York State.  Provides orientation to job-related procedures for New York City schools (fingerprinting, resume, interview, and application preparation).  Prepares students for the New York State Teacher Certification Examinations.  Required for initial certification.     

2000C:  First and Second Language and Literacy Acquisition – 3 credits
Current research and applications building on language strengths and connection oral and print literacies. 

2100K:  Developmental Issues in Early Childhood Education – 3 credits 
In-depth study of the developmental progression and the active nature of young children’s learning.  Major developmental and learning theories are critically examined and illuminated through students' experiences with children.  Implications for program planning and classroom organization are continually drawn.  Required for both initial and professional certification. 

2101C: Social Studies in the Early Childhood Curriculum – 3 credits
How to develop and carry out experiences that help children inquire about the world, their history, and their backgrounds and integrate their understandings; how to utilize students’ diverse ethno-cultural backgrounds as learning resources.  Emphasis placed on the classroom as a democratic learning community. Includes 10-15 of field experiences. Required for initial certification. 

2202I:  Content Research Seminar in Early Childhood Education - 2 credits
Culminating experience of the graduate education program.  Students identify a problem or issue about which to inquire, review the research literature related to that problem, and design a study to carry out in the following semester.  Required.  Offered only in the fall.  By permission only.  Prerequisites:  Child development courses, 0100C, 0300F, most methods courses.

2300C:  Social Studies Inquiry for Pre-K-6 Teachers - 3 credits
Focuses on two state and national social studies learning standards:  geography and the history of the United States and New York State.  Students experience n inquiry approach to social studies that is designed to increase their content knowledge and model inquiry methods.  Students plan learning experiences for children.  Includes an instructional technology component.  Required for professional certification.  Pre-requisite:  2101C. 

2700K:  Literacy Instruction for Struggling Readers and Writers in Inclusive/Mainstream Classrooms – 3 credits
Learn to assess and intervene to lay the foundations for effective instruction for struggling readers and writers.

2900I:  Seminar in Educational Research – 2 credits
Second semester of the research sequence.  Students carry out their study designed in the previous semester and learn how to analyze, write about, and present the data collected.  Prerequisite:  Content Research Seminar 2202I.  Offered only in the spring.  Required.     

3200C:  Science Inquiry for Pre-K-6 Teachers - 3 credits
Develops teachers' knowledge of the teaching and learning of science in childhood education.  Focuses on three New York State science standards:  scientific inquiry, application of scientific concepts and theories, and the historical development of ideas in science and common themes that connect mathematics, science, and technology.  First-hand experiences developing and analyzing knowledge obtained through inquiry.  Pre-requisite:  3300C.  Required for professional certification.

3300C:  How Young Children Learn Science:  Implications for Teaching - 3 credits
Workshop designed to deepen understanding of the active, investigative nature of science learning.  Participants' own explorations and experiences parallel the child’s inquiring approach.  Materials and resources appropriate for the diverse learning needs of young children are examined. Includes 10-15 hours of field experiences.  Required for initial certification.  

3500C: Education in the Early Years:  Infants, Toddlers, and “Preschoolers”– 3 credits
How knowledge develops from infancy through the preschool years; with a focus on how to support learners’ growth and development and how to structure appropriate learning environments for infants, toddlers, and preschoolers with diverse needs.  Theoretical perspectives on learning are explored.  Includes 10-15 hours of field experiences.  Required for initial certification.  Prerequisites:  2100K.

4200C:  Including Young Children with Special Needs in the Regular Education Classroom
This course provides early childhood educators with a theoretical framework and practical applications for successfully including students with special needs within the general education setting.  Information, guidance and resources will be presented to assist teachers in differentiating curriculum, using adaptive technology, assessing students holistically, working with their classroom/administrative school team as well as with children’s home/family/community in situations where a child may require an evaluation and/or additional support services.  Special attention will be paid to issues of diversity issues, helping teachers to frame differences in a respectful, non-biased way. Includes 10-15 hours of fieldwork.  Required for initial certification.

4300C:  Art and Expressive Activities in Early Childhood Education - 3 credits   Interpretation and use of creative activities for the young child as s/he explores and develops personal skills and interests in various art media.  Includes 10-15 hours of field experiences.  Required for initial certification. 

5700C:  Education That Is Multicultural - 3 credits
Analyzes the various components of education in a pluralistic society; provides opportunities for developing curriculum and strategies which reflect respect and dignity for all people; examines students' needs within a  humanistic framework; critically examines instructional materials for bias.  Includes 10 hours of fieldwork.  Optional choice from 1800K for initial certification. 

6000C:  How Young Children Learn Mathematics:  Implications for Teaching - 3 credits
Development of young children’s spatial, numerical, and logical reasoning as the basis for instructional decision-making in mathematics teaching.  Teaching materials, developmentally-appropriate investigations, and pedagogical techniques that facilitate children’s different way of constructing ideas, strategies, and models in mathematics will be explored.   Includes 10-15 hours of field experiences. Required for initial certification

6200C:  Mathematics for Pre-K-6 Teachers - 3 credits
Includes mathematics content and pedagogy; focuses on selected topics in number, geometry, algebra and probability for grades 3-5 and 6-8; attention to the NCTM content and process standards and New York State Learning Standards; analysis of students' work; and analysis, design and assessment of mathematics curriculum.  Pre-requisite:  6000C. Required for professional certification.

7101N: Building Community in the Classroom - 1 credit
This interactive workshop explores essential teaching strategies for early childhood and childhood (elementary) teachers.  Among the topics addressed are how to:  discipline in an educative way, manage the classroom environment, arrange the classroom for active learning, develop a coherent flow of the day, and handle transitions from one activity to another.  Participants take away from this experience images and techniques for how to create a productive community of learners in their classrooms.  Elective.

7300C:  Music and Movement for Young Children – 3 credits
Participants in this course learn how to create a program of activities that guide and incorporate young children’s interests and responses to music, rhythms, dramatic play, and spontaneous imaginative experiences.  Includes 10-15 hours of field experiences. Required for initial certification.    

9602G:  Leadership in Early Childhood Education – 3 credits
Leadership responsibilities in such areas as program making, professional development, pupil/personnel, and program/department management.  Cases and problems examined in laboratory settings.  Elective.  Special permission required.