EEC 3307     Providing for Conceptual Learning of Young Children . . . . . 2(F)
Prerequisite: EEC 3204, EEC 3704, and EEC 3940
Designed to develop student’s concept of a constructivist approach to the teaching/learning process. Includes an understanding of pre-concepts and appropriate methods for corrections of children’s misconceptions. Impact of the environment and appropriate environmental designs for the constructivist approach are expected outcomes

EEC 3704     Right From The Start: Education of the Developing Young Child . . . . . 3(F)
Designed for the education major, this course has as its focus educational implications of the total development of children, pre-natal through early childhood. Typical and atypical development is addressed from three viewpoints: Age period (pre-natal, infancy, toddler, pre-school, and early elementary), developmental domain (i.e., physical, social, emotional, and cognitive), and educational applications at each age and domain

EEC 3731         Health/Nutrition/Safety . . . . . 3(SS)
Designed to prepare pre-professionals to function skillfully and effectively as teachers/care givers in providing health, safety, and nutritional needs of the young child. Focuses on providing a sound knowledge base in each of the three areas of emphasis and then developing competence related to each one

EEC 3800     Professional Development Seminar . . . . . 1(F,S,SS)
Promotes reflective thinking for student empowerment. Through ongoing professional seminars and engagement in a variety of professional workshops on topics related to Early Childhood, students will develop the ability to self-evaluate and reflect on experience for personal and professional development. Students will also initiate and develop a portfolio. The purposes of the portfolio are: (1) to engage in personal self-awareness, evaluation, development and progress; (2) to encourage interaction with ideas, materials, and peers; (3) to articulate a personal philosophy of Early Childhood Education; (4) to project goals and plan strategies; and, (5) to document development as an empowered person and professional. Students will register for 1 hour credit, Professional Development Seminar, during each semester of enrollment for a minimum total of 4 hours in the program. Graded on satisfactory/unsatisfactory basis only

EEC 3940     ICFE I - Integrated Curriculum/Field Experience . . . . . 3(SS)
Prerequisite: EEC 3204.    
Corequisite: EEC 3941, EEC 3800
Introduces professionals to the myriad service delivery systems of the Early Childhood professional. Students’ understanding of the role of inter-agency outcomes related to collaboration and transdisciplinary service delivery models will be developed. In addition, skills dispositions necessary for effective teaming will be developed

EEC 3941     ICFE I – Practicum . . . . . 1(SS)
Corequisite: EEC 3940
Students will be provided with opportunities to observe and participate in varied service delivery systems including home based, center based, and hospital based serving young children and their families. Minimum of 35 hours; includes seminar, observing, collaborating with early childhood professional in the work setting, and individual project. Graded on satisfactory/unsatisfactory basis only

EEC 3942     ESOL/Reading Professional Practicum II . . . . . 3(F,S)
This clinical field experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed course assignments. Under the guidance of highly qualified supervising teachers, students will work with individuals, small groups, large groups and/or the entire class. Students will also continue work begun earlier in their program on their Teacher Development Portfolio (TDP) (TDP) which document Educator Accomplished Practices Competencies and ESOL Performance Standards. Minimum of 100 hours in a Pre-K or Primary educational setting including: observation, planning, adapting, delivering, and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient - (LEP), and students at risk for school failure

EEC 4268     Educational Assessment . . . . . 3(F,S,SS)
Designed for all students in Teacher Education and focuses on assessment concepts that are critical for good teaching. Topics include (1) measurement issues to determine assessment quality; (2) teacher constructed assessments such as paper and pencil assessments, informal assessments, and performance and product assessments; (3) interpreting standardized assessments commonly used in public schools

EEC 4301     ICFE II - Integrated Literacy Curriculum . . . . . 3(F,S)
Prerequisite: EEC 3204 and EEC 3704. 
Corequisite: EEC 3942, EEC 3800
Instructional materials, procedures and evaluation of nursery, kindergarten and primary-school curricula and instructional strategies with an emphasis on literacy and pre-reading; includes observation/participation in early childhood education settings

EEC 4302     ICFE III - Integrated Curriculum/Field Experiences . . . . . 3(F)
Prerequisite: EEC 3942, EEC 4301.      
Corequisite: EEC 4943
As the third course in the ICFE sequence, designed to continue the development of understanding, skills and knowledge bases initiated in ICFE I, ICFE II and other associated course work. The focus in ICFE III is to move toward full implementation of integrated curriculum practices. Therefore, emphasis is on planning and implementing an integrated approach to curriculum and assessment/evaluation of children and processes related to the development of developmentally appropriate practices for young children. Specifically ICFE III builds an understanding in the area of development of self and children’s potential in all areas. Experiences in early childhood settings are required

EEC 4408     Home/School/Community Partnerships . . . . . 3(SS)
Prerequisite: EEC 3704 or SOW 3650
Investigates techniques and strategies for developing and implementing effective home, school, and community involvement programs in early childhood settings. Special emphasis will be placed on materials and techniques for communicating effectively with families from a variety of cultural backgrounds

EEC 4603     Child Guidance and Classroom Management . . . . . 3(S)
Provides a comprehensive knowledge base concerning child and classroom management. Areas of emphasis include roles of various personnel, organization of the environment to promote appropriate behavior, strategies to develop appropriate behavior and motivation, and related record keeping techniques

EEC 4613     Assessment and Evaluation for Young Children . . . . . 3(S)
Provides a comprehensive knowledge base concerning assessment of young children. Areas of emphasis include development of skills in selection, use, and interpretation of developmentally appropriate formal and holistic instruments and procedures, measurement terms and principles, procedures, and legal requirements for record keeping, use of technology in assessment, and managing an assessment team

EEC 4943     ESOL/Reading Professional Practicum III . . . . . 3(F)
This clinical field experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed assignments. Under the guidance of highly qualified supervising teachers, students will work with individuals, small groups, and a special emphasis on working with the total class. Students will also continue work begun earlier with the total class. Students will also continue work begun in their program on their Teacher Development Portfolio (TDP) which document Educator Accomplished Practices Competencies and ESOL Performance Standards. Minimum of 100 hours in an Early Childhood educational setting includes; observation, planning, adapting, delivering, and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient- (LEP), and students at risk for school failure. Graded on satisfactory/unsatisfactory basis only

EEC 5265     Early Childhood Education: Analysis of Programs . . . . . 3(SS)
Analysis and evaluation of programs in early childhood education with consideration for the wide range of approaches and organizational arrangements existing in communities of the United States

EEC 6263     Integrated Curriculum Development and Instruction/Early Childhood Education . . . . . 3(F)
Basis and techniques for making curriculum decisions, survey of curriculum content and programming appropriate for children three to eight years of age; clinical and field-based involvement with development and implementation of practices consistent with diagnostic/prescriptive teaching through individualized instruction. At least one course in early childhood education is required

EEC 6305     Practical Applications and Issues in Assessment and Classroom Management:   Primary Education . . . . . 3(F,S,SS)
Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management