51041

Supervised fieldwork in diverse secondary schools (grades 6-12). Practical classroom experiences linking theory and practice, with a comprehensive understanding of the needs of secondary school youth and the various roles of adults. An introduction to the secondary environment and Common Core Standards under guided supervision. One unit of credit is earned for 54 hours of unpaid or paid work.

Early childhood teachers and paraprofessionals will explore the developmental strengths and needs of young children 0-8 years with special needs using inclusion strategies and techniques for partnering with families.

Introduces the appropriate use of assessment and observation tools and strategies to document young children?s development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals.

Supervised fieldwork in diverse public elementary schools. Practical classroom experiences linking theory and practice, professionalism and comprehensive understanding of elementary school children and various roles of adults. Assessment and curriculum emphasized, as students design, implement and evaluate experiences for development and learning for elementary school children. One unit of credit is earned for 54 hours of unpaid or paid work.

Children's interactions and their relationship with teachers and peers; dynamics of social interaction in the context of child growth and development; motivation and management of children's social behavior; working in childcare settings; current trends in care.

An examination of the developing child in a societal context focusing on the interrelationship of family, school, and community, and emphasizing historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

Appropriate curriculum and environments for children from birth to age 8. Teachers' roles in supporting development and joy of learning for all children using observation and assessment and emphasizing the essential role of play through language, literacy, social/emotional learning, physical/motor activity, sensory learning, art, creativity, math, and science.

Theoretical perspectives & historical contexts of developmentally-appropriate practices applied to environments & programs for children from birth through age eight. Examines the role of relationships, constructive adult-child interactions, & teaching strategies in supporting development across all domains for all children, including those from diverse backgrounds (culture, learning styles, special needs). Evolution of professional practices promoting advocacy, ethics, and professional identity.

Introduction to relationship-based care in infant/toddler programs supported by current brain development research. Curriculum planning is based on observation, meeting infants/toddlers' needs and providing positive guidance. Focus is on primary care, continuity of care, and individualized care in small groups.

Physical/sensory-motor, social-emotional, and cognitive/language development of the prenatal period throughout the first three years will be studied with an emphasis on interactions between genetic and environmental factors. Brain development research and major developmental theories are the guiding principles for practice. Caring adults as a foundation for all development will be emphasized.