An introduction to the profession of early care and education including historical foundations, ethical guidelines, and trends. Licensing rules and regulation will be reviewed along with a broad range of current program and accreditation systems. Students will examine the qualities and skills necessary for working with young children and receive an overview of appropriate curriculum. Students will learn to observe and record the behavior, teacher, and environment of young children. Students will learn strategies to work effectively with families to meet the needs of the child. This course will provide 40 hours of training for a CDA.
This course explores the impact of the community and society on children and families. Cultural and socio-economic factors and the realities of the changing family and society including family systems, child-rearing, and parenting styles are surveyed. Students will examine strategies to promote family and community involvement. Community agency programs and their benefits for parents will also be discussed.
This course is designed to give information about current concepts in the field of health, safety and nutrition for children birth to eight years old in relationship to their family and community. This course will prepare the early childhood educator to meet the physical needs of young children through the creation of a safe environment, planned routines, and positive experiences. Topics include health assessment, first aid, safety, basic nutrition, nutrition education, meals and snacks for children. This course will provide 40 hours of training for a CDA.
This course is a study of human development from conception to age eight. It will provide an overview of physical, cognitive, social, emotional, creative, and language development with emphasis on interrelationship of growth and behavior of young children. Theories and philosophical viewpoints will be introduced to help students determine a personal philosophy of how children grow and learn. Students will observe children of different ages in a variety of settings using multiple assessment and data tools. This course will provide 40 hours of training for a CDA.
This course consists of supervised observation in conjunction with classroom lecture. Students will complete a total of 2 hours/week of lecture/instruction and students will observe one child in a single facility for a total of 45 hours throughout the semester. The student, with the teacher, field advisor, and parent approval will observe one child with various developmentally appropriate observation methods. The culminating experience for this course will be the compilation of the observations into a full report on the child's developmental level in each of the following areas: physical, creativity, social, emotional, cognitive, and language development. The students will meet with the instructor at the end of the semester to share experiences and bring closure to the observation to prepare for the internship.
In this course students will learn how to integrate instructional and management technology into the B-3 grade programs. Students will study a variety of software programs, presentation technology, data collecting, business management and telecommunication tools. The focus will also be on social, ethical, legal, and human issues surrounding the use of technology in the early childhood environment. Students will observe three (3) hours in a local early childhood program.
Study of the ethical/professional factors in Early Childhood Education. Students will complete a Professional Portfolio along with other documents required to apply for the CDA Credential. Students will complete 480 practicum hours in an Early Childhood Setting under the guidance of an early childhood educator. Students will develop knowledge, skills, and attitudes necessary for a successful and productive Early Childhood Career.
This course is a prerequisite to any education required field placement. Students will complete documentation that is required for placement.
This course is designed to examine educational practice form diverse historical, philosophical, sociological, economic, and legal perspectives. The course will address issues of educational equity, sociocultural influences on teaching and learning, and how teachers and schools can contribute to interpersonal and intercultural understanding respect, social justice, and democratic citizenship. Students will explore the nature of school environments, the fundamental goals of education in the American public school, English Language Learners, The relationship between school and a diverse society, the organization of school curricula, and characteristics of effective schools and instruction in grades P-12. Students will spend 12 hours of service learning at an educational non-profit organization.
An overview of early literacy based on appropriate literacy standards. Students will learn about emergent literacy such as emergent speaking, emergent writing, and emergent reading. Strategies for enhancing and assessing literacy curriculum in each of these areas will be discussed. Family literacy and its importance will also be included in the coursework.
In this course students will learn how to integrate instructional technology into the P-12 classrooms. Students will study a variety of software programs, presentation technology, and telecommunication tools. The focus will also be on social, ethical, legal, and human issues surrounding the use of technology. Students will observe 3 hours in a local EMints classroom.
The student will actively participate, under supervision for the minimum of 150 clock hours in a Head Start, accredited, or public classroom setting. Students will observe and practice developmentally appropriate teaching strategies with preschool children. Students will plan and implement curriculum components for young children in conjunction with supervising teacher.
This course is designed to survey and give students the knowledge and skills of a variety of curriculum and teaching strategies needed to provide developmentally appropriate learning opportunities for children 3 to 5 years of age. Application of intentional teaching for developmental and academic areas will be discussed. Reflection on students own practice to promote positive outcomes for children will be emphasized. Students will meet in class 3 ours per week with an additional 10 hours of field experience in an approved preschool Head Start of School District setting with children 3 to 5 years of age. The experience will address observing, documenting, and applying knowledge to creating developmentally appropriate curriculum for children 3 to 5 years of age.
This course is designed to survey and give students the knowledge and skills of a variety of curricula, and teaching strategies needed to provide developmentally appropriate learning opportunities to children birth to 36 months of age. Application of intentional teaching for developmental and academic areas will be discussed. Reflection on student's own practice to promote positive outcomes for children will be emphasized. Students are required to complete 30 hours of field experience in a pre-approved child care setting with children birth to 36 months of age. Field Experience hours will address observing, documenting, and applying knowledge to create developmentally appropriate lesson plans for all children.
An examination of licensing, staffing, facilities, equipment, and material for early childhood programs. Course includes program development, personnel management, facilities/equipment concerns, parent involvement, and community relationships. A study of the skills and techniques in managing early care and education programs, including legal and ethical issues, personnel management, advocacy, professionalism, planning and budgeting, parent education/partnerships, and CACFP food program.
This course includes an introductory, minimum 30 hours of school field experience in accredited P-12 classroom(s) that provide opportunities to observe and contribute to teaching and learning. This course allows preservice teachers to connect firsthand school experience with and emerging professional knowledge base. The course develops professional knowledge of diverse educational settings through observations, instruction, experience, and reflection. This course is designed to assist students in determining if a career in teaching is an appropriate goal. Requirements for teacher preparation and certification are reviewed.
A study of literature written for children from preschool to sixth grade. The course is designed to acquaint the student with the best forms of literature for children and to develop standards of judgment in the selection of reading materials for children. Recommended for elementary education majors.
This course is designed to examine the multicultural context of education and prepare student to understand and teach learners from diverse backgrounds, with diverse characteristics, and with differing social identities. The course will address issues of education equity, sociocultural influences on teaching and learning, and how teachers and schools can contribute to interpersonal and intercultural understanding and respect, social justice, and democratic citizenship.
Prerequisite: ENG 101
This course will provide an overview of laws regarding children with special needs, developmentally appropriate curriculum, and current issues related to special needs children. Students will examine appropriate ways to gather data when teaching children with special needs. Students will study Individual Education Plans (IEPs) and Individual Family Service Plans (IFSPs) applying knowledge of differentiated instruction to individual case studies.
This capstone course is for the Early Childhood and Paraeducator AAS degree-seeking students. Students will create a portfolio which is a required component of each degree. Course content will include systematic analysis and review of each student's portfolio. The course will cover career management topics along with exploration of employment opportunities. Students will take a content-specific program assessment as a requirement of the course.
This capstone course is for Early Childhood AAS degree-seeking students. Students will create a portfolio connecting early childhood practices in the six NAEYC Professional Standards and Missouri Vocational Pathway Outcomes as a required component for this degree. Knowledge of ethical standards and other elements of professional guidelines will be examined. The course will cover career management topics (resume, interviewing skills, employment soft skills) along with exploration of employment opportunities. Completion of a program assessment is a requirement of this course.
This course is designed to help students relate theories and principles of educational psychology to teaching, learning, and assessment. This course focuses on the diversity of learners and learning processes, as well as teacher characteristics, classroom strategies, and data analysis in P-12 classrooms. Appropriate strategies for increasing motivation, multi-dimensional development, and academic achievement for all learners are introduced. Students will spend 12 hours teaching the Junior Achievement program in our local schools.
This survey course is an introduction to exceptional learners and their education in grades P-12. Students will gain a comprehensive understanding of the characteristics of people with special needs in addition to strategies of educating and including all learners in general education and special education settings. Students will research and discuss complex issues related to compliance with state and federal education laws, such as the Individuals with Disabilities Educational Act (IDEA) and the Americans with Disabilities Act (ADA) as well learn to navigate special education processes, such as referral, eligibility, re-evaluation, and IEPs. This course requires a 15-hour special education field experience component.
Prerequisite: EDU 201
A specialized program of study directly related to the department's area of expertise. The course is arranged between a faculty member and student and takes into consideration the needs, interests and background of the student.
Courses are offered to accommodate special interests of students and/or faculty. Typically, the course will cover new material not currently contained in the curriculum at ECC.
This is the exit course for the Associate of Arts in Teaching Degree. Students will survey the options available to them after graduation in the workforce and higher education. Through an examination of their portfolio, students will assess their degree experience as it relates to their knowledge of the Missouri Standards for Professional Educators (MoSPE). Students must achieve a minimum passing score on all areas of the DESE General Education Assessment.
This course is designed to provide students with the basic skills to manage their careers effectively. Topics covered include self assessment, conducting a job search; interviewing techniques; employment, correspondence, networking and research; acquiring web based skills; and resume and portfolio development for job search and career advancement. The course is required for all vocational degrees and certificates, should be taken the last or next to last semester prior to graduation, and is coordinated through the Career Services Office