For related courses, see descriptions under Early Childhood.
Foundations of Education (4 credits)
This course provides an overview of the historical foundations of American education from its philosophical roots to its role in the 21st Century. The course explores the role of education in pre-colonial America, during colonization, and its importance in the development of our democracy. The impact of the Depression and World War on education will be discussed. The course covers the battle for equality in education and the legislation that accompanied that struggle. We will study the impact of politics on American schools, and education’s importance to democracy in the 21st century. The students will discuss licensing requirements, the moral and legal responsibilities of teachers, employment trends for teachers, teachers’ unions, and important professional organizations. During several of the sessions students will visit and observe in a variety of educational settings, and in a variety of grade levels. Group: I, II or IDS. Social Systems Thematic Area course from Spring 2019 on (IDEAS 2 SIGNATURE Course in SP17 and SP18 only).
Montessori Philosophy and Pedagogy (4 credits)
This course is designed to develop in the students a deep understanding and appreciation for the basic principles of Montessori philosophy. Through Dr. Maria Montessori’s writings, the learner is introduced to the Montessori historical perspective and education. Philosophy specific to the method such as the absorbent mind, sensitive periods, logical-mathematical mind, spiritual and moral development of the child, freedom of movement and self-discipline are examined in terms of a total methodology. Relating the Montessori philosophy to children, materials, teacher, and environment is the basis of discussion. Students will also be exposed to a comparative analysis of other best practices in education. Group: II
The Teacher as Portrayed in Film and Literature (4 credits)
How do authors and filmmakers present the roles and the duties, challenges and commitments of teachers? Is a teacher only in the classroom, or can a teacher be a parent, a coach, a counselor, or a boss? In this course we will examine “the teacher” from different perspectives. Students will read selections from varied literature sources, discuss soulful and inspiring stories, read articles from journals and newspapers and review films and film clips.
The Human Foundation: The Cognitive, Physical and Social Emotional Development of Children (4 credits)
Early Childhood is a critical time of growth and development in children. In this course students will be involved in a comprehensive study of children’s cognitive, psychosocial, and physical growth from conception to age nine. They will learn about the impact and importance of a knowledgeable caregiver, of the child’s environment, and the importance of play for children’s development. Students will learn current theories appropriate to early human development, using as a context diversified environments in which they observe. Students will learn about new major research studies as well as the classic theories of development of individuals such as Piaget, Erikson, Gesell, Montessori, Bronfenbrenner, Kohlberg, and Vygotsky. Students will evaluate the underlying assumptions, implications of theories, and their application for all children in a diverse multicultural world. They will view films and hear from individuals who work in the field. This class will also have a 15-hour observational component, to provide students’ additional insight and an initial understanding of observational tools, and assessments to document and interpret children’s ever-changing development. Group II Social Systems Thematic Area Course
Emergent Literacy in Early Childhood (4 credits)
This course is an exploration of principles, methods, and materials for teaching young children language and literacy through a play-based integrated curriculum. Students will learn about the interrelatedness of listening, speaking, reading, writing, and viewing language arts areas in preschool aged children. Students will learn to develop specific activities that include stories, poems, finger plays, and puppetry to be used with infants, toddlers, and preschoolers in an instructional setting. Ten to fifteen (10 – 15) hours of field experience with preschool aged children at PMC’s Child Study Center is required.
Teaching and Assessment of Reading and Language Arts (5 credits)
This course will explore the basic concepts of literacy development, the stages of reading and writing development and techniques of instruction. Students will learn many approaches to reading instruction. They will examine the role of phonics, basal readers, literature-based curriculum, word identification, whole language, vocabulary, and comprehension, in the development of literacy. A variety of Language Arts experiences, storytelling, and creative writing will be discussed. Students will also explore many different types of learning styles and design instruction that can be adapted for a diverse group of learners including English Language Learners. Diagnostic tools and classroom techniques for assessing decoding, encoding, and fluency are presented. Students are required to spend the equivalent of one hour per week in classrooms observing and assisting classroom teachers in the teaching of reading and language arts. Students will also explore the role of literature in the acquisition of literacy. Fall.
Prerequisites: EN101 and/or permission of the instructor. Group: II.
Exploring Technology in the Classroom (4 credits)
This course equips pre-service teachers with the necessary skills to develop instructional practices that will allow them to incorporate technologies successfully into the classroom to enhance the teaching and learning process. Participants will examine software tools, curriculum software, internet resources and computer-based projects.
Music and Movement for Children (4 credits)
Appropriate for education students as well as for other students with an interest in music, this course is designed to give students knowledge about music that will be useful to them in working with children. Basic skills of singing, playing the recorder, and sight-reading will be introduced. Also students will learn singing and movement games that develop children’s musical and rhythmic sensibilities.
Fall. Group: II or IV
Picture Books, Literature for Young Children (4 credits)
This course stresses the importance of language and literature in all areas of children’s academic learning as well as literature being a source of entertainment. The course focuses on the study of genres of children’s picture books. Literature will be examined in terms of plot, setting, theme, characterization, style, point of view, illustrations, age range and design. Author-Illustrators and their backgrounds will be explored. The course will address criteria for selecting and interpreting quality books for children with different developmental needs and multicultural backgrounds. The course will examine the many dimensions of responses to literature. Spring . Art Literature Thematic Area Course.
Prerequisite: Completion of EN101. Group: II
Curriculum, Environments and Program Planning for Infants and Toddlers (4 credits) This course addresses the skills, knowledge, and dispositions required for group or individual care of infants and toddlers. Students are taught about the importance of quality early learning experiences, family relationships, caregiving routines, appropriate environments, responsive and inclusive program planning, and teaching techniques. The class emphasizes knowledge of the developmental processes, documentation, and environmental factors that can affect a child’s growth and shape personality and cognitive achievement from birth to age 3. Group: II.
Curriculum Methods, Management, and Program Planning and Materials for Early Childhood (5 credits)
The course enables students to acquire the knowledge and skills necessary for planning inclusive and developmentally appropriate curriculum for young children. Class meetings will include lectures, discussions and hands-on workshops focusing on a wide range of curriculum areas such as early literacy, numeracy, social studies, art, etc. addressing the learning needs of young children PreK-3. The Massachusetts Curriculum Frameworks/Common Core, as well as theories of Child Development, learning styles, cognitive abilities and multiple intelligences appropriate for early childhood will be addressed. Students will participate in a placement in a preschool setting.
The Teaching of Math and Science (4 credits)
This course addresses the integration of math and science. Students examine math and science concepts common to STEM curriculum. Students learn how to incorporate concepts, vocabulary, and math and science’s connection into an educational curriculum for young children. In math, topics such as numbers and operations, geometry, patterns and measurement are addressed. In science, physical science, life science, earth science, and engineering and technology are addressed. Ten (10) hours of field experience with preschool aged or older children are required. Prerequisite(s): QR or other Scientific Understanding course; EN 101; or permission of program coordinator. Group: II (or Group: III nonlab for students enrolling prior to Fall 2014); Scientific Understanding Thematic Area.
Introduction to English Language Learners (4 credits)
This course is designed as an introduction to working with English language learners and provides an understanding of instructional needs and challenges of English language learning students. The course will help you relate to students’ lives and cultural struggles as they adapt to a new language. It will engage students in exploring a variety of theories, issues, procedures, methods and approaches for use in bilingual, English as a second language, and other learning environments. The course provides an overview of the historic and current trends and social issues affecting the education of language minority students. Major units of the course include: language learning theories, sociocultural contexts of language development, principled selection of instructional strategies for teaching language, WIDA and ELP standards, a focus on the development of academic language, assessment of language and non-language competencies, and selected issues in teaching language. Suggested Prerequisite EN101. Group II
Recreation, Coaching, and After School Programs for Children (4 credits)
This course will explore historical, present, and controversial issues surrounding youth with regard to health, recreation, afterschool programs and sports. Students will examine the characteristics, behaviors and conditions necessary for the optimal health and wellness of children. Nutritional issues, recreation, sport participation, appropriate coaching practices, outdoor recreational activities and the influence of the social milieu will be explored.
Prerequisite ECE/ED 215 or permission. Group II
Multicultural Education (4 credits)
Students in this course will examine the philosophical and pedagogical foundations of multicultural education. Concepts such as culture, race, ethnicity, perception, assimilation, pluralism, and intercultural communication in educational settings will be addressed. Students will examine regional, national, and global multicultural values and goals and their influence on schools and communities. Students will learn strategies that will help them to address diversity in a variety of settings to bridge the gap between theory and practice.
ECE/ ED 250
Policy and Program Issues in Child Care (4 credits)
Examines the policy issues and program requirements for childcare programs. Dept. of Early Education and Care regulations are reviewed. Course work will include observation and assessment assignments as well as a variety of classroom supervision techniques. Advanced Early Childhood Education topics will include conducting an intake interview, implementing a behavior management policy, creating a health care policy, and policies regarding hiring and terminating employees.
Prerequisites- ED 214/ 215 or permission
Art Education: Materials and Processes
In this course students develop knowledge and skills to plan, organize, and facilitate art activities for a range of ages, needs and abilities through extensive hands on experiences. Students will learn about art pedagogy with attention to the learning process, motivation and the inter- relationship of art to culture, speaking, critical thinking and other curricular areas. Offered selectively. Group: II or IV.
Children and the Media (4 credits)
Research findings, industry practices, and content of children’s media are examined to determine their impact on children. Students examine how media designed for adults affects children. The focus is on videotapes, cable and broadcast television, and film as the largest producers of children’s media. Audio recordings and children’s magazines—fast-growing segments in the children’s media marketplace—are also considered. Students read, listen, view, and discuss children’s media; develop content analysis skills; and write about the issues. Offered selectively. Group: II or IV.
Health, Nutrition, and the Safety of Young Children (4 credits)
This course will provide a comprehensive overview of the basic and changing nutritional, health and safety needs of growing children. Conditions affecting children’s health, nutritional guidelines, health assessment tools and screening procedures are covered in the course. Topics such as childhood obesity, bullying, resilience, chronic and acute health conditions, the growing incidence of asthma, immunizations, child abuse and neglect, and the implementation of safety practices are discussed in relation to the latest research findings. Students will investigate current concerns related to regulations and policies as they apply to early childhood settings. A major assignment for the semester is the completion of a research paper related to children’s health, nutrition and safety.
Prerequisite: ECE 121 or PY101 or BI101 or CHC100 or permission of instructor. Group II
Curriculum Design: The Massachusetts Curriculum Frameworks (4 credits)
The Massachusetts Curriculum Frameworks/The Common Core are statewide guidelines for learning, teaching and assessment. This course will be an in-depth examination of these frameworks as they relate to the classroom teacher. The guiding principles and the learning strands will be addressed and studied in each content area. Students will create learning experiences, examine assessment strategies and develop curriculum. Curriculum standards of other states will be examined. Students will learn how curriculum is created, developed and assessed. Students will spend a minimum of 10 hours observing and assisting in a pre-practicum placement.
Prerequisites: ED 205, or permission of the instructor. Group: II
Special Education, Assessment, and the Inclusionary Classroom (4 credits)
The inclusive classroom creates an environment that supports the learning needs of all children. Teachers must develop pedagogy appropriate to all learners. This course addresses learning styles and teaching strategies for a diverse group of learners. Students are provided with skills to meet the needs of exceptional children and approaches to special education. The course covers identification of learning styles and the identification of physical, social, emotional, cognitive and sensory handicaps. Students will discuss the identification, assessment and accommodations for students with disabilities and those who are gifted. Legislation that governs the education of the exceptional child will be examined. Preparation, implementation, and evaluation of Individualized Education Programs will be addressed. Spring Group: II
Child Care Administration (4 credits)
Familiarizes students with issues in administering an early childhood education center, and the specific skills for doing so. Topics include: startup considerations; issues in staff selection, supervision, and development of personnel policies; the role of the administrator; budget planning; strategies for parental involvement; program evaluation; promoting positive community relations; and managed growth.
Prerequisites: ED 215, or permission of instructor.
Diagnostic and Remedial Reading (4 credits)
Students will examine ways to evaluate children’s literacy skills. Tests developed by teachers and instruments used in schools will be discussed. Students will discuss the impact of a linguistically diverse group of children on assessment. Students will learn about the diagnosis and assessment of reading skills using standardized, criterion-reference, and informal assessment instruments. Basic statistics will be taught, as well as ways to use test information to develop instruction and write up Individual Educational Programs.
Prerequisite: ED 205, ED 333.
Practicum in Child Care/Early Education and Care/Student Teaching (4 credits)
Students gain experience in infant/toddler, preschool, school-age child care or recreation programs. Students are provided work and teaching experiences that make them eligible for professional certification through the Department of Early Education and Care. Students work at an appropriate site with supervision for a minimum of 150 hours, meet regularly with their faculty supervisor, and attend a weekly seminar during the semester. Faculty sponsors will make at least three site visits during the course of the internship to meet EEC requirements. Group II. Prerequisite: ECE 121 or PY 216; and one of the following: ED 205, ED 214, ED 215, or ED 224.
ED 490 (previously ECE 311)
Senior Seminar: Parent, Child, Teacher, Health and Community (4 credits)
This capstone/senior seminar course provides skills designed to support a strong relationship among the child’s home, school, community and health services. It will examine the many challenges presented while working with and teaching young children. The course includes content and experiences for current and future Early Childhood Educators to develop an understanding and competence in managing and working with children, parents and adults in schools, at home and in the community. Emphasis is placed on the current research about cultural, social, racial and spiritual differences in relationship to parenting, involvement in schools, managing behavior, health care services, and volunteering in community settings. Strategies for working, supporting and teaching children and parents who come from a variety of backgrounds such as English Language Learners, adoptive families, single parent families, and/or gay and lesbian families are addressed. Responding to alternate family structures as a sensitive caregiver and professional in today’s society is stressed. A major assignment for the semester is the completion of a substantial research project that includes critically examining the theories, research methods and findings of studies in the field related to the care of young children. Emphasis will be placed on the important interaction among parents, children, community, and health providers. The standards of the NAEYC, as well as the Early Education and Care Learning Standards, and those of the Common Core will be discussed. Prerequisite(s): Junior/Senior status.
Senior Internship in Early Childhood (6 credits) For 6 course credits, each student works 16 hours per week at a site chosen with regard to career intentions and the content of the Early Childhood: Education, Health and Leadership Program. Students keep a journal to examine experiences and their relationship to the program. Interns meet weekly to discuss common problems, experiences, and individual perceptions. Additional written assignments complement the discussions.
Fall and Spring.
Prerequisite: Senior status or permission of the Director of the Education Programs.
Senior Internship in Early Childhood: Education, Health and Leadership II
Extends and expands ECE/ED 495 Senior Internship, taking newly learned experience and implementing it at another site or expanding their responsibilities at their current site. Students work 16 hours per week at their site, keep a journal, meet weekly with their faculty sponsor, do relevant scholarly reading, and write a final paper integrating their internship, their readings, and classroom experience. Spring
Prerequisites: Senior status or permission of the Director of the Education Programs