| |
Hrs Per Week: |
Sem Hrs: |
| Prefix No |
Course Name |
Class |
Lab |
Clin/Exp |
Credit |
| EDU 111 |
Early Childhood Credential I |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course introduces early childhood education and the
role of the teacher in environments that encourage exploration and
learning. Topics include professionalism, child growth and development,
individuality, family, and culture. Upon completion, students should be
able to identify and demonstrate knowledge of professional roles, major
areas of child growth and development, and diverse families. |
| |
| EDU 112 |
Early Childhood Credential II |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course introduces developmentally appropriate
practices, positive guidance, and standards of health, safety, and
nutrition. Topics include the learning environment, planning
developmentally appropriate activities, positive guidance techniques, and
health, safety, and nutrition standards. Upon completion, students should
be able to demonstrate developmentally appropriate activities and positive
guidance techniques and describe health/sanitation/nutrition practices
that promote healthy environments for children. |
| |
| EDU 113 |
Family/Early Child Credential |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers business/professional practices for
family early childhood providers, developmentally appropriate practices,
positive guidance, and methods of providing a safe and healthy
environment. Topics include developmentally appropriate practices; health,
safety and nutrition; and business and professionalism. Upon completion,
students should be able to develop a handbook of policies, procedures, and
practices for a family child care home. |
| |
| EDU 118 |
Teach Assoc Princ & Prac |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the teacher associate's role in the educational system. Topics include history of education, professional responsibilities and ethics, cultural diversity, communication skills, and identification of the optimal learning environment. Upon completion, students should be able to describe the supporting professional role of the teacher associate, demonstrate positive communication, and discuss educational philosophy. This course is a unique concentration requirement in the Teacher Associate concentration in the Early Childhood Education program. |
| |
| EDU 119 |
Intro to Early Childhood Educ |
4.0 |
0.0 |
0.0 |
4.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the foundations of the education
profession, the diverse educational settings for young children,
professionalism, and planning developmentally appropriate programs for
children.. Topics include historical foundations, program types, career
options, professionalism, and creating inclusive environments and curriculum
that are responsive to the needs of children and families. Upon completion,
students should be able to design career plans and develop appropriate
schedules, environments and activity plans while incorporating adaptations
for children with exceptionalities. This course is also available
through the Virtual Learning Community (VLC). |
| |
| EDU 131 |
Child, Family, & Community |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the development of partnerships between families, inclusive programs for children/schools that serve young children with and without disabilities, and the community. Emphasis is placed on requisite skills and benefits for successfully establishing, supporting, and maintaining respectful collaborative relationships between today's diverse families, centers/schools, and community resources. Upon completion, students should be able to describe appropriate relationships with parents/caretakers, center/school colleagues, and community agencies that enhance the educational experiences/well-being of all children. This course is also available through the Virtual Learning Community (VLC). |
| |
| EDU 144 |
Child Development I |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the theories of child development and the
developmental sequences, and factors that influence children's development, from conception through pre-school for all children. Emphasis is placed on sequences in
physical/motor, social, emotional, cognitive, and language development and
the multiple influences on development and learning of the whole child. Upon completion, students should be able to identify typical and atypical developmental characteristics, plan experiences to enhance development, and describe appropriate interaction techniques and environments. This course is also available through the Virtual Learning Community (VLC). |
| |
| EDU 145 |
Child Development II |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers theories of child development, developmental sequences, and factors that influence children's development, from pre-school through middle childhood for all children. Emphasis is placed on
sequences in physical/motor, social, emotional,
cognitive, and language development multiple influences on development and learning of the whole child. Upon completion, students should be able to identify typical and atypical developmental characteristics, plan experiences to enhance development, and describe appropriate interaction techniques and environments. This course is also available through the Virtual Learning Community (VLC). |
| |
| EDU 146 |
Child Guidance |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course introduces practical principles and techniques
for providing developmentally appropriate guidance for all children with and without disabilities, including those at risk. Emphasis is placed on
encouraging self-esteem, cultural awareness, effective communication
skills, direct/indirect techniques/strategies and observation to understand the underlying causes of behavior. Upon
completion, students should be able to demonstrate appropriate interactions with children and families and promote conflict resolution, self-control, self-motivation, and self-esteem in children. This course is also available through the Virtual Learning Community (VLC). |
| |
| EDU 147 |
Behavior Disorders |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course is a comprehensive study of behavior disorders encompassing characteristics, assessment, and placement alternatives. Topics include legislation, appropriate management interventions, and placement options for children with behavior disorders. Upon completion, students should be able to identify, develop, and utilize appropriate behavior management applications.
This course is a unique concentration requirement in the Special Education
concentration in the Early Childhood Associate program. |
| |
| EDU 148 |
Learning Disabilities |
4.0 |
2.0 |
0.0 |
5.0 |
| Prerequisites: None |
| Corequisites: None |
| This course is a comprehensive study of the characteristics, teaching strategies, assessment tools, and placement alternatives for children with learning disabilities. Topics include characteristics, causes, assessment instruments, learning strategies, and collaborative methods for children with learning disabilities. Upon completion, students should be able to assist in identifying, assessing, and providing educational interventions. for children with learning disabilities.
This course is a unique concentration requirement in the Special Education
concentration in the Early Childhood Associate program. |
| |
| EDU 151 |
Creative Activities |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers planning, creation and adaptation of developmentally
supportive learning environments with attention to curriculum, interactions,
teaching practices and learning materials. Emphasis is placed on
creating and adapting integrated, meaningful, challenging, and engaging
developmentally supportive learning experiences in art, music, movement and
physical skills, and dramatics. Upon completion, students should be able to
create, manage, adapt and evaluate developmentally supportive learning
materials, experiences, and environments. |
| |
| EDU 153 |
Health, Safety, & Nutrition |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course focuses on promoting and maintaining the health
and well-being of all children. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, recognition and reporting of abuse and neglect and state regulations. Upon completion, students should be able to demonstrate knowledge of health, safety, and nutritional needs, implement safe learning environments, and adhere to state regulations. |
| |
| EDU 154 |
Social/Emotional/Behavioral Development |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the social and emotional development of
young children. Topics include interpreting theory, assessing children,
and planning and implementing developmentally appropriate practices. Upon
completion, students should be able to plan, implement, and evaluate
learning experiences in a developmentally appropriate curriculum. |
| |
| EDU 156 |
Community as Classroom |
1.0 |
2.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course provides an opportunity for off-campus learning
opportunities. Emphasis is placed on field trips, effective communication
with community agencies and speakers, and awareness of the natural
environment and local cultural heritage. Upon completion, students should
be able to conduct appropriate field trips and site visits and interact
professionally with community resources and contacts. |
| |
| EDU 157 |
Active Play |
2.0 |
2.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course introduces the use of indoor and outdoor
physical activities to promote the physical, cognitive, and
social/emotional development of children. Topics include the role of
active play, development of play skills, playground design, selection of
safe equipment, and materials and surfacing for active play. Upon
completion, students should be able to discuss the stages of play, the
role of teachers in play, and the design of appropriate active play areas
and activities. |
| |
| EDU 162 |
Early Experience/Prospective Teachers |
1.0 |
2.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course provides an opportunity to observe teachers and
pupils in a natural classroom environment. Emphasis is placed on
observation methods, planning, teaching, evaluation, personal goal
assessment, and curriculum. Upon completion, students should be able to
demonstrate an understanding of their own personal teaching goals,
teaching methods, planning methods, and student performance evaluation. |
| |
| EDU 163 |
School Learning |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course is a study of the learning process within the school environment. Topics include techniques of classroom organization and management, teaching strategies, and individual student differences in development and learning styles. Upon completion, students should be able to demonstrate an understanding of instructional strategies applied in the classroom. |
| |
| EDU 186 |
Reading & Writing Methods |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers concepts, resources, and methods for
teaching reading and writing to school-age children. Topics include the
importance of literacy, learning styles, skills assessment, various reading
and writing approaches, and instructional strategies. Upon completion,
students should be able to assess, plan, implement, and evaluate
developmentally appropriate reading and writing experiences. This
course is a unique concentration requirement in the Teacher Associate
concentration in the Early Childhood Associate program. |
| |
| EDU 188 |
Issues in Early Child Ed |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers topics and issues in early childhood education. Emphasis is placed on current advocacy issues, emerging technology, professional growth experiences, and other related topics. Upon completion, students should be able to list, discuss, and explain current topics and issues in early childhood education. |
| |
| EDU 216 (116) |
Foundation of Education (EDU 216 replaced EDU 116) |
3.0 |
2.0 |
0.0 |
4.0 |
| Prerequisites: None |
| Corequisites: None |
| This course introduces the American educational system and
the teaching profession. Topics include historical and philosophical
foundations of education, contemporary educational, structural, legal, and
financial issues, PRAXIS I preparation and observation and participation in
public school classrooms. Upon completion, students should be able to relate
classroom observations to the roles of teachers and schools and the process
of teacher education. This course has been approved to satisfy the
Comprehensive Articulation Agreement for transferability as a premajor
and/or elective course requirement. This course is also available through
the Virtual Learning Community (VLC). |
| |
| EDU 221 |
Children with Exceptionalities |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: EDU 144 and EDU 145 or PSY 244 and PSY 245 |
| Corequisites: None |
| This course, based on the foundation of typical
development, introduces working with children with exceptionalities. Emphasis is placed on the characteristics and assessment of
children and strategies for adapting the learning environment. Upon
completion, students should be able to recognize atypical development, make
appropriate referrals, collaborate with families and professionals to plan,
implement, and evaluate inclusion strategies. This course is also
available through the Virtual Learning Community (VLC). |
| |
| EDU 234 |
Infants, Toddlers, & Twos |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the skills needed to effectively
implement group care for infants, toddlers, and two-year olds. Emphasis is
placed on child development and developmentally appropriate practices.
Upon completion, students should be able to identify, plan, select
materials and equipment, and implement and evaluate a developmentally
appropriate curriculum. |
| |
| EDU 235 |
School-Age Dev & Program |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course presents developmentally appropriate practices
in group care for school-age children. Topics include principles of
development, environmental planning, and positive guidance techniques.
Upon completion, students should be able to discuss developmental
principles for children five to twelve years of age and plan and implement
age-appropriate activities. |
| |
| EDU 241 |
Adult-Child Relations |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers self-concept and effective and
active listening skills in positive one-to-one interactions with individuals
and groups of children. Emphasis is placed on self-concept development and
effective communication techniques used with children. Upon completion,
students should be able to identify principles underlying self-concept and
demonstrate effective listening and communication skills used by adults with
children. |
| |
| EDU 247 |
Physical Disabilities |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: EDU 144 or PSY 244 |
| Corequisites: None |
| This course covers characteristics, intervention strategies, adaptive procedures, and technologies for children with physical disabilities. Topics include intervention strategies, inclusive placement options, and utilization of support services for children with physical disabilities. Upon completion, students should be able to identify and utilize intervention strategies for specific disabilities and service delivery options for those disabilities.
This course is a unique concentration requirement in the Special Education
concentration in the Early Childhood Associate program. |
| |
| EDU 248 |
Mental Retardation |
2.0 |
2.0 |
0.0 |
3.0 |
| Prerequisites: EDU 221 |
| Corequisites: None |
| This course covers the causes and assessment of mental retardation and individualized instruction and curriculum for children with mental retardation. Emphasis is placed on definition, characteristics, assessment, and educational strategies for children with mental retardation. Upon completion, students should be able to identify, assess, and plan educational intervention strategies for children with mental retardation.
This course is a unique concentration requirement in the Special Education
concentration in the Early Childhood Associate program. |
| |
| EDU 250 |
PRAXIS I Preparation |
1.0 |
0.0 |
0.0 |
1.0 |
| Prerequisites: None |
| Corequisites: None |
| This course is designed to prepare potential teachers for the PRAXIS I exam that is necessary to enter the field of education. Emphasis is placed on content specifications of the PRAXIS I exam, study skills and simulated examinations. Upon completion, students should be able to demonstrate an understanding of the content necessary for successful completion of the PRAXIS I exam. |
| |
| EDU 251 |
Exploration Activities |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers discovery experiences in science, math,
and social studies. Emphasis is placed on developing concepts for each
area and encouraging young children to explore, discover, and construct
concepts. Upon completion, students should be able to discuss the
discovery approach to teaching, explain major concepts in each area, and
plan appropriate experiences for children. |
| |
| EDU 259 |
Curriculum Planning |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: EDU 112 or EDU 119 or EDU 113 |
| Corequisites: COE 111 |
| This course covers early childhood curriculum planning.
Topics include philosophy, curriculum, indoor and outdoor environmental
design, scheduling, observation and assessment, and instructional planning
and evaluation. Upon completion, students should be able to assess
children and curriculum; plan for daily, weekly, and long-range
instruction; and design environments with appropriate equipment and
supplies. |
| |
| EDU 261 |
Early Childhood Admin I |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the policies, procedures, and
responsibilities for the management of early childhood education programs.
Topics include implementation of goals, principles of supervision,
budgeting and financial management, and meeting the standards for a NC
Child Day Care license. Upon completion, students should be able to
develop program goals, explain licensing standards, determine budgeting
needs, and describe effective methods of personnel supervision. |
| |
| EDU 262 |
Early Childhood Admin II |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: EDU 261 |
| Corequisites: None |
| This course provides a foundation for budgetary, financial,
and personnel management of the child care center. Topics include
budgeting, financial management, marketing, hiring, supervision, and
professional development of a child care center. Upon completion, students
should be able to formulate marketing, financial management, and fund
development plans and develop personnel policies, including supervision
and staff development plans. |
| |
| EDU 263 |
Developing School-Age Programs |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course introduces the methods and procedures for
operating a school-age program in either the public or proprietary
setting. Emphasis is placed on constructing and organizing the physical
environment as well as planning and developing a school-age program. Upon
completion, students should be able to plan and develop a quality
school-age program. |
| |
| EDU 271 |
Educational Technology |
2.0 |
2.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course introduces the use of technology to enhance teaching and learning in all educational settings. Topics include
technology concepts, instructional strategies, materials and adaptive technology for children with exceptionalities, facilitation of assessment/evaluation, and ethical issues surrounding the use of technology. Upon completion, students should be able to apply technology enhanced instructional strategies, use a variety of technology resources and demonstrate appropriate technology skills in educational environments. |
| |
| EDU 275 |
Effective Teach Train |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course provides specialized training using an
experienced-based approach to learning. Topics include instructional
preparation and presentation, student interaction, time management,
learning expectations, evaluation, and curriculum principles and planning.
Upon completion, students should be able to prepare and present a six-step
lesson plan and demonstrate ways to improve students' time-on-task. |
| |
| EDU 280 |
Language & Literacy Experiences |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course explores the continuum of children's communication development, including verbal and written language acquisition and other forms of communication. Topics include selection of literature and other media, the integration of literacy concepts throughout the classroom environment, inclusive practices and appropriate assessments. Upon completion, students should be able to select,
plan, and evaluate appropriate early literacy experiences. This course is also available through the Virtual Learning Community (VLC). |
| |
| EDU 282 |
Early Childhood Lit |
3.0 |
0.0 |
0.0 |
3.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers the history, selection, and integration
of literature and language in the early childhood curriculum. Topics
include the history and selection of developmentally appropriate
children's literature and the use of books and other media to enhance
language and literacy in the classroom. Upon completion, students should
be able to select appropriate books for storytelling, reading aloud,
puppetry, flannel board use, and other techniques. |
| |
| EDU 285 |
Internship Exp-School Age |
1.0 |
0.0 |
0.0 |
1.0 |
| Prerequisites: ENG 111 |
| Corequisites: COE 121 or COE 122 |
| This course provides an opportunity to discuss internship experiences with peers and faculty. Emphasis is placed on evaluating and integrating practicum experiences. Upon completion, students should be able to demonstrate competence in early childhood education.
This course is a unique concentration requirement in the Teacher Associate
concentration in the Early Childhood Associate program. |
| |
| EDU 286 |
Early Childhood Issues |
1.0 |
0.0 |
0.0 |
1.0 |
| Prerequisites: ENG 111, EDU 259 |
| Corequisites: COE 122 |
| This course provides an opportunity to discuss the
application of skills in a developmentally appropriate early childhood
environment. Emphasis is placed on developing strategies for reaching
competency goals and objectives and on planning and developing curriculum.
Upon completion, students should be able to demonstrate competence in
classroom management skills and in developing, implementing, and
evaluating curriculum plans. |
| |
| EDU 288 |
Adv Issues/Early Child Ed |
2.0 |
0.0 |
0.0 |
2.0 |
| Prerequisites: None |
| Corequisites: None |
| This course covers advanced topics and issues in early childhood. Emphasis is placed on current advocacy issues, emerging technology, professional growth experiences, and other related topics. Upon completion, students should be able to list, discuss, and explain advanced current topics and issues in early childhood education. |
