Early Childhood Education

This course introduces the student to child growth and development in the areas of cognitive, physical, linguistic, social, and emotional development from pre-natal stages through adolescence. Leading theorists on child growth and development, such as Piaget, Erickson, Vygotsky, Ainsworth, and others will be examined. Exploration of cultural and societal influences on development, as well as discussion of individual differences will be explored. The course will also include an introduction to developmentally appropriate practice, learning activities, environments that support development and ethical decision making when working with children and their families. This course requires 15 hours in web-available infant, toddler, preschool, and school-age classroom observations. Three lecture hours per week. Gen. Ed. Competencies Met: Multicultural and Social Perspectives and Written Communication.

This course will introduce the student to the field of early care and education from a philosophical, historical, socioeconomic, and multicultural point of view. Major theories and models of significant early childhood programs will be examined such as Head Start, Froebel's Kindergarten, Montessori, Reggio-Emilia, and the High Scope Approach. The role of the early care educator, professionalism, and managing successfully in the workplace in accordance with the National Association for the Education of Young Children’s (NAEYC) code of ethical conduct. The course will include required field observations of eight hours across the full age span (0 -8) in diverse settings as determined by DEEC. Three lecture hours per week. Gen. Ed. Competencies Met: Ethical Dimensions, Information Literacy, and Multicultural and Social Perspectives.

Observations and classroom presentations/discussions provide students the opportunity to learn, know, and apply a variety of recording techniques, such as narratives (e.g., anecdotal, running record, and journal), time sampling, event sampling, checklists, and rating scales. Discussions focus on the classroom as a learning community, including the teacher as a learner and leader through reflective practice. Analysis of observations takes into account observer assumptions and theories of child and adult development. Assessment is determined by the quality of in-progress records, discussions, and a final assignment. Co-requisite: ENG 101. Three lecture hours per week. Gen. Ed. Competencies Met: Critical Thinking and Written Communication.

The course promotes an understanding of health and safety factors in both the physical and social-emotional areas. Topics such as sanitation, infectious disease control, food preparation, classroom safety, and the safety of the facility itself form part of the physical aspect. Topics related to the emotional wellbeing and protection of children from abuse, neglect, isolation, and biases make up the social-emotional area. Students have the opportunity to discuss the strengths and weaknesses regarding the promotion of health and safety protocols and procedures within learning environments. Special attention is placed on strategies to enhance communication and collaboration with families to promote optimal child wellness within their community. Three lecture hours per week. Gen. Ed. Competencies Met: Multicultural and Social Perspectives.

Practical approaches to guiding young children's behavior are based on a philosophy of problem-solving that emphasizes children's abilities and needs. Proactive techniques such as active listening, negotiation, I-messages, and similar limit-setting methods help children to accept responsibility and build their communication capacity. Solutions to conflicts in early childhood settings take a child-centered anti-bias approach based on building trust and respect for each child and his/her family's cultural background. Prerequisite(s): ECE 110 or PSY 252. Three lecture hours per week.

This course focuses on the student's understanding of the diverse abilities and disabilities of children from birth through eight years of age. Implications of IDEA, use and preparation of Individualized Education Plan (I.E.P.) and the Individualized Family Service Plan (IFSP) is threaded through class discussion, assignments, and adaptations and procedures for children with special needs. Students identify the role of the teacher in relation to parents of children with special needs in an all-inclusive classroom. Pre or co-requisite: ECE 110 or PSY 252. Three lecture hours per week. Gen. Ed. Competencies Met: Critical Thinking and Multicultural and Social Perspectives.

After a quick review of prenatal development, the course addresses the developmental stages of infants and toddlers (birth through three years) within the context of their family. It explores different areas of development--including emotional, physical, cognitive, social, language, literacy, and behavioral--in the context of relationships. Students apply knowledge of infant-toddler development in developing and implementing a responsive curriculum that supports the holistic development of the infant-toddler and is inclusive and culturally reflective of diverse cultural backgrounds. Emphasis is placed on characteristics of high-quality early care and education and the significant relationship between emotional development and thinking. Students explore and create routine and play based activities that allows the infant-toddler to engage actively and discover the world around her/him. Prerequisite(s): ECE 110 or PSY 252. Three lecture hours per week.

Through a balanced and integrated approach based on multicultural education, students plan activities related to three, four, and five-year old’s need to self-discover the world around them. Activity plans include adaptations for inclusion of children with diverse learning needs with special attention to individualized education plans (IEPs), strategies for assessment of children's learning, and evaluation of planned activities. Prerequisites: ECE 111, ECE 112; pre or co-requisite: ECE 222. Three lecture hours per week.

Students develop knowledge and skills in understanding and building partnerships with parents based on the recognition that families have diverse styles of parenting. Building increased awareness and sensitivity to ethnic, racial, class, abilities, and linguistic issues is key to the affirmation of differences. Students study contemporary models and practices that support the involvement of parents in their child's education. Students learn to use appropriate oral and written communications, discover parents' priorities, and design activities and structures for ongoing collaborations with parents. Prerequisite: ECE 110 or PSY 252, and ECE 112. Three lecture hours per week. Gen. Ed. Competencies Met: Multicultural and Social Perspectives and Written Communication.

This course introduces students to the CDA (Child Development Associate Credential) competency standards designated by the Council for Professional Recognition. Students enhance their knowledge of developmentally appropriate practices and curriculum for children birth through age eight. Specific focus includes the six competency goals and thirteen functional areas of the CDA. Emphasis is placed on applying for the CDA and preparing students for the CDA Professional Portfolio, passing the CDA exam and preparation for a PD Specialist visit. Prerequisite: PSY 252, ECE 113, and ECE 234 or ECE 236. Corequisite: ECE work verification from current employer and any verification needed showing up to a minimum of one year at 20 hours a week in an Infant, Toddler, Preschool or Family Child Care setting. Three lecture hours per week. Gen. Ed. Competencies Met: Multicultural and Social Perspectives, Quantitative and Symbolic Reasoning, and Written Communication.

Students select to work with either infants and toddlers or preschool children in inclusive settings that are approved by the Department of Early Education and Childcare (DEEC). The group day care services are staffed by a Lead Teacher. During this period, the student demonstrates his/her ability to work as a team member and to develop, implement and evaluate developmentally appropriate activities for small groups of infants/toddlers or preschool children. Students develop important qualities and skills, including the ability to initiate and expand responsive communications with children and to interact in ways that help develop mutuality and trust. The accompanying seminar provides a forum for students to share reflections, raise questions, and extend their understanding of the teacher's responsibility. This student-internship is supervised by college faculty. Note: C.O.R.I., S.O.R.I., and Health Requirements must be met, and students must meet with the Program Coordinator the semester prior to enrollment in ECE 251. Required: 150 hours of field experience per semester, orientation, and seven two-hour seminars per semester on alternating weeks. Prerequisites: Please note different requirements for different early education settings. Infant-Toddler setting: Pre or co-requisite(s): ECE 113 and ECE 224; or ECE 113, ECE 223 and ECE 236. Preschool setting: Pre or co-requisite: ECE 113, ECE 222, and ECE 234. Instructional Support Fee applies. Gen. Ed. Competencies Met: Oral Communication.

Students continue to build upon, consolidate, and expand professional competencies acquired in ECE 251. As they take on a leading role, student-teachers participate in staff meetings; support students with diverse learning needs, and develop, prepare, and organize activities around a theme. Student-teachers are expected to demonstrate their ability to provide positive guidance to children, to take on responsibility for the physical setup of the classroom, and to implement successfully a developmentally and culturally appropriate integrated curriculum. The 150-hour field experience is complemented by an on-going seminar that focuses on drawing the connections between child developmental theory and teaching practice. The sites selected are DEEC approved facilities, and the supervising teacher-practitioner is lead-teacher qualified. Students are encouraged and supported to develop an initial understanding/knowledge of their evolving professional self/role through reflective practice. Note: C.O.R.I., S.O.R.I., and Health Requirements must be met and students must meet with the Program Coordinator the semester prior to enrollment in ECE 252. 150 hours of field experience, orientation, and seven two-hour seminars per semester on alternating weeks. Instructional Support Fee applies. Prerequisite: ECE 234 and ECE 251 with a grade of C- or better, AND Co-requisite: ECE 221 or ECE 244. For placement in an Infant/Toddler setting all of the above and additional pre and co-requisites are needed: Prerequisites: ECE 112, and ECE 222 with a grade of C- or better and Corequisites: ECE 224, or ECE 223 and ECE 236 Gen. Ed. Competencies Met: Oral Communication

Students examine the critical role of play in the young child's social, emotional, and cognitive development with particular reference to the theories of Piaget, Vygotsky, Greenspan and Ruben. Students actively engage with preschool children for a minimum of 8 hours in practicing the Dialogic Reading Approach. Preschool curriculum planning is based on MA Curriculum Frameworks and is reflective of anti-bias curriculum principles. Attention is paid to differentiated instruction to meet the needs of children with different abilities, special needs including the gifted and talented. Tools for assessment of learning are introduced. Using the inclusionary- integrated approach, curriculum planning lays emphasis on emerging literacy and numeracy skills. Prerequisite: ECE 111, ECE 112, and ECE 110 or PSY 252, all with a grade of C or better. Three lecture hours per week.

Early Childhood licensure teaching practicum is a capstone experience. Field placements will be determined by the program coordinator and will be in school-based early childhood classrooms for a total of 175 hours (150 plus 25) across two grade levels ranging from pre-kindergarten through second grade. Students’ participation evolves from observation to demonstration of competencies to be in-charge of the classroom. Observations and reflections are an integral part of curriculum implementation and teaching practice. Seminars focus on integrating theory and practice of child development, curriculum planning, individualized instruction, special needs, anti-bias curriculum, and on-going reflective assessment of self and children's learning. Note: CORI, SORI, Fingerprinting and Health Requirements must be met, and students must meet with the Program Coordinator the semester prior to enrollment in ECE 261. Restricted to Early Childhood Education- Early Childhood Licensure Transfer option students. Orientation is held the first week of classes. Seminar meets for two hours on alternate weeks for seven weeks. Prerequisite(s): ECE 260 and ECE 222 with a grade of C or better and a minimum overall GPA of 2.75. Instructional Support Fee applies. Gen. Ed. Competencies Met: Oral Communication.

This course is designed to promote an understanding of the administrative organization and regulatory issues related to child care centers. The course investigates the role of the administrator as facilitator, mediator, and resource person in promoting a safe and positive early childhood environment. The objectives of this course meet the Department of Early Education and Child Care (EEC) Director I guidelines. Prerequisite: ECE 251 or permission of program director. Three lecture hours per week.

This course focuses on basic supervision and leadership styles. Supervisors of early educators learn how to promote professional development and mentor diverse staff through ongoing reflective supervision. It emphasizes techniques in staff development analysis and the enhancement of interpersonal communications, organization, supervisory styles, as well as, within the context of parents and the community. This course meets Department of Early Education and Childcare (DEEC) standards for Director II Certification in Early Childhood programs. Pre or co-requisite: ECE 252 or ECE 253, or permission of program coordinator. Three lecture hours per week.