Early Childhood Education
Descriptions and Prerequisites
| ECE 201 | Early Childhood Health, Safety, and Nutrition | 3 CR |
| This course introduces students to health, safety, and nutrition issues and practices in child care centers and homes (including universal health precautions, community health, and the respective legal implications). Students will study the eating practices and nutrition of young children and the implication they play in promoting healthy physical, social, language, and cognitive development. Emphasis will be placed on preventing communicable diseases and providing safe environments. Lab Fee | ||
| ECE 209 | Fundamentals of Early Childhood Education | 3 CR |
| Prerequisite: COMPASS reading score of 70, or a "C" in STSK 98 or 99, or ENGL 151. This course introduces students to various theories and philosophies of child care, developmentally-appropriate practice, and the CDA functional areas. The critical periods of growth and development for children ages newborn to eight are emphasized. | ||
| ECE 210 | Child Growth and Development | 3 CR |
| Prerequisite: COMPASS reading score of 70, or a "C" in STSK 98 or 99, or ENGL 151. This course examines the social, emotional, cognitive, physical, and language development of children ages newborn through adolescence, including the genetic and prenatal influences on the child, the importance of play and consistent routines, the role of the family, and how nutrition and health issues affect a child’s development. New brain research is examined. Students acquire skills in observing, recording, and interpreting child behavior. | ||
| ECE 212 | Selected Topics in Child Care | 1-3 CR |
| This course broadens student knowledge through selected topics and issues pertaining to child care. Topics may include administration, nutrition, activities, or legal and ethical issues. Course may be repeated for credit toward graduation up to six credit hours. | ||
| ECE 214 | Appropriate Assessment with Young Children | 3 CR |
| Students explore developmentally-appropriate assessment and observation techniques for children ages newborn to eight. Both standardized and non-standardized assessment tests are reviewed. Advanced behavior management, observation, and recording strategies are explored. Students learn about the Individual Education Plan (IEP) and the Individual Family Service Plan (IFSP) processes. Lab Fee | ||
| ECE 215 | Positive Child Guidance | 3 CR |
| This course examines theoretical approaches to guidance, age-appropriate intervention strategies, observation techniques, and group management skills. Emphasis is on the positive development of a child’s self-esteem, ages newborn to eight, and positive communications with families. Children’s social relationships are examined. | ||
| ECE 216 | CDA Advisor Seminar | 2 CR |
| Prerequisite: departmental approval. This independent study course provides one-on-one instruction to CDA candidates in the preschool center-based and family day care settings who are completing the final CDA assessment process. A faculty member serves as a CDA advisor to the student who is required to complete 16 hours of field experience. [32-32-64] | ||
| ECE 217 | School-Age Learning Environments | 3 CR |
| This course introduces students to designing exciting, secure, and developmentally-appropriate school-age programs for children ages 5-12. Students explore the physical, social, cognitive, and emotional development of school-age children. Students gain skills in selecting equipment and individual and group management techniques. | ||
| ECE 218 | Anti-Bias Curriculum in Early Childhood Settings | 3 CR |
| Prerequisite: COMPASS reading score of 70, or a "C" in STSK 98 or 99, or ENGL 151. This course teaches strategies for effectively managing prejudice, gender, and racial differences within early childhood settings. Focus is on cultural respect and disability awareness through the development and application of anti-bias curricula. Students gain skills in ethical decision making relating to a bias-free environment. | ||
| ECE 219 | Creative Arts and Movement for Young Children | 3 CR |
| Students will have an opportunity to develop techniques in enhancing young children’s fine and gross motor skills through hands-on activities incorporating the arts, music, language, space, materials, sound, and physical movement in early childhood learning environments. | ||
| ECE 220 | Early Childhood Education Topics | 1-3 CR |
| This course expands students’ knowledge through exploration of early childhood education topics including developmentally-appropriate practice, program quality assessment and inclusion of special needs children, positive child guidance, and curriculum development for young children. This course is repeatable for up to six credits. | ||
| ECE 221 | Early Childhood Internship I | 3 CR |
| Prerequisite: departmental approval. Students work in early childhood settings to gain professional work experience in the application of developmentally-appropriate practice. Students must complete a minimum of 275 clock hours of work experience and have the program director’s approval before registering. | ||
| ECE 224 | Introduction to Child Care | 3 CR |
| This course introduces students to developmentally-appropriate, high-quality child care programming for children ages birth to eight. Students will complete routines, scheduling, and activities that encourage children’s healthy growth and development. Other topics include the State of Michigan Child Care Licensing Regulations, career opportunities in child care, and types of child care programs. | ||
| ECE 228 | Early Childhood Curriculum Development | 1-4 CR |
| This course focuses on specific curriculum development topics, such as literacy, math, science, music, learning centers, and the senses for children ages newborn to eight years of age. Students complete course objectives in modules. This course is repeatable for up to six credit hours. Lab fee may be charged depending on topic. | ||
| ECE 231 | Early Childhood Literacy | 3 CR |
| Prerequisite: COMPASS reading score of 70, or a "C" in STSK 98 or 99, or ENGL 151. This course will examine early literacy development and how early childhood providers can support children’s literacy development. Emphasis is on functional and meaningful literacy activities that will help to build the necessary foundation for young children to learn to read and write. | ||
| ECE 232 | Infant and Toddler Care | 3 CR |
| Prerequisite: COMPASS reading score of 70, or a "C" in STSK 98 or 99, or ENGL 151. This course provides students with experience in programming, designing, and sequencing learning experiences for children ages newborn to three including providing secure learning environments, and how space and equipment influence children. Students learn how culture affects young children's development, and how the State of Michigan licensing regulations may pertain to infant and toddler. Students are required to complete 16 hours of field experience while implementing an infant and toddler rating scale to determine program quality. [48-16-64] Lab Fee | ||
| ECE 233 | Early Childhood Environments | 3 CR |
| Prerequisite: COMPASS reading score of 70, or a "C" in STSK 98 or 99, or ENGL 151. This course provides hands-on experience in selecting, preparing, and presenting appropriate curriculum for children in licensed preschool and before-and-after school care settings. Specific areas of study include the development of appropriate learning experiences using music, art, dramatic play, outdoor play, fine and gross motor skills, and literacy. Students learn how to plan appropriate routines. Students are required to complete 16 hours of field experience while implementing a preschool rating scale to determine program quality. [48-16-64] Lab Fee | ||
| ECE 237 | Young Children with Special Needs | 3 CR |
| This course examines young children with disabilities and a variety of methods to help integrate them successfully into a program. Emphasis is on teaching modalities, curriculum, learning materials, environment, and personnel. The evaluation of an Individual Education Plan will be examined. | ||
| ECE 240 | Child Care Administration | 3 CR |
| Prerequisite: COMPASS reading score of 70, or a "C" in STSK 98 or 99, or ENGL 151. Students examine the child care administrator’s role in directing successful early childhood centers. Topics include safety, child care licensing laws, sound health and nutrition practices, business practices, communication skills, professionalism, personnel management, policy development, accreditation standards, and ethical decision making. | ||
| ECE 250 | Intentional Teaching in Early Childhood | 3 CR |
| Prerequisite: a "C" in ECE 214. Students learn the components of intentional teaching to ensure all children reach their full potential. Students learn how to use reflection and purposeful planning to ensure each child acquires the skills needed to be successful based on individual assessment. Students learn how to select the best teaching strategies to promote effective learning across developmental domains. Students will be introduced to coaching, mentoring, and service learning conceptual models in their respective relationships to early childhood education. | ||
| ECE 260 | Positive Relationships with Families | 3 CR |
| Students learn how to establish and maintain positive relationships with diverse families of young children. Effective communication strategies are emphasized encouraging equal partnerships with families. Advocacy for families is explored. | ||