52221

This course examines the international history of cinema from the 1930s to the 1960s. The development of film technology, aesthetics, and genre are covered from the 1930s studio systems of England, Japan, and India to the New Waves cinemas of France, Germany, and Eastern Europe in the 1960s. Topics include Socialist Realism, Auteurism, Poetic Realism, and American Cinema in the Postwar Era.

Chinese 4A is the first half of the Chinese 4 course. Intermediate grammar, composition, and reading. Practice in speaking and understanding Mandarin. Understanding of Chinese culture.

Grammar, composition, and reading at a basic intermediate level of Chinese. Practice speaking and understanding Mandarin. Understanding of Chinese culture. Not recommended to native speakers of Mandarin.

Grammar, composition, and reading at a basic intermediate level of Chinese. Practice speaking and understanding Mandarin. Understanding of Chinese culture. Not recommended to native speakers of Mandarin.

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.

Course topics will include strategies to promote children's social and emotional development and tools to address challenging behaviors and mental health needs. Course includes interrelated levels of practice in developing positive relationships with children, families and colleagues; creating supportive environments; utilizing social and emotional teaching strategies to provide intensive, individualized interventions.

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.

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.

Learn about emotional development of young children, and using empathy and brain science to understand and solve children's behavioral challenges through connection, responsiveness, co-regulation and tools for understanding the roots of behavioral responses to the environment.