51041

An overview of TK-12 teaching from multicultural perspectives including the history of US public education, inequities in the field, actions to address inequities, current trends in the field, philosophies of teaching, and teaching strategies.

This course will provide on or off-campus experience in early childhood/child development- ECE, K -12 classroom, after-school or youth work settings. The focus will be on providing practical experience in the methods and principles of teaching in early childhood and school-age classrooms. Emphasis will be placed on the role of the teacher in the field experience setting. One unit of credit is earned for 54 hours of unpaid or paid work.

Overview of issues related to children who exhibit behaviors that are challenging for adults in early childhood programs. Explores current brain research, theories in preventing challenging behaviors, sensory-motor intervention approaches, the importance of nurturing relationships and reflective practices.

Understanding child development and family concerns essential in planning a developmentally appropriate school-age child care program. Explores relationships with children and families, age appropriate activities, positive guidance and planning the environment.

Introduction to laws, regulations, standards, curriculum, policies, and procedures related to health, safety, and nutrition for all children. Components that ensure physical health, mental health, and safety for children and staff and the importance of collaboration with families and health professionals. Focus on integrating concepts into planning and program development.

Demonstration of early childhood teaching competencies under guided supervision. Practical classroom experiences linking theory and practice, professionalism, and comprehensive understanding of children and families. Child centered, play-oriented teaching, learning, assessment and curriculum as students design, implement and evaluate experiences for development and learning for young 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.

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.

An exploration of violence and its impact on the physical and psychological well-being of children, families, early childhood teachers, and others. Emphasis is on early relationships and how they affect a child's worldview, plus practitioner self-care and multi-cultural awareness.

A brief introduction to infant/toddler curriculum with an emphasis on the significance of how infants and toddlers learn. The importance of quality care, relationships, and planning curriculum and environments that meet the needs of young children in a Family Child Care (FCC) setting will be addressed,