Early Childhood Education
(Unified Transformative Early Education Model - UTEEM) (EDUT)
Graduate School of Education
511 Universality and Diversity in Child and Family Development, Ages
35 (3:3:0). Prerequisite: Admission to the UTEEM program or
permission of the instructor. Provides students with knowledge of child and
family development from a diverse and cultural perspective. Students explore the
role of culture and theories for understanding and interpreting child and family
growth and development. Students learn about various disabilities and acquire
an appreciation for the critical role of families.
512 Assessment of Diverse Young Learners, Ages 35 (3:3:0).
Prerequisite: Admission to the UTEEM program or permission of the instructor.
Provides students with an understanding of the forms, functions, methods, and
roles of assessment for planning and implementing effective early childhood programs
for children ages 35 years from diverse cultures and with varied learning
needs. Students learn to use both quantitative and qualitative approaches to evaluation
and assessment. They learn about technological adaptations and gain an understanding
of appropriate strategies for conducting, reporting, and decision making related
to specific functions of assessment. They also learn about assessment strategies
necessary for second language learners and about adaptations for children with
disabilities.
513 Language Development and Emergent Literacy for Diverse Learners,
Ages 35 (3:3:0). Prerequisites: Admission to the UTEEM program
or permission of the instructor. Provides students with an understanding
of first and second language. Explores the impact of disability and second language
acquisition, and covers the interrelationship of speaking, listening, reading,
and writing. Students also gain an understanding of the diversity of oral and
written communication styles in families, communities, and cultures.
514 Creating Environments and Adapting Curriculum for Diverse Learners,
Ages 35 (3:3:0). Prerequisite: Admission to the UTEEM program
or permission of the instructor. Provides students with an understanding
of developmentally appropriate programs and practices for culturally, linguistically,
and ability diverse young children. Students explore, plan, and implement curricula
and environments using individually, age-related, and culturally appropriate methods
and materials. Provides an understanding of the important role of play, active
exploration, the construction and representation of knowledge, and social interaction
with peers and family members.
521 Infant/Toddler Development in Family and Cultural Contexts (3:3:0).
Prerequisite: Admission to the UTEEM program or permission of the instructor.
Provides students with knowledge of the development of infants and toddlers in
family/cultural contexts. Students explore the role of family, culture, and developmental
theories in providing frameworks for understanding and interpreting behavior of
children from birth to age three. Students learn about factors that place infants
and toddlers at developmental risk and other various disabilities.
522 Family-Centered Assessment of Diverse Infants and Toddlers (3:3:0).
Prerequisite: Admission to the UTEEM program or permission of the instructor.
Focuses on family-centered practice in assessing infants and toddlers from diverse
cultures and with diverse abilities. Students learn assessment practices that
lead to plans for supporting infant development in ways that are individually
and culturally relevant for families and caregivers. Students gain an understanding
of appropriate strategies for conducting, reporting, and decision making related
to specific functions of assessment and adapting assessment practices for culturally,
linguistically, and ability diverse infants and toddlers and their families.
523 Language Acquisition and Communication for Diverse Infants and
Toddlers (3:3:0). Prerequisite: Admission to the UTEEM program or
permission of the instructor. Provides students with an understanding of
early language development in terms of each of the five major components of language.
Speech, language, and communication are discussed, particularly in terms of their
interrelatedness with cognitive and sociocultural development. The importance
of adult-child interaction and the impact of bilingualism, cultural diversity,
cognitive ability, and language disorder also are explored.
524 Culturally, Linguistically, and Developmentally Appropriate Practices
with Infants, Toddlers, and Their Families (3:3:0). Prerequisite:
Admission to the UTEEM program or permission of the instructor. Provides
students with an understanding of culturally, linguistically, and developmentally
appropriate programs and practices in community settings that provide services
to infants and toddlers with varied abilities and their families. Students explore,
plan, and implement developmentally supportive activities with infants and toddlers
and their families. Students are expected to become familiar with the cultural
context of the infants and toddlers with whom they are working. A special emphasis
of this course is providing home-based services.
612 Development and Assessment of Diverse Learners, K3 (3:3:0).
Prerequisite: Admission to the UTEEM program or permission of the instructor.
Provides students with an understanding of the forms, functions, methods, and
roles of assessment for planning and implementing effective early childhood programs
across content areas for culturally, linguistically, and ability diverse children
in kindergarten through third grade.
613 Language and Literacy Development for Diverse Learners, K3
(3:3:0). Prerequisite: Admission to the UTEEM program or permission
of the instructor. Develops and applies knowledge of the stages of literacy
in conjunction with appropriate instructional materials and techniques for the
K3 grade learner. Analyzes, synthesizes, and applies knowledge of recent
research to teaching practices in literacy development. Applies a variety of instructional
approaches in response to the needs of diverse students in a culturally and developmentally
sensitive manner.
614 Integrating and Adapting Curriculum across the Content Areas for
Diverse Learners, K3 (3:3:0). Prerequisite: Admission to the
UTEEM program or permission of the instructor. Provides an understanding
of developmentally appropriate programs and practices for teaching children in
kindergarten through the third grade. Covers strategies for planning and implementing
a community of learners that is inclusive of children with diverse abilities and
needs. This is an integrative class that enables students to link their knowledge
in specific content areas to the broader picture of managing the classroom day,
to implementing an integrated curriculum across content areas, and to applying
the philosophical principles related to effective instruction of diverse young
learners.
615 Developing Concepts in Early Childhood Mathematics and Science
for Diverse Learners, K3 (3:3:0). Prerequisite: Admission to
the UTEEM program or permission of the instructor. Examines pre-operational
and concrete operational thought processes of conservation, seriation, observation,
comparison, classification, and early number concepts. Uses concrete science/math
materials and experiences to foster development of quantitative thinking in geometry,
measurement, graphing, and whole number arithmetic. Covers the construction of
math and science lessons and hands-on experiences that address the needs of a
variety of student populations, such as children with disabilities, gifted and
talented children, and minority and culturally diverse groups.
781 Frameworks for Unified, Transformative Early Care and Education
(3:3:0). Prerequisite: Admission to the UTEEM program or permission
of the instructor. Provides students with the opportunity to analyze foundational
frameworks for developing a unified perspective for their work with culturally,
linguistically, and ability diverse young learners, birth to age eight, and their
families. Students examine foundational work from the separate fields of early
childhood education, early childhood special education, multicultural education,
and second language acquisition/bilingual education.
782 Policy Perspectives Affecting Diverse Young Learners and Their
Families (3:3:0). Prerequisites: Admission to the UTEEM program or
permission of the instructor. This advanced seminar provides students with
an understanding of both historical and current trends and issues involving legislation
and policy in early childhood education, bilingual education, early childhood
special education, and multicultural education. Focuses on the historical role
of social advocacy, the development of advocacy skills, and collaboration and
consultation with other professionals and staff in the field of early childhood
education. Provides an understanding of the continuum of services and the context
of service delivery.
790 Internship with Diverse Learners, Ages 35 (3:3:0). Prerequisite:
Admission to the UTEEM program or permission of the instructor. Enables students
to participate full time in an inclusive early childhood setting serving families
of infants and toddlers with diverse learning needs. Students continuously link
university course work to the real world of working with diverse families and
their infants and toddlers. Students engage in a carefully planned learning sequence,
including observing infants and toddlers, environments, and intervention strategies
that identify family concerns, priorities, and resources related to their child's
needs.
791 Internship with Diverse Infants and Toddlers and Their Families
(3:3:0). Prerequisite: Admission to the UTEEM program or permission
of the instructor. Enables students to participate full time in a inclusive
early childhood setting serving families of infants and toddlers with diverse
learning needs. Students continuously link university course work to the real
world of working with diverse families and their infants and toddlers. Students
engage in a carefully planned learning sequence, including observing infants and
toddlers, environments, and intervention strategies that identify family concerns,
priorities, and resources related to their child's needs.
792 Internship with Diverse Learners, K3 (3:3:0). Prerequisite:
Admission to the UTEEM program or permission of the instructor. Enables students
to participate full time in an early childhood setting serving children with diverse
learning needs. As a result, students are able to continuously link university
course work to the real world of teaching. Students engage in a carefully planned
learning sequence, beginning with targeted observations and culminating with their
taking responsibility for the entire planning process for a three- to four-week
period.
793 Specialization Internship with Diverse Learners and Their Families
(6:6:0). Prerequisite: Admission to the UTEEM program or permission
of the instructor. Enables students to participate full time in an education
setting serving diverse children and their families. Interns are involved in a
full range of activities to ensure that they experience and understand the complexity,
uniqueness, and significance of the work done.
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