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This survey course assists students in understanding the basic and unifying principles of life. Students focus on a wide variety of topics including structure and function, organization, diversity, biochemistry, evolution, behavior, ecology, and population dynamics.

This course examines the nature of psychology as a social and behavioral science. It surveys fundamental areas in behavior including research in psychology, the brain and behavior, learning, human development and socialization, intelligence, personality, health psychology, and social psychology.

This course is an introduction to the basic concepts in Sociology and an analysis of culture, socialization, stratification, social organization, class, social interaction, social change, and conflict.

This course provides an overview of the theoretical models that have a significant influence on the development of various early childhood curricula. A historical perspective of early childhood education is provided, leading up to an including present-day practices. Students will learn to apply theory to practice within the classroom setting for children ages’ birth through eight, including children with exceptionalities. Ethical issues in the Early Childhood setting will be explored.

This course provides students with practical experiences in an early childhood education setting. Students are required to spend 15 hours per semester in seminar sessions and to assist in a early care and education facility for 100 hours. Students must demonstrate competency in providing a safe, healthy, learning environment that enables young children to develop physical, cognitive, and communication skills.

This course is designed to acquaint students with an integrated approach to children’s literature. Folk and multicultural literature and contemporary issues in children’s literature will be examined. Explores the use of technology in educational settings and plans for literature based units.

This course provides information about the exceptional learner. Topics include: history / philosophy/ laws of educating exceptional learners, characteristics of the exceptional child, assessment tools, instructional planning and teaching using individualized strategies with complementary techniques and technologies, home / school /community resources and inclusion.

This course introduces students to curriculum strategies to be used with young children to promote their mathematical and scientific abilities. Additionally, it will provide instruction on how to incorporate technology into the early childhood classroom. Attention is given to the developmental needs of the children and the developmental appropriateness of the lessons.

This course explores the issues of health, safety and nutrition in relation to the normal growth and development of young children. Emphasis is placed on the recognition and measurement of normal growth patterns, principles of good nutrition, hygiene, health maintenance and illness prevention. Understanding cultural issues and special needs of individual children are addressed as aspects of health and safety.

This course is a continuation of ECE 199 and provides students with practical experiences in early childhood education. Students spend 15 hours per semester in seminars and assist in their professional area for 100 hours. Students must demonstrate mastery of the core competency areas of creative development, self, social, guidance, families, and professionalism, when planning activities for young children.

This course provides students with practical experiences in early childhood education. Students participate each week in seminars and assist in their professional area (in pre-K/K regular education or inclusive setting) for 100 hours. Students must demonstrate competencies in planning and carrying out appropriate lessons to promote young children’s cognitive, creative, language, and social development. Students will be introduced to the Connecticut Preschool Benchmarks and the creative curriculum for use in planning lessons.

This course emphasizes the psychological development of the child from birth to adolescence. Consideration is given to data, theories, and methods of studying child behavior. Emphasis is placed upon the general characteristics of various stages of development and upon general determinants of the developmental process.

This course traces the development of human behavior in primary groups throughout the life cycle. It follows maturational, emotional, cognitive, and social systems theory from early life development through childhood, adolescence, and adulthood into old age, with a focus on the individual and primary groups.

This course is designed to develop and refine the analytical/critical reading skills and the substantive writing skills of freshmen. This intensive writing class will focus on writing essays of varying length and expose students to the various rhetorical modes of writing that will contribute to their success in university courses and their chosen careers.

This course looks to expand upon the rhetorical skills attained in ENG110. As a student-centered course, students explore their own writing in peer, group, and self-review skill sessions. Students enhance self-editing skills and increase awareness of the revision skills needed in both college coursework and in careers. The course will further develop students’ understanding of the writing process from pre-writing to final draft. This course encourages students to have their writing evaluated across the curriculum. The addition of thematic readings further enhances students’ knowledge base. The course culminates in a portfolio of original work.

This introductory course will focus on the knowledge and skills that students need to become competent communicators. This information and these skills will include speaking, listening, media literacy, computer-mediated communication, cultural sensitivity, workplace communication, group dynamics, and critical thinking. Students will prepare and present speeches and group projects that utilize media and technology. Emphasis will be place on personal, social and workplace interaction both individually and in group settings.

This course provides a review of the fundamentals of algebra: a study of function theory, specifically linear and quadratic functions; matrix operations; and linear programming. Emphasis is placed on problem-solving techniques with special attention given to business and other applications. Prerequisite: MAT101 or placement examination.

This course studies children’s developmental stages from birth through age two. Principles of curriculum design and implementation for this age group are examined in concordance with theories of infant-toddler learning and development.

This course introduces students to the foundations of music and movement as it is used in the early childhood classroom. Students learn basic concepts of music theory and movement theory within the context of child development and curriculum planning.

This course exposes students to an evaluation of play from a historical perspective, and stresses the importance of play in the development of children and its role in the early childhood curriculum. The effect of play on the cognitive, social, emotional, and physical development of the child is discussed.

This course provides students with practical experiences in early childhood education. Students participate each week in seminars and assist in their professional area (in pre-K/K regular education or inclusive setting) for 100 hours. Students must demonstrate competencies in planning and carrying out appropriate lessons to promote young children’s cognitive, creative, language, and social development. Students will be introduced to the Connecticut Preschool Benchmarks and the creative curriculum for use in planning lessons.

This course examines the role of the childcare administrator with respect to management duties, which include financial planning, state regulations, curriculum and staff development, nutritional responsibilities, and parent and community relations.

This course provides an overview of the theoretical models that have a significant influence on the development of various early childhood curricula. A historical perspective of early childhood education is provided, leading up to an including present-day practices. Students will learn to apply theory to practice within the classroom setting for children ages’ birth through eight, including children with exceptionalities. Ethical issues in the Early Childhood setting will be explored.

This course provides students with practical experiences in an early childhood education setting. Students are required to spend 15 hours per semester in seminar sessions and to assist in a early care and education facility for 100 hours. Students must demonstrate competency in providing a safe, healthy, learning environment that enables young children to develop physical, cognitive, and communication skills.

This Course Covers The Development Of Young Children's Art. Developmentally Appropriate Means Of Facilitating Creative Abilities For Diverse Groups Through Painting, Drawing, Clay, Collage, And Construction Are Examined. Prerequisite: Chs111 Or Permission Of Chs Director. Studio Fee Required.

This course is designed to acquaint students with an integrated approach to children’s literature. Folk and multicultural literature and contemporary issues in children’s literature will be examined. Explores the use of technology in educational settings and plans for literature based units.

This course provides information about the exceptional learner. Topics include: history / philosophy/ laws of educating exceptional learners, characteristics of the exceptional child, assessment tools, instructional planning and teaching using individualized strategies with complementary techniques and technologies, home / school /community resources and inclusion.

This course introduces students to curriculum strategies to be used with young children to promote their mathematical and scientific abilities. Additionally, it will provide instruction on how to incorporate technology into the early childhood classroom. Attention is given to the developmental needs of the children and the developmental appropriateness of the lessons.

This course introduces teachers of young children to a variety of themes and strategies that promote social awareness, pro-social behavior, and interpersonal skills for young children. This course will encourage students to examine the ways in which the classroom environment and the world outside the classroom affect learning. Concepts in ethnicity, family and community life, and diversity are explored. Curriculum planning for young children with a wide variety of needs and abilities will be addressed. Prerequisite: ECE/CHS111

This course explores the issues of health, safety and nutrition in relation to the normal growth and development of young children. Emphasis is placed on the recognition and measurement of normal growth patterns, principles of good nutrition, hygiene, health maintenance and illness prevention. Understanding cultural issues and special needs of individual children are addressed as aspects of health and safety.

This course is a continuation of ECE 199 and provides students with practical experiences in early childhood education. Students spend 15 hours per semester in seminars and assist in their professional area for 100 hours. Students must demonstrate mastery of the core competency areas of creative development, self, social, guidance, families, and professionalism, when planning activities for young children.

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

The course is designed to enable students to develop competence in analyzing, organizing, and developing ideas; to locate and use library resources for supporting ideas; and, to adapt one's writing to various audiences. Instruction and practice in writing and critical reading is a focus in this course.

This course provides instruction and practice in writing effective expository and persuasive essays. The techniques for doing research and writing research papers are explored. Attention is given to the development of library research skills.

This course is designed to aid students in understanding the dynamics of interpersonal relationships. Verbal and nonverbal communication patterns between people in personal, social, academic, and professional settings will be examined, and the nature of those interactions will be evaluated using contemporary communication theory. The course will enable students to identify their interpersonal communication behaviors and to more critically evaluate their own oral communication and that of others. A primary goal of the course is to improve the quality of students' communication in their personal and professional relationships.

This course is a study of personal computer applications and the Internet as information processing tools in business and academic environments. Students will explore the World Wide Web, learn basic computer concepts, and use productivity tools to create text documents, spreadsheets, and presentation graphics with the Microsoft Office applications.

This course is a study of the origins and development of the world's major civilizations from their beginnings through the seventeenth century. Emphasis is placed on the salient socio-economic, political and religious characters of the civilizations and the patterns of interaction among them.

A survey course providing an overview of the history of Western Art and the principles of art as they relate to society. Students are encouraged to discover personal interests through their own research on historical or contemporary styles and themes in art.

This course is an introduction to the basic elements of fiction, poetry and drama. Emphasis is on reading literature to perceive the techniques used in each genre, to understand the basic theoretical approaches to literature, to acquire the vocabulary associated with literary criticism, and to analyze and evaluate literature.

This course provides an overview of the field of early childhood education including history, philosophy, advocacy, public policy, issues, trends, and careers.

This introductory course presents basic concepts, theories, and research in sociology. Group organization, sex and gender, marriage and the family, sports as a social institution, and collective behavior are among the topics considered.

In this course, learners deepen their understanding of the importance of natural resources to mankind. Students explore physical, biological, and ecological principles, examine how human alterations affect the environment, and reflect on the controversies, surrounding various approaches to addressing environmental problems and the steps some communities have taken to address these challenges.

This course is a study of correct and incorrect reasoning involved in everyday activities. The fundamentals of language and argument, deductive and inductive reasoning and other aspects of practical reasoning are examined.

Students will examine integrated movement curriculum and the relationship between knowledge, motor skills, and movement activities. Activities will lead to understanding of how the body is used during fundamental motor skills and the progression to more advanced movement. Emphasis is on the study of human movement and the development of motor skills which enhance health related physical fitness. Movement concepts of body awareness, space, and quality of movement are defined. Fundamental movement skills are analyzed and used as a basis for planning physical education coursework.

The course is designed to explore a wide range of mathematical models as applied to the problems of a modern society. Topics are selected from a variety of disciplines using mathematical methods in the critical thinking and decision-making process. Mathematical methods covered include, but are not limited to, business math, introductory algebra, beginning geometry, and business statistics.

This course will address age appropriate behavior expectations for classrooms and ideas for supporting student learning. Motivation theory, positive reinforcement and behavior support plans will be covered. Major theories of behavior will be considered as they relate to educational settings.

Designing and implementing effective instruction for young children is not a simple task. Students will learn the theory behind various instructional strategies to support student engagement and learning. Curriculum design and planning as well as assessment of student learning will be supported through this course.

An overview of child development from birth to age eight will be covered in this course. Specific developmental milestones related to language, physical and social development. The significance of these developmental milestones as related to educational planning will be discussed.

This course focuses on clarifying and illuminating the great social and personal issues confronting people today. Topics include standards of moral judgment, the meaning and justification of moral judgments, and questions of moral responsibility and justice.

This course explores fundamental issues of the mind, thought, and reality. Exploration of trends and future developments in artificial intelligence and the possible effects these developments will have on human life are investigated. The following questions are analyzed: What is the material nature of the human mind/brain How does the human mind construct and understand reality What is the relationship of the human mind to the world it perceives and the world it creates What are the differences/similarities between human and artificial intelligence

This course explores strategies and techniques to support the success of language and culturally diverse students. The values, customs, and communication styles of cultural groups and their implication for teaching are considered. Research-based instructional approaches to developing English learner literacy will be examined.

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This Course Provides An Overview Of The Field Of Early Childhood Education Including History, Philosophy, Advocacy, Public Policy, Issues, Trends, And Careers. * Could Be Applied In Transfer To Rio Salado College As Follows: Ashford Course Rio Salado Course Ece 101 Introduction To Early Childhood Education Eep 240 Early Childhood Foundations Ese 315 Survey Of Exceptional Students Eep 244 Early Childhood Introduction To The Exceptional Young Child Ece 313 Collaboration With Parents And Community Eep 246 Early Childhood: Culture, Community, Family And The Child

This Course Provides A Study Of The Health And Nutrition Needs Of Children And Families. ** Could Be Applied In Transfer To Rio Salado College As Follows: Rio Salado's Child Development Course (eep224 Child Development: Birth — Age Eight) Includes Two Ashford University Courses. Since Ashford University Students Must Take Both Ece 214 And Ece 332, These Are Equivalent To Rio Salado's Eep 224.

This Course Provides A Basic Introduction To The Nature Of Human Growth And Development As It Occurs From Conception Through Early Childhood. Students Learn About Motor, Cognitive, Social, Emotional, Moral, Aesthetic, And Language Development In Early Childhood. ** Could Be Applied In Transfer To Rio Salado College As Follows: Rio Salado's Child Development Course (eep224 Child Development: Birth — Age Eight) Includes Two Ashford University Courses. Since Ashford University Students Must Take Both Ece 214 And Ece 332, These Are Equivalent To Rio Salado's Eep 224.

This course provides an overview of the child (infant through elementary) and the reciprocal relationships children develop with their family, their school, and the world in which they live. Theories pertaining to the roles and relationships within and between families, schools, and communities are introduced with an emphasis on enabling students to identify family needs and concerns and to use a variety of collaborative communication and problem-solving skills to assist families in finding the best available community resources to meet these needs. Students themselves explore various community resources that further the development of the child's potential.

Students will examine integrated movement curriculum and the relationship between knowledge, motor skills, and movement activities. Activities will lead to understanding of how the body is used during fundamental motor skills and the progression to more advanced movement. Emphasis is on the study of human movement and the development of motor skills which enhance health related physical fitness. Movement concepts of body awareness, space, and quality of movement are defined. Fundamental movement skills are analyzed and used as a basis for planning physical education coursework.

This course provides an introduction to the developmental stages of language acquisition in young children from birth to the age of 6. The focus of the course is on the facilitation of language acquisition in young children.

This course focuses on curriculum development in early childhood and teaching strategies with a developmentally appropriate approach. Students will prepare curriculum and practice teaching strategies which illustrate the characteristics of play and creativity. The guidance of young children to include behavior management and creating positive learning environments will also be emphasized.

Students learn how to select and use children's books and other media relating to physical, cognitive, emotional, and social development of babies and preschool-aged children.

An Investigation Into The Theories, Skills, And Attitudes Needed To Identify And Instruct Students With Disabilities In Varied School Settings. Attention Will Be Given To The Variety Of Categories Of Disabilities That Special Educators Are Likely To Come Into Contact With. Students Will Examine The Issues Of Providing Services To Identified Individuals Within And Outside School Settings. * Could Be Applied In Transfer To Rio Salado College As Follows: Ashford Course Rio Salado Course Ece 101 Introduction To Early Childhood Education Eep 240 Early Childhood Foundations Ese 315 Survey Of Exceptional Students Eep 244 Early Childhood Introduction To The Exceptional Young Child Ece 313 Collaboration With Parents And Community Eep 246 Early Childhood: Culture, Community, Family And The Child

Factors That Promote Effective Communication And Collaboration With Parents Of Babies And Preschool-aged Children, Families And Community Resources Are Considered In This Course. * Could Be Applied In Transfer To Rio Salado College As Follows: Ashford Course Rio Salado Course Ece 101 Introduction To Early Childhood Education Eep 240 Early Childhood Foundations Ese 315 Survey Of Exceptional Students Eep 244 Early Childhood Introduction To The Exceptional Young Child Ece 313 Collaboration With Parents And Community Eep 246 Early Childhood: Culture, Community, Family And The Child

This course focuses on the development and implementation of early childhood programs for a variety of age groups and purposes. Specifically, curriculum development, materials, teaching strategies, evaluation, budgets, hiring procedures and state guidelines/regulations are addressed as are the skills and competencies to implement the above.

This course will provide a clear and practical introduction to multicultural and anti-bias issues and will aid students in developing culturally relevant methods in working with children and families in early childhood settings.

This Is The Capstone Course For The Early Childhood Education And The Early Childhood Education Administration Major, To Be Taken At The Completion Of The Major Courses. This Course Provides Students With The Opportunity To Integrate And Apply Their Learning From The Course Of Study For Early Childhood Education In A Comprehensive Manner. Students Will Reflect On The Courses Taken And Develop An Understanding On The National Association For The Education Of Young Children (naeyc) And The National Council For Accreditation Of Teacher Education (ncate) Standards, Developmentally Appropriate Practices Based Upon Child Development Research, Center-based Curriculum And Professionalism. This Course Will Culminate With A Comprehensive Final Project That Integrates The Student Learning Throughout The Program As Well As A Final Exam That Covers The Program Learning Outcomes.

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This Course Provides An Overview Of The Field Of Early Childhood Education Including History, Philosophy, Advocacy, Public Policy, Issues, Trends, And Careers. * Could Be Applied In Transfer To Rio Salado College As Follows: Ashford Course Rio Salado Course Ece 101 Introduction To Early Childhood Education Eep 240 Early Childhood Foundations Ese 315 Survey Of Exceptional Students Eep 244 Early Childhood Introduction To The Exceptional Young Child Ece 313 Collaboration With Parents And Community Eep 246 Early Childhood: Culture, Community, Family And The Child

This Course Provides A Study Of The Health And Nutrition Needs Of Children And Families. ** Could Be Applied In Transfer To Rio Salado College As Follows: Rio Salado's Child Development Course (eep224 Child Development: Birth — Age Eight) Includes Two Ashford University Courses. Since Ashford University Students Must Take Both Ece 214 And Ece 332, These Are Equivalent To Rio Salado's Eep 224.

This Course Provides A Basic Introduction To The Nature Of Human Growth And Development As It Occurs From Conception Through Early Childhood. Students Learn About Motor, Cognitive, Social, Emotional, Moral, Aesthetic, And Language Development In Early Childhood. ** Could Be Applied In Transfer To Rio Salado College As Follows: Rio Salado's Child Development Course (eep224 Child Development: Birth — Age Eight) Includes Two Ashford University Courses. Since Ashford University Students Must Take Both Ece 214 And Ece 332, These Are Equivalent To Rio Salado's Eep 224.

This course provides an overview of the child (infant through elementary) and the reciprocal relationships children develop with their family, their school, and the world in which they live. Theories pertaining to the roles and relationships within and between families, schools, and communities are introduced with an emphasis on enabling students to identify family needs and concerns and to use a variety of collaborative communication and problem-solving skills to assist families in finding the best available community resources to meet these needs. Students themselves explore various community resources that further the development of the child's potential.

Students will examine integrated movement curriculum and the relationship between knowledge, motor skills, and movement activities. Activities will lead to understanding of how the body is used during fundamental motor skills and the progression to more advanced movement. Emphasis is on the study of human movement and the development of motor skills which enhance health related physical fitness. Movement concepts of body awareness, space, and quality of movement are defined. Fundamental movement skills are analyzed and used as a basis for planning physical education coursework.

This course provides an introduction to the developmental stages of language acquisition in young children from birth to the age of 6. The focus of the course is on the facilitation of language acquisition in young children.

This course focuses on curriculum development in early childhood and teaching strategies with a developmentally appropriate approach. Students will prepare curriculum and practice teaching strategies which illustrate the characteristics of play and creativity. The guidance of young children to include behavior management and creating positive learning environments will also be emphasized.

Students learn how to select and use children's books and other media relating to physical, cognitive, emotional, and social development of babies and preschool-aged children.

An Investigation Into The Theories, Skills, And Attitudes Needed To Identify And Instruct Students With Disabilities In Varied School Settings. Attention Will Be Given To The Variety Of Categories Of Disabilities That Special Educators Are Likely To Come Into Contact With. Students Will Examine The Issues Of Providing Services To Identified Individuals Within And Outside School Settings. * Could Be Applied In Transfer To Rio Salado College As Follows: Ashford Course Rio Salado Course Ece 101 Introduction To Early Childhood Education Eep 240 Early Childhood Foundations Ese 315 Survey Of Exceptional Students Eep 244 Early Childhood Introduction To The Exceptional Young Child Ece 313 Collaboration With Parents And Community Eep 246 Early Childhood: Culture, Community, Family And The Child

Factors That Promote Effective Communication And Collaboration With Parents Of Babies And Preschool-aged Children, Families And Community Resources Are Considered In This Course. * Could Be Applied In Transfer To Rio Salado College As Follows: Ashford Course Rio Salado Course Ece 101 Introduction To Early Childhood Education Eep 240 Early Childhood Foundations Ese 315 Survey Of Exceptional Students Eep 244 Early Childhood Introduction To The Exceptional Young Child Ece 313 Collaboration With Parents And Community Eep 246 Early Childhood: Culture, Community, Family And The Child

This course focuses on the development and implementation of early childhood programs for a variety of age groups and purposes. Specifically, curriculum development, materials, teaching strategies, evaluation, budgets, hiring procedures and state guidelines/regulations are addressed as are the skills and competencies to implement the above.

This course will provide a clear and practical introduction to multicultural and anti-bias issues and will aid students in developing culturally relevant methods in working with children and families in early childhood settings.

This Is The Capstone Course For The Early Childhood Education And The Early Childhood Education Administration Major, To Be Taken At The Completion Of The Major Courses. This Course Provides Students With The Opportunity To Integrate And Apply Their Learning From The Course Of Study For Early Childhood Education In A Comprehensive Manner. Students Will Reflect On The Courses Taken And Develop An Understanding On The National Association For The Education Of Young Children (naeyc) And The National Council For Accreditation Of Teacher Education (ncate) Standards, Developmentally Appropriate Practices Based Upon Child Development Research, Center-based Curriculum And Professionalism. This Course Will Culminate With A Comprehensive Final Project That Integrates The Student Learning Throughout The Program As Well As A Final Exam That Covers The Program Learning Outcomes.

Social-emotional development including the management of emotions and the ability to establish positive relationships with others will be covered in this course. Students will learn the important elements in a childcare setting that support healthy social, emotional, and behavioral adjustment in infants and toddlers.

Students will learn both theory and application of why and how to set up, arrange and change early childhood learning environments to effectively meet the developmental needs of very young children. The role of the teacher, the importance of the environment, design principles, health and safety will be covered in this course.

Emphasis will be placed on effective activities and practices to promote language development, cognitive development and motor skill development in young children. Sensory, music and movement development will also be covered in this course. Appropriate behavior teaching and coaching for infants, toddlers and two year olds will be discussed.

This course will increase the students' expertise and understanding of all the components that must work together to create an effective childcare setting in which all children can thrive. Elements to be covered in the planning of a childcare environment include discipline and behavior management as well as consideration of the child's developmental level, the family and cultural context.

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This course provides an overview of the field of early childhood education including history, philosophy, advocacy, public policy, issues, trends, and careers.

This course provides a study of the health and nutrition needs of children and families.

This course provides a basic introduction to the nature of human growth and development as it occurs from conception through early childhood. Students learn about motor, cognitive, social, emotional, moral, aesthetic, and language development in early childhood.

This course provides an overview of the child (infant through elementary) and the reciprocal relationships children develop with their family, their school, and the world in which they live. Theories pertaining to the roles and relationships within and between families, schools, and communities are introduced with an emphasis on enabling students to identify family needs and concerns and to use a variety of collaborative communication and problem-solving skills to assist families in finding the best available community resources to meet these needs. Students themselves explore various community resources that further the development of the child's potential.

This course focuses on curriculum development in early childhood and teaching strategies with a developmentally appropriate approach. Students will prepare curriculum and practice teaching strategies which illustrate the characteristics of play and creativity. The guidance of young children to include behavior management and creating positive learning environments will also be emphasized.

An investigation into the theories, skills, and attitudes needed to identify and instruct students with disabilities in varied school settings. Attention will be given to the variety of categories of disabilities that special educators are likely to come into contact with. Students will examine the issues of providing services to identified individuals within and outside school settings.

Factors that promote effective communication and collaboration with parents of babies and preschool-aged children, families and community resources are considered in this course.

This course focuses on the development and implementation of early childhood programs for a variety of age groups and purposes. Specifically, curriculum development, materials, teaching strategies, evaluation, budgets, hiring procedures and state guidelines/regulations are addressed as are the skills and competencies to implement the above.

Several leadership styles are examined in this course. Emphasis is placed on developing effective leadership in organizations and personal enterprises, and on developing ethical leadership perspectives in personal and professional decision-making.

Theory and research are applied to the study of group dynamics, processes encountered in the small-group setting, and how organizational effectiveness is impacted by small-group and team functioning. The course focuses on group productivity, decision-making, diversity, group communication, resolving group conflict and building effective teams.

In this course, students will study and apply alternative theories, models and strategies for creating and managing organizational change. The effectiveness of management tools in initiating problem-solving and decision-making to bring about change within organizations is evaluated.

A study of managing people in the workplace, focusing on the important policies and processes associated with recruiting, hiring, training, and evaluating personnel in order to achieve strategic organizational goals.

This Is The Capstone Course For The Early Childhood Education And The Early Childhood Education Administration Major, To Be Taken At The Completion Of The Major Courses. This Course Provides Students With The Opportunity To Integrate And Apply Their Learning From The Course Of Study For Early Childhood Education In A Comprehensive Manner. Students Will Reflect On The Courses Taken And Develop An Understanding On The National Association For The Education Of Young Children (naeyc) And The National Council For Accreditation Of Teacher Education (ncate) Standards, Developmentally Appropriate Practices Based Upon Child Development Research, Center-based Curriculum And Professionalism. This Course Will Culminate With A Comprehensive Final Project That Integrates The Student Learning Throughout The Program As Well As A Final Exam That Covers The Program Learning Outcomes.

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This course provides an overview of the field of early childhood education including history, philosophy, advocacy, public policy, issues, trends, and careers.

This course provides a study of the health and nutrition needs of children and families.

This course provides a basic introduction to the nature of human growth and development as it occurs from conception through early childhood. Students learn about motor, cognitive, social, emotional, moral, aesthetic, and language development in early childhood.

This course provides an overview of the child (infant through elementary) and the reciprocal relationships children develop with their family, their school, and the world in which they live. Theories pertaining to the roles and relationships within and between families, schools, and communities are introduced with an emphasis on enabling students to identify family needs and concerns and to use a variety of collaborative communication and problem-solving skills to assist families in finding the best available community resources to meet these needs. Students themselves explore various community resources that further the development of the child's potential.

This course focuses on curriculum development in early childhood and teaching strategies with a developmentally appropriate approach. Students will prepare curriculum and practice teaching strategies which illustrate the characteristics of play and creativity. The guidance of young children to include behavior management and creating positive learning environments will also be emphasized.

An investigation into the theories, skills, and attitudes needed to identify and instruct students with disabilities in varied school settings. Attention will be given to the variety of categories of disabilities that special educators are likely to come into contact with. Students will examine the issues of providing services to identified individuals within and outside school settings.

Factors that promote effective communication and collaboration with parents of babies and preschool-aged children, families and community resources are considered in this course.

This course focuses on the development and implementation of early childhood programs for a variety of age groups and purposes. Specifically, curriculum development, materials, teaching strategies, evaluation, budgets, hiring procedures and state guidelines/regulations are addressed as are the skills and competencies to implement the above.

Several leadership styles are examined in this course. Emphasis is placed on developing effective leadership in organizations and personal enterprises, and on developing ethical leadership perspectives in personal and professional decision-making.

Theory and research are applied to the study of group dynamics, processes encountered in the small-group setting, and how organizational effectiveness is impacted by small-group and team functioning. The course focuses on group productivity, decision-making, diversity, group communication, resolving group conflict and building effective teams.

In this course, students will study and apply alternative theories, models and strategies for creating and managing organizational change. The effectiveness of management tools in initiating problem-solving and decision-making to bring about change within organizations is evaluated.

A study of managing people in the workplace, focusing on the important policies and processes associated with recruiting, hiring, training, and evaluating personnel in order to achieve strategic organizational goals.

This Is The Capstone Course For The Early Childhood Education And The Early Childhood Education Administration Major, To Be Taken At The Completion Of The Major Courses. This Course Provides Students With The Opportunity To Integrate And Apply Their Learning From The Course Of Study For Early Childhood Education In A Comprehensive Manner. Students Will Reflect On The Courses Taken And Develop An Understanding On The National Association For The Education Of Young Children (naeyc) And The National Council For Accreditation Of Teacher Education (ncate) Standards, Developmentally Appropriate Practices Based Upon Child Development Research, Center-based Curriculum And Professionalism. This Course Will Culminate With A Comprehensive Final Project That Integrates The Student Learning Throughout The Program As Well As A Final Exam That Covers The Program Learning Outcomes.

Social-emotional development including the management of emotions and the ability to establish positive relationships with others will be covered in this course. Students will learn the important elements in a childcare setting that support healthy social, emotional, and behavioral adjustment in infants and toddlers.

Students will learn both theory and application of why and how to set up, arrange and change early childhood learning environments to effectively meet the developmental needs of very young children. The role of the teacher, the importance of the environment, design principles, health and safety will be covered in this course.

Emphasis will be placed on effective activities and practices to promote language development, cognitive development and motor skill development in young children. Sensory, music and movement development will also be covered in this course. Appropriate behavior teaching and coaching for infants, toddlers and two year olds will be discussed.

This course will increase the students' expertise and understanding of all the components that must work together to create an effective childcare setting in which all children can thrive. Elements to be covered in the planning of a childcare environment include discipline and behavior management as well as consideration of the child's developmental level, the family and cultural context.

Educational scholars recognize the important role that human development plays in the educational process. Students will gain an understanding of the theories and frameworks relevant to the development and experiences of individuals from birth through old age, with an emphasis on applying this knowledge to educational settings. Students will explore different strands of development across the lifespan and how they relate to the individual as a learner.

Central to the educational enterprise are the processes of teaching and learning. In this course, students will examine learning from a variety of perspectives with a focus on supporting academic and co-curricular success in education. Students will also explore curriculum theory and design, with emphasis on the theoretical, practical, and political aspects of curricula.

Increasingly, educators at all levels are asked to account for the impact of the educational process on learners and to make research-based decisions. This course builds on the theories of development and learning in Core Course 1 and Core Course 2 by providing students with grounding in assessing and evaluating student learning, developmental outcomes, and educational programs. Students also examine the purposes for collecting student data, acquire key evaluation concepts, and examine the distinctions among various approaches to assessing learning.

Leadership in education can take many forms, from the teacher in the kindergarten classroom to the president of a university. Academic leaders recognize the interplay between local challenges and national and global influences and the unique societal pressures on the educational process. Students examine leadership theories and research and principles of leadership within educational communities, while analyzing their own leadership skills.

Research efforts to support the educational process and effective leadership demand an understanding of schools and academic institutions as complex systems and units of change. Students examine theories of organizational functioning and apply these insights to the behaviors of individuals and groups within educational systems. Topics include systems thinking and organizational effectiveness that supports teaching and learning.

Understanding the impact of new innovations and change has emerged as a field of theory and research in education. Building on the theories and research from Core Courses 4 and 5, along with the principles of social change, students examine the challenges inherent in initiating and managing change in educational organizations. The role of “change agent” is explored, as well as the influences of technological innovations on the academic process.

Building on the Carnegie Foundation’s metaphor of “stewards of the discipline”, students explore the role of scholar-practitioner and the expectations and responsibilities inherent in obtaining a Ph.D. in Education. Based on this understanding, students develop a Professional Development Plan to guide their progress through the program. Strategies for success and orientations to the University and online learning are also provided.

Consistent with the mission of Walden University, this course “sets the stage” for the remainder of the program, by providing students with a framework for their work as scholars, and as agents of positive social change in education. Students examine foundational theories of education, while looking toward their future role in the discipline. Students also begin developing their skills as scholarly writers. (Taken concurrently with Development of the Scholar-Practitioner).

The choice to affect positive social change in education demands that scholar-practitioners have the requisite skills and abilities to take responsibility for generating new knowledge, conserving the values of education, and communicating that information to others. In this second course on social change, students examine these key principles of disciplinary stewardship, while building strategies to engage the scholarship in education. (Prerequisite: Foundational Courses 1 and 2. Taken concurrently with RSCH 8100).

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans. (Prerequisite a Foundations course or first course in a program)

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan. (Prerequisite: RSCH 8100.)

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis, and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social social-change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis and 8300C: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed mixed-methods research plan that appropriately incorporates qualitative and quantitative elements.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

This seminar, taken concurrently with EDUC 6687 Demonstration Teaching: Early Childhood Education, allows teacher candidates to fine-tune their skills, understandings, strategies, and knowledge. Teacher candidates complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues; group and individual reflective practice; and support and feedback for what is happening in demonstration teaching districts, schools, and classrooms. Seminar topics focus on promoting success for teacher candidates as they transition from the program of study into employment in the field as professional educators.

This course examines the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs—from child care centers to preschools and primary-grade classrooms—in order to provide the teacher candidate with a range of professional insights and opportunities regarding effective practice. With an emphasis on establishing developmentally appropriate and culturally responsive learning environments and on maintaining effective partnerships with families, this course serves to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision-making in diverse settings. This in-depth course reviews early childhood learning and developmental theory, as well as the knowledge needed to support and enhance the development and learning of all children from birth through age 3.

This course presents research-based methods for developing literacy (reading, writing, listening, speaking, viewing, and visually representing) in grades P–3. Teacher candidates will gain a historical perspective on teaching reading and explore various purposes and types of literacy assessments Strategies for creating an effective literacy environment and for working with parents and families will be addressed. Candidates will learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, candidates will plan and implement assessment-driven, developmentally appropriate classroom lessons in each of these areas, addressing the diverse needs of individual children.

Offering an in-depth look at infant and toddler growth and development, this course focuses on developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include: health and safety; early mental health; brain development; creative development; and fostering respectful and responsive adult-child relationships and family involvement. In addition, teacher candidates learn to design and evaluate environments that enrich the development and learning of infants and toddlers.

Offering an in-depth look at the development and learning of preschoolers, this course focuses on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; promoting pro-social, anti-bias learning communities; and being responsive to and inclusive of children’s family members.

Using the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through Grade 3, this course explores instructional and assessment strategies to develop children’s conceptual understanding of mathematics, including the best use of materials and technology. The National Council of Teachers of Mathematics (NCTM) content and process standards are embedded in this course with an emphasis on real-world problem-solving.

This course focuses on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through Grade 3. The course focuses primarily on the content areas of science, social studies, and the arts, and emphasizes the importance of integrating literacy and mathematics in meaningful and relevant ways. Teachers will examine standards in various content areas, apply effective methods and strategies—including approaches to meeting diverse needs—to plan instruction in specific content areas and the arts, and develop ideas for integrating multiple content areas.

Demonstration Teaching Is The Culminating Experience In The Teacher Preparation Program And Is An Opportunity To Apply Knowledge And Skills And To Demonstrate Required Competencies. Demonstration Teaching Takes Place In Two Different Classroom Settings During The Semester. During Demonstration Teaching, Candidates Will Gradually Assume Complete Teaching Responsibility Of The Classroom, Gaining Real-world Experience And The Opportunity To Translate Theory Into Practice And To Learn From Doing. Teacher Candidates Will Work Closely With, And Are Evaluated By, Their University Supervisor And Classroom Cooperating Teacher. The First 5 Weeks Of Demonstration Teaching Run Concurrently With Educ 6686 Teaching Across The Content Areas, P–3. The Remainder Of Demonstration Teaching Runs Concurrently With Educ 6611 Seminar: Professional Ethics, Communication, And Collaboration: Early Childhood Education.

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

This course will focus on developmental ages and stages from birth to preschool. Course content is divided into three groupings: Infant, Toddler and Preschool. Students will become familiar with the various developmental areas (physical/motor, intellectual/cognitive, social-emotional, language) with an emphasis on recognizing developmental milestones. Distinguishing and understanding the interrelatedness of these developmental areas will be discussed. Students will be "introduced" to key theories in child development. Observation as a means of acquiring information on a child’s developmental progress will also be introduced. Further in depth study on early childhood theory and observation will be continued in the student’s program of study.

This course will explore various strategies as it relates to language development in early childhood. The four major areas of language development will be studied as it relates to listening, speaking, reading and writing. Students will develop an understanding of the six-step consequence of language development and will learn how to apply this learning to the planning and implementation of listening games and activities, stimulating imagination, curriculum planning and age-appropriate materials. The critical importance and purpose of literacy and developing this at an early age will be discussed.

This course will provide the student with instruction on the developmental process of a child’s self-image. Techniques and ideas will be presented to enable the caregiver to encourage and facilitate the establishment of strong and positive personal self-esteem in the young child. Theory as it relates to the correlation between a child’s self esteem and specific nurturing, structuring practices will be presented. The model "Self-Esteem A Family Affair," based on developmental principals and application in early childhood, will be the primary source of study.

This course focuses on acquiring specific information and practice that will assist the caregiver in creating a safe and healthy environment for young children. Information and resources are provided that focus on specific nutritional needs, possible hazards in the home and work place, specific dangers to children in different stages of growth and emergency strategies and responses. The primary aim of this course is to provide the caregiver with information that will assist them in creating the safest possible surroundings for children and adults alike. This course contains both a prevention and crisis-intervention component.

Major theories in the field of ECE (Piaget, Erikson, etc.) from birth onwards will be addressed in depth, building on initial understanding acquired. The students will progress in their understanding as it relates to ages and stages of children from preschool to school age. Observation techniques will be a primary focus and the adult learner will participate in numerous observation activities, refining their skills and applying information gathered to their work with children. Understanding developmental affirmations to enhance healthy development and transition from preschool to school age will also be addressed.

This course will explore child creative development and how play fulfils a child’s developmental needs as he/she progresses from one level of development to the next. Selection and the use of age-appropriate programs for children will be explored. The course will look at such specific play areas as blocks, sand and water. Upon completion of this course, the student will be able to apply developmental concepts to programming for young children and will be able to break down the tasks of an activity to developmental skill areas.

This course has been designed to give the caregiver up-to-date information regarding a wide variety of literature as it relates to specific developmental ages and stages. Acknowledging that books have unlimited influence on children, students will leave this course with resource information as to specific titles, authors and how to access the same. Guidance as it relates to appropriate selection will also be provided. This is a hands-on course continually in revision as new books and authors appear on the market. Students will acquire information as to literary resources specific to the developmental level of children.

This course introduces students to the values and various methods of planning a developmental program for infants, toddlers and preschoolers. Emphasis is placed on understanding children in group care, while meeting their individual needs. Topics include child and teacher directed activities; planning learning opportunities during routines, transition times, field trips and walks; program organization (files, charts, etc.) and familiarization with the Alberta Children’s Services guide. Approaches to planning, such as themes, projects, bubble charts and semantic webbing will be introduced.

The nature of children’s play is believed to be influenced by the child’s developmental level as well as social, historical and cultural factors. Students will be introduced to developmental play theory, types of play and social play from the sensory motor through cooperative and competitive play. The role of the adult in fostering a healthy climate and using teachable moments to enhance and utilize prop boxes for play situations in day care settings is also examined.

Students will be introduced to the value of music, dance, drama and visual art activities which help develop the child’s ability to express themselves in a non-verbal way. Aesthetic growth is accomplished by having the young child participate directly in a wide variety of quality experiences through sounds, instruments, mime, art and body movement. Students will explore ways of enhancing these forms of expression in children.

A practical presentation of subject related resources that will enhance a stimulation of the child-centered environment. The instructor will provide the student with season ideas, multicultural celebrations, expressive art activities, crafts and rhymes. Students will apply these ideas in their own setting and report on their effectiveness.

Students will review overall objectives of program planning and build on existing skills in organizing and creating a child-centered environment. Planning and implementing indoor and outdoor activity centers which will allow infants, toddlers and preschoolers opportunities for choosing their own activities will be explored. Topics will include: the specific functions of activity centers in meeting children’s developmental needs; types of centers; the specific knowledge and skills children develop when using centers. Students will further develop planning approaches utilizing a variety of resource materials.

Students will review the developmental stages of infants, toddlers and preschoolers as they apply to planning activities in an age-appropriate program. Students will actively explore how one activity can be adapted for different age groups and be developmentally challenging. Students will utilize resources to develop a file on age-appropriate activities.

This course will enable the students to increase their appreciation of fine arts in providing a well-balanced and developmentally-sound program for children in group care. Topics include making and using puppets in dramatic play and musical experiences; setting up art, sound and listening centers and using creative media in modelling activities.

This course is an extension of Program Ideas and Methods I with an emphasis on the students sharing and presenting program ideas from their expanded resource base. Students are expected to research activities appropriate to specific age groups. Students will gain confidence as they give and receive feedback related to planning and presenting activities to children.

Students will discuss the concepts and definitions of creativity and its value in every area of programming for young children. In order to foster creative growth skills in children, the caregiver will encourage flexibility and fluency, sensitivity, use of imagination and create an atmosphere where the child is willing to take risks and gain experience in using materials creatively

Storytelling is one of the most vital means by which our cultural heritage is passed from one generation to another. The storyteller brings the story to life through voice, choice of words, pacing and body language. Students will research stories that have a few clearly defined characters, repetition, participation and a clear sequence of events. Using a variety of techniques, students will experience the telling of stories to the class and their daycare setting.

This course focuses on "what is a professional" in a field of child care and "what constitutes a professional attitude and professional behavior". Students explore previous and current attitudes and behaviors related to past and current work performance and identify both strengths and areas needing further development. Time management skills and strategies, dealing with authority figures, a professional code of ethics and conduct both on and off the job focused on. A caregiver’s role and responsibility as it relates to understanding and detecting symptoms of child abuse will also be discussed.

The goal of this course is to develop a positive discipline model based on the students’ understanding of developmental ages and stages of child development. Students learn to use affirmation, encouragement vs. praise, natural and logical consequences, active-listening, I-messages and problem ownership to successfully encourage independence and individual problem solving skills in young children. The overall goal of this course is to provide the care environment, where the young child strengthens relationships with self and others. Current models promoting "healthy discipline" will be explored.

In this course, the caregiver will learn to distinguish between a career and a job. The importance of goal setting as it relates to maintaining drive and energy in one’s career will be stressed. Students will develop an individualized (short-term and long-term goals) action plan that stresses the importance of life-long learning. Maintaining an up-to-date resume for the purposes of networking and marketing one’s skills and experiences will also be discussed.

In this course, students will review key concepts addressed in Guiding Child Behavior I, in addition to receiving advanced instruction and practice as it relates to the understanding of child behavior and the development of a healthy discipline model. Changes of behavior and relationships during the transition from preschool to school age will be discussed and explored. Behaviors as it relates to changing needs in the early school years will be identified. This course will provide the student with an understanding and knowledge of situational differences as they relate to various family constellations (single parent, blended and traditional family models, to name a few) and possible effects on child behavior and relationships. Celebrating the "growing-changing child" as he/she develops a sense of personal power and independence vs. getting embroiled in power struggles will be discussed.

This is a hands-on, experiential course where the student will learn about the components of communication and evaluate personal communication style, strengths and areas needing development. Individual personal styles of communication as it related to developing positive, healthy relationships with young children will be explored in depth. Students will participate in several skill building activities and exercises that promote sensitivity to others and a deeper understanding of personal communication patterns. Models of conflict resolution will be presented and students will acquire a deeper understanding of learned patterns of communication behavior (both functional and dysfunctional). Several factors influencing personality development and communication styles will be presented as the student deepens in their understanding of the dynamics within relationships. Other topics discussed are: components of giving and receiving feedback, blocks and bridges to effective communication, assertiveness vs. aggressive behavior and body language.

This course focuses on "what is stress" and the importance of stress in our lives. Through participation in numerous exercises and after having completed a personal evaluation, students will develop an understanding of their personal responses to stress, symptoms of unhealthy stress, responses and ways to modify same. Relaxation techniques in order to more effectively deal with stress will be presented and experienced. Students will be reminded of the role that nutrition plays in stress in their lives (both personal and professional). Developing an understanding of the "burn-out" and "rust-out" syndrome will also be discussed.

This course involves a general progression reading, writing and speaking skills at a post-secondary level. Students will write journal entries and paragraphs and will demonstrate competencies in functional writing skills of business and letters, resumes and form completion. Speaking skills will include oral presentations, introductions and interviews.

The overall objective of this course is to strengthen reading, writing and speaking skills at the post-secondary level in order to further enhance adult student performance at school and in the work place. Students will write essays, build on their strengths in public speaking and report on assigned readings.

A practicum supervisor will visit the student to observe how the student attends to the physical and developmental needs of young children. It is expected that the student will demonstrate skills and knowledge relative to course work taken. The student will receive feedback on these observations. These placements will take place at the work-site of the student.

A practicum supervisor will visit the student to observe how the student attends to the physical and developmental needs of young children. It is expected that the student will demonstrate skills and knowledge relative to course work taken. The student will receive feedback on these observations. These placements will take place at the work-site of the student.

In this course, the student will learn about the Why, When, Where, Who, What and How of teaching values to children as it relates to developmental appropriateness and readiness. Building on the knowledge that some methods especially well-suited to teaching values to preschoolers (e.g. values of being / values of giving) fit with the principles and philosophy of early childhood education, the professional caregiver will explore a variety of methods, activities and exercises designed to nurture healthy values formation. Understanding child development ages and stages is critical in order to comprehend how values formation takes place, as there are differing agendas and a changing emphasis as children grow and develop. Understanding caregiver and parental roles and responsibilities will be discussed

A "special needs" or challenged child is one whose normal growth and development is: a) delayed, b) distorted, atypical or abnormal, and c) severely or negatively affected. This definition includes physical, mental, emotional and social areas of development. Students will define specific special needs and gain an understanding of how to provide learning and interactional opportunities for challenged children

Students will develop a daily program routine for a center focusing on an infant room, three-year old room and four/five-year old room. Programming skills for mixed age groupings will also be explored. The plan will be evaluated by the instructor and students with respect to age-appropriateness, fluidity, flexibility, developmental needs and provincial guidelines. Students will also be required to observe and evaluate a program (outside of their employ) using this criteria. This will require a total of 6 hours at an approved observation day care. The students will document their observations and present their findings to classmates

There is a great deal of research to support the direct and distinct relationship between fitness, self-esteem, self concept and over all mental health. Students will become aware of the mind/body connection and will acquire information as to joints, muscle grouping, manipulative and perceptual abilities, stamina, muscular endurance, flexibility and body awareness. Students will develop and plan indoor and outdoor physical activities that promote development in these areas as they relate to children in day care settings

Young children have a natural tendency to explore and experiment as they attempt to make systematic sense of their environment. Mathematics provides an important set of tools for this process. Students will plan activities for the progression from one-to-one correspondence to number lines and sets. Science provides the opportunity for children to observe and interpret their environment. Students will explore activities that will enhance their ability to create these opportunities for children

Creative drama and movement promotes healthy childhood development. Communication, representation and social skills are strengthened as children freely express and explore roles, emotions and behaviors. Learning through movement, dramatic, spontaneous and imaginative play will be the focus. Students will actively participate as they design and demonstrate ideas that can be taken into direct work with children

Music is a medium for self-expression, social experience, physical and perceptive development and creativity. The methods of music educators Carl Orloff, Zoltan Kodaly, and R. Murray Schafer will be studied as they apply to early childhood settings. Students will participate in musical experiences that will strengthen their music literacy and their ability to participate in musical activities with young children

Art media, as a natural form of expression and exploitation, provides a vehicle by which children can express themselves. Students will experience how art extends into color, space, pattern, line and contrast as they experiment with a variety of media which will enable them to foster multi-channel experiences in art for young children

This course provides the opportunity for students to become knowledgeable about choosing equipment that will be suitable for a developmental program in each age group. Considerations of safety, design, longevity, cost, degree of challenge and effective use will be addressed

A broad overview of diverse family structures, norms and values will be explored with particular attention to critical social issues and the cross-cultural context. For example, many immigrant children, or children of immigrant parents, find themselves caught between the values, languages and customs of two cultures. Students will gain a general understanding of how key groups such as family constellations, ethnic groups, class, community, school and child care are factors in the process of socialization

The benefits and techniques for developing a cohesive team of parents, care givers and community members is the main theme of this course. Motivational strategies, cross-cultural communications skills, parent and community involvement and responsibilities will be identified. The impact of cultural diversity on child care will be examined. Students will participate and evaluate team building activities

This course will follow the evolution of thought in early childhood education, with particular emphasis on the work of Montessori, Pestolozzi and Froebel. This history of pre-school education in Alberta will be presented as a basis for understanding current issues in child care services

Students Will Be Introduced To The Responsibilities Involved In Successfully Managing A Day Care Center Following The Guidelines In The Day Care Regulations And Licensing Standards And Best Practices Manuals For The Province Of Alberta. Topics Include: Enrolling New Parents; Collecting Fees; Licensing; Service Plans; Program Evaluation; Sections Seven And Eight; Preparing And Managing A Day Care Budget; Operating Allowances And Subsidies; Transport Regulations; Marketing; Employment Standards; Human Rights; Selection Of Staff; Planning And Conducting Productive Meetings; And Appropriate Procedures For Motivating, Supporting, Developing And Evaluating Staff Members. The Course Involves An Evaluation (iters And Ecers) And Experiential Component

This advanced practicum will involve a "self-assessment" component. It is expected that advanced students will demonstrate their understanding of appropriate programming and evaluation techniques, acquired through previous studies