EARLY CHILDHOOD EDUCATION
(DESCRIPTIONS AND PREREQUISITES) |
| ECE 209 |
Fundamentals of Early Childhood Education |
3 CR |
| Prerequisite: STSK 98 or ENGL 120 with a “C” or higher, or a COMPASS reading score of 73. 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. Students apply knowledge based upon either an infant-toddler, preschool age, or family child care emphasis. |
| ECE 210 |
Child Growth and Development |
3 CR |
| Prerequisite: STSK 98 or ENGL 120 with a “C” or higher, or COMPASS reading score of 73. This course examines the social, emotional, cognitive, physical, and language development of children ages newborn to eight, 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 |
2 CR |
| Prerequisite: ECE 210 with a “C” or higher. 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. |
| 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 |
| 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 only. Students work in early childhood settings to gain professional work experience in the application of developmentally-appropriate practice. Students must complete a minimum of 200 clock hours of work experience and have program manager’s approval before registering. |
| ECE 222 |
Early Childhood Internship II |
3 CR |
| Prerequisites: ECE 221 and departmental approval. This course is a continuation of ECE 221. Students work in early childhood settings to gain professional work experience in the application of developmentally appropriate practice. Students must complete a minimum of 200 clock hours of work experience and have program manager’s approval before registering. |
| ECE 223 |
CDA Infant/Toddler Seminar |
2 CR |
| Prerequisite: departmental approval. This independent study course provides one-on-one instruction to CDA candidates in the infant and toddler center-based setting who are completing the final CDA assessment process. A faculty member serves as a CDA advisor to the student who is required to complete a minimum of 16 hours of field experience. [32-16-48] Lab Fee |
| 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 five. 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 |
| 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 |
Early Childhood Learning Environments I |
3 CR |
| Prerequisite: STSK 98 or ENGL 120 with a “C” or higher, or COMPASS reading score of 73. This course provides students with experience in programming, designing, and sequencing learning experiences for children ages newborn to three. Students are introduced to developmentally-appropriate practice concepts, learn the importance of providing secure learning environments, how space and equipment influence children, how culture affects young children’s development, explore the state of Michigan licensing regulations as they pertain to infants and toddlers, and the importance of including families in planning. 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] |
| ECE 233 |
Early Childhood Learning Environments II |
3 CR |
| Prerequisite: STSK 98 or ENGL 120 with a “C” or higher, or COMPASS reading score of 73. This course provides hands-on experience in selecting, preparing, and presenting appropriate curriculum for young children ages three to eight years. Curriculum models explored may include: Montessori, Emergent Curriculum, Reggio Emilia, Creative Curriculum, and High Scope, among others. Students will learn how to adapt curricula for special needs children and examine how the state of Michigan Child Care Licensing Regulations are implemented in licensed group settings as they apply the curriculum implementation. Students are required to complete 16 hours of field experience while implementing a preschool rating scale to determine program quality. [48-16-64] |
| 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 |
| 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. |
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