Department of Interdisciplinary Learning and Teaching,
College of Education and Human Development
ECE 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 experience required.
ECE 3143 Child Growth and Development
(3-0) 3 hours credit. Concurrent enrollment in ECE 3313 and ECE 3603 is required.
Examination of child development theories (conception through elementary years) within different domains that affect children’s development and learning including, physical, cognitive, linguistic, social, and emotional. Emphasis on multicultural theoretical perspectives of child development addressing culturally and linguistically diverse populations and children with atypical patterns of development. Field experience required. (Formerly ECE 2103. Credit cannot be earned for both ECE 3143 and ECE 2103.)
ECE 3313 Play, Creativity, and Learning
(3-0) 3 hours credit. Concurrent enrollment in ECE 3143 and ECE 3603 is required.
A study of play theories as they relate to creativity, development, and learning. Will provide early childhood and elementary educators with knowledge and skills necessary to promote and guide children’s play as a fundamental learning mechanism within culturally, linguistically, and cognitively diverse classrooms. Emphasis on effective strategies, equipment, materials, and activities that support and encourage children’s play and creativity at the early childhood and elementary grades. Field experience required.
ECE 3603 Language and Literacy Acquisition
(3-0) 3 hours credit. Concurrent enrollment in ECE 3143 and ECE 3313 is required.
Exploration of theories of language and literacy development in young children with implications for acquisition of language and early literacy concepts for all children. Explores ways that educators can enhance language and literacy development and introduces appropriate, research-based approaches to teach early reading and writing in diverse classroom settings. Field experience required. (Formerly titled “Language and Cognitive Development in EC–4.”)
ECE 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 experience required.
ECE 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 child rearing 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. Field experience required.
ECE 4143 Principles and Practices of Differentiated Education EC–6
(3-0) 3 hours credit. Prerequisites: Admission to the Teacher Certification Program, completion of C&I 4353, C&I 4403, ECE 4203, and RDG 3823. Concurrent enrollment in C&I 4303 and RDG 4833 is required. May not be taken concurrently with C&I 4353, C&I 4403, ECE 4203, and RDG 3823.
This course addresses the exploration of culturally responsive instruction for diverse groups of learners with a broad range of abilities, interests, and backgrounds. Identification of theoretical perspectives and principles for differentiated education in early childhood and elementary settings will be explored. Emphasis is on the development of effective instructional planning, supportive learning environments, and flexible teaching practices that accommodate individual needs within group settings. Restricted course; advisor code required for registration. Field experience required.
ECE 4153 Culturally Appropriate Assessment for Infants and Young Children
(3-0) 3 hours credit.
Selecting and employing culturally fair assessment and evaluation techniques that are reliable, valid, and developmentally appropriate for infants and young children. Includes the examination of strategies such as developmental checklists, parent interviews, play-based, portfolios, and informal observations for conducting assessment. Using assessment outcomes appropriately for instructional and curricular planning.
ECE 4203 Assessment and Evaluation in EC–6
(3-0) 3 hours credit. Prerequisites: Admission to the Teacher Certification Program, completion of ECE 3143, ECE 3313, and ECE 3603. Concurrent enrollment in C&I 4353, C&I 4403, and RDG 3823.
Principles of designing and using assessment and evaluation techniques that are culturally fair, intellectually sound, reliable, dependable, and content-valid for children in EC–grade 6. Emphasis on differentiation among criterion-referenced, norm-referenced, individual, informal, authentic, and group assessments. Review of learning theories and strategies for using assessment data to inform instructional planning, and matching assessment techniques to individual children and learning situations. Restricted course; advisor code required for registration. Field experience required.
ECE 4913 Independent Study
3 hours credit. Prerequisites: 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.
ECE 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.
ECE 4993 Honors Thesis
3 hours credit. Prerequisites: Enrollment limited to candidates for honors in the Department of Interdisciplinary Learning and Teaching 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.