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 the emergence of literacy for linguistically diverse groups. It explores how language develops and considers ways of promoting language growth in young children in each of the four domains (speaking, listening, reading, and writing). Typically offered: Winter.

Examines theoretical foundations of child guidance. Emphasis placed on culturally appropriate positive guidance in the development of a child’s autonomy and independence. Focuses on principles of self-concept and self-management through strategies that promote pro-social behaviors, emotional regulation, problem-solving and adult-child and peer relationships. Decision-making models will be examined to support a continuum of behavioral prevention and intervention strategies. Typically offered: Winter.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning. Students will explore recording strategies, rating systems, portfolios, and multiple assessment tools ways that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes for each child. Teachers will understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Typically offered: Spring.

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.

Utilizes discovery learning to promote children’s curiosity and creative thinking in the areas of science, math and technology. Teachers apply theoretical concepts as they plan experiences for children that promote inquiry, problem-solving and critical thinking skills. Typically offered: Spring.

This course 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 provides a basic introduction to Social Studies Methods 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: Autumn.

Examines contemporary methods and materials for teaching mathematics, science 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 STEM methods courses. Typically offered: Autumn.

Examines contemporary methods and materials for teaching mathematics, science 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 second of two required STEM methods courses. Typically offered: Winter.

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.