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The Child Development track incorporates the theoretical and practical knowledge of concepts in child development. This track prepares students for careers in settings such as preschool, early and head start programs, after-school programs, and non-profit agencies.

Special Note: this track does not include courses for teacher licensure and all required classes include assignments that necessitate access to children in educational settings. 

Required 4 courses/12 credits: Select from 2 courses/6 credits:
ECED 372: Introduction to Early Childhood Education
ECED 442: The Young Child
IS 300: Sponsored Learning
LED 355: Inclusive Early Literacy Development and Acquisition

ECED 304: Diversity, Equity & Justice in ECED
EXED 200: Foundations of Exceptional Education
EXED 402: Behavioral Supports and Interventions
EXED 416: Overview and Assessment of Autism Disorders
FAM 133: The Contemporary Family
FAM 325: Parent-Child Relationships Across the Lifespan
LTLE 370: Instructional Technology
LTLE 372: Visual Literacy
LTLE 385: Foundations of Instructional Design
SCOM 245: Signs, Symbols and Social Interaction
SOWK 342: Child Welfare Services

Course Descriptions

Required Courses

ECED 372: Introduction to Early Childhood Education

Introductory study of the role of the teacher, the role of the learner and the developing child as the basis for designing programs and developing curriculum for children 0-8 with different abilities and from various cultures.

ECED 442: The Young Child

This course integrates child development knowledge and theories, academic content knowledge, and age/stage appropriate guidance strategies for teaching children pre-kindergarten through grade three. Emphasis on observational/assessment strategies and inquiry processes related to young children’s growth and development as a basis for teaching decisions.

IS 300: Sponsored Learning

A structured learning activity related to a student’s area of study and sponsored by an employer, volunteer agency, or other appropriate organization. 1-6 credits.

LED 355: Inclusive Early Literacy Development and Acquisition

This is the first course in a two-course sequence designed to provide pre-service inclusive early childhood teachers with the foundation of literacy development for children, as well as instruction to support and enhance the emergence and continued development of literacy learning.

Select from 2 courses/6 credits

ECED 304: Diversity, Equity & Justice in ECED

This course guides students in critically examining their own perspectives regarding diversity, seeks to expand students’ awareness and understanding of individuals and groups representing differences, and explores pedagogical issues and practices essential for embracing the whole community of learners and families.

EXED 200: Foundations of Exceptional Education

This course is designed to support study of the historical perspectives, models, theories, philosophies and trends that provide the basis for exceptional education practice. The status of persons with exceptional learning needs (ELNs), legislative and judicial mandates and current regulation related to individuals with ELNs, and the ‘rights and responsibilities’ of various stakeholders as they relate to exceptionality will be stressed. The role of culture, environment, family and exceptionality will be explore.

EXED 402: Behavioral Supports and Interventions

This course is designed for early childhood educators (ECEs) who may work with young children with challenging behaviors. This course focuses on basic principles of behavior as means to help ECEs understand the function of behavior, or the reasons why behavior occurs. This course focuses on proactive strategies as a means to prevent challenging behavior, measuring behaviors using data collection and implementing behavior interventions that are aligned with behavior function. This course emphasizes a positive approach to behavior management aligned with best practices in teaching social emotional skills to young children.

EXED 416: Overview and Assessment of Autism Disorders

This course is designed to provide an overview of the current issues involving working with children who have been identified as having an autism spectrum disorder. Areas covered in-depth will include learning characteristics, current research and factors involved with causation, assessment and diagnosis. We will discuss positive behavioral supports; social skills development; sensory processing, motor planning and sensory integration; and communication and language development as these will be covered in much greater depth in other courses. A range of institutional methodologies and techniques will be emphasized throughout the course.

FAM 133: The Contemporary Family

Concepts of variations in forms and lifestyles of families. Consideration is given to the family life cycle and the interdependency between the family and society.

FAM 325: Parent-Child Relationships Across the Lifespan

This course is designed to familiarize students with theoretical, contemporary, and practical issues related to the parent-child relationships across generations. Students will be encouraged to think critically, integrate previous personal and academic knowledge with the content of the course, to learn from each other, and to examine their own paradigm as it relates to their parenting beliefs and skills.

LTLE 370: Instructional Technology

Principles and procedures of a teaching/learning process designed to provide reliable, effective instruction to learners through systematic application of instructional technology. Includes selecting, producing, evaluating and utilizing non-print media and equipment for application to instructional process.

LTLE 372: Visual Literacy

This foundational course will cultivate the ability to evaluate and create conceptual visual representations. Students will practice the necessary critical attitude, principles, tools and feedback to develop their own high-quality graphics for learning and performance. Topics also include the impact of visual literacy on the learning process related to instructional design, instructional technology, and information presentation.

LTLE 385: Foundations of Instructional Design

The purpose of this course is to apply instructional theory to the creation of instructionally sound education programs and materials.

SCOM 245: Signs, Symbols and Social Interaction

The study of verbal and nonverbal communication as used in human interaction. Consideration given to the function of symbolic systems in self-concept development, the structuring of reality and social discourse. Attention is directed toward the use of signs and symbols by different ethnic groups, genders, age groups and geographic groups.

SOWK 342: Child Welfare Services

Study of the basic child welfare services – day care, homemakers, services to unwed parents, protective, foster care and adoption services – and the principle income maintenance programs as they affect children and their families. Analysis of legal framework and court services and such current issues as guardianship, educational and protective services.

Senior Project and Additional Online Courses

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