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COURSE DESCRIPTIONS
EARLY CHILDHOOD
(ECE)

2103 Child Growth and Development
(3-0) 3 hours credit.
Study of growth and development during early childhood. Review and integration of physical, psychological, social, language, and cognitive development affecting growth in children. Emphasis on multicultural perspectives of child development addressing culturally diverse populations and children with atypical patterns of development. Fieldbased experiences required. (Formerly ECE 3123. Credit cannot be earned for both ECE 2103 and ECE 3123.) [TCCN: TECA 1354.]

2113 Introduction to Early Childhood Education
(3-0) 3 hours credit.
Introductory course for prospective teachers of young children, birth through 8 years old. Students will become familiar with the history and principles that guide the implementation of quality early childhood programs today. Emphasis will be on developmentally appropriate practices informed by the latest research on child development, family systems theory, curriculum development, and effective teaching practices in early childhood. Field-based experiences required. (Same as ATE 2113. Credit cannot be earned for both ECE 2113 and ATE 2113.) [TCCN: TECA 1311.]

3133 Programs in Early Childhood
(3-0) 3 hours credit.
Survey of historical, philosophical, psychological, and sociocultural foundations of early childhood programs. Examination of past and current trends in early childhood programs. Emphasis on inclusive education approaches to program development, curriculum design, and instructional methods. Review of culturally responsive programs; technological tools for instruction, and effective accommodations for groups of young children representing a wide range of ability. Field-based experiences required.

3313 Play, Creativity, and Learning EC–4
(3-0) 3 hours of credit.
A study of the current knowledge of play and creativity and the relationship between children's play and cognitive, social, and affective development. Will provide EC–4 educators with knowledge and skills necessary to promote and support children's play as a primary learning mechanism. Emphasis on effective strategies, equipment, materials, and activities that support and encourage children's play, creativity, and learning. Field-based experiences are required.

3603 Language and Cognitive Development in EC–4
(3-0) 3 hours credit.
Introduction to theories of language and cognitive development in young children with implications for acquisition of language and early literacy skills. Review of the development of symbolic logic and language learning of children from diverse cultural and linguistic backgrounds. Field experiences required.

4103 Guidance of Young Children in Groups
(3-0) 3 hours credit.
Study of effective strategies for guiding the social-emotional development and learning of children, including those with special needs, in group settings. Emphasis on classroom management and discipline methods; understanding human interactions and the cultural dynamics of groups; and guiding children in task involvement. Examination of strategies for facilitating cooperative activities and use of materials; the design of effective learning environments; conflict resolution techniques, and strategies for enhancing the inclusion of children with special needs in social and learning contexts. Field-based experiences required.

4123 Family and Community Resources in Early Childhood
(3-0) 3 hours credit.
Study of approaches to family, community, societal, cultural, and ideological support systems in children's growth, learning, and development. Emphasis on how these factors are related in the permissive-restrictive dimensions of childrearing and socialization in broad perspectives across environmental contexts. Examination of resources and systems to address the special needs of families with children who are “at risk” or have disabilities. Review of technological tools used to locate and compile information on community resources. A minimum of 10 hours of fieldbased experiences required.

4143 Principles and Practices of Inclusive Education EC–4
(3-0) 3 hours credit.
Study of culturally responsive programming for diverse groups of children representing a wide range of ability. Identification of theoretical perspectives and principles for inclusive education in early childhood and elementary. Emphasis on effective instructional planning, learning environments, and teaching practices to accommodate individuals in group settings. A minimum of 10 hours of field-based experiences are required.

4203 Assessment and Evaluation in EC–4
(3-0) 3 hours credit.
Principles of designing and using assessment and evaluation techniques that are culturally fair, intellectually sound, reliable, dependable, and content-valid for young children. Emphasis on differentiation among criterion-referenced, norm-referenced, individual, informal, authentic, and group assessments. Review of strategies for using assessment data to inform instructional planning, and matching assessment techniques to individual children and learning situations. Field-based experiences are required.

4913 Independent Study
3 hours credit. Prerequisite: Permission in writing (form available) from the instructor, the student's advisor, the Department Chair and Dean of the College in which the course is offered.
Independent reading, research, discussion, and/or writing under the direction of a faculty member. May be repeated for credit, but not more than 6 semester credit hours of independent study, regardless of discipline, will apply to a bachelor's degree.

4953 Special Studies in Early Childhood and Elementary Education
(3-0) 3 hours credit. Prerequisite: Consent of instructor.
Organized course offering the opportunity for specialized study not normally or not often available as part of the regular course offerings. Special Studies may be repeated for credit when topics vary, but not more than 6 semester credit hours, regardless of discipline, will apply to a bachelor's degree.

4993 Honors Thesis
3 hours credit. Prerequisites: Enrollment limited to candidates for honors in the Department of Interdisciplinary Studies and Curriculum and Instruction during the last two semesters; consent of the Honors College.
Supervised research and preparation for an honors thesis. May be repeated once with advisor's approval.

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