Explores the foundations of early childhood education. Includes historical and current theories defining the field, issues, trends, program models, curricular approaches and the role of the teacher and student. This course has a practicum component. Typically offered: Autumn.

Provides an overview of the field of early childhood special education. The historical, philosophical, policy and legal foundations of special education will provide foundational knowledge to become advocates for early learning opportunities in natural and school settings (birth through 3rd grade). Typically offered: Autumn.

This course examines the theory of play as a cornerstone of childhood development. Surveys strategies and techniques that promote creativity and play to guide children in their exploration of the world through the arts, language/literacy, mathematics, and science. Examines play as a tool for assessment. Establishes the importance of context for learning through the design of space, schedules, transitions, and routines. This course has a practicum component. Typically offered: Winter.

This course examines the process of language development and explores current research and best practices in teaching language and literacy to young children (P-3). It focuses upon language development in all four domains (speaking, listening, reading, and writing) and emergent reader activities, including phonological/phonemic awareness, phonics and word identification, reading fluency, vocabulary, and comprehension activities. Additionally, it addresses standards-based instruction, formative and summative assessments. Students will design lesson plans based on standards to teach reading. This course also introduces social studies for early childhood (P-3) teachers. It will focus on instruction of the central concepts, tools of inquiry, and structure of social studies, using culturally and linguistically appropriate skills and strategies. This will be carried out through a focus on a variety of instructional tools. Typically offered: Winter.

This course explores the theoretical foundations of child guidance and the use of observation and assessment to support children’s development and learning. Emphasis is placed on culturally responsive, developmentally appropriate practices that foster autonomy, self-regulation, and positive social interactions. Students examine strategies that promote pro-social behavior, problem-solving, and strong adult-child and peer relationships. The course also introduces ethical and effective methods for documenting children’s growth—through observation, portfolios, and multiple assessment tools—to inform decision-making, guide instruction, and promote positive outcomes for all learners. Typically offered: Winter.

This course focuses on learning theory, program planning and culturally appropriate instructional approaches that promote childhood development within and across domains of cognition, early academics, creativity, social-emotional, speech/language and motor skills. Considers the alignment of learning trajectories and curriculum in preschool through 3rd grade programs to improve childhood outcomes. Typically offered: Spring.

This course explores discovery-based learning to foster young children’s curiosity, creativity, and problem-solving skills across science, technology, engineering, arts, and mathematics (STEAM). Students learn to design developmentally appropriate, hands-on experiences that promote inquiry, critical thinking, and collaboration, while integrating multiple STEAM domains. Emphasis is placed on applying theoretical frameworks, including constructivist learning theories and culturally responsive pedagogy, to create inclusive and equitable learning environments. Candidates practice planning and facilitating activities that allow all children—regardless of background, language, or ability—to engage as confident, capable, and curious learners, making meaningful connections through exploration, experimentation, and creative expression. Typically offered: Spring.

Examines contemporary methods and materials for teaching mathematics, science, arts, and technology to children ages birth through eight. Emphasis is placed on research, developmental and learning theories, pedagogy, methods and the use of technology to enhance learning for diverse learners. Attention is given to the NAEYC Competencies, Washington State Learning Standards, NCTM Standards, and the ISTE Standards. This is the first of two required STEAM methods courses. Typically offered: Autumn.

This course provides an opportunity to explore the critical trends and issues being debated within the field of Early Childhood and Elementary Education. Further, this course will examine current trends, historical origins, recurring issues, research findings, and resulting program developments in the field of Early Childhood and Elementary Education. Typically offered: Spring.