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This course is a study of the growth and development of the child pre-birth through age 7 in the areas of cognitive, physical and social emotional development. Students develop an understanding of theory of development, with an emphasis on constructivism. Observational techniques for assessing development are examined.

This course provides an introduction to developmentally appropriate methods of guiding young children’s behavior including communication skills for use with young children, staff and parents.

Pre-requisite: ECE400. Access to inclusive classroom. In this course, designing appropriate family and child assessment-based Individualized Education Plans (IEP’s) and Individual Family Service Plans (IFSP’s) will be addressed. Also, collaborative problem solving, accommodations, classroom management, interventions, related services, etc.

Pre-requisite: ECE276. This course provides an in depth study of second language acquisition for dual language learners in early childhood settings. Topics discussed in the course include: impact of cultural and linguistic diversity on teaching and learning; second language learning processes and milestones; issues and factors related to second language acquisition and teaching; and working with parents and families of dual language learners.

Pre-requisite: Addressing the Needs of Dual Language Learners I - ECE280. This course builds upon the first Dual Language Learner course. In this course students will discover and implement various research-based strategies and techniques used to create and support language- and culturally-rich environments for dual language learners in early childhood settings. Topics discussed in the course include: supporting first and second language emergent literacy; implementing effective classroom communication; organizing the classroom for language/culturally-responsive instruction; and understanding strategies and challenges related to the assessment of dual language learners.

Pre-requisites: ECE191, ECE276 or EDST301, ECE278. Need access to a childcare center. Overview of administrative duties required in overseeing a variety of early childhood programs. Discussion of licensing standards, funding issues, operating budgets, staff recruitment and retention, policies and procedures and staff development. (Not required for Associate's Degree; can be taken as elective or towards Administration Certificate.

Pre-Requisite: ENGL101, recommended ENGL102 or ENGL112. Survey African American Literature from beginning of the twenthieth century to Richard Wright emphasizing the new Negro Renaissance and the Depression years.

Using cultural studies approach, this course examines literary treatments of childhood in American literature. This is a multi-ethnic course that attempts to help students - understand childhood as a socially constructed concept. Prerequisite: English 102

Pre-Requisite: None. The course is in two parts, first the study of the structure, powers, and activities of the Federal through the State and Local governments. The second portion is a student selected project to change or modify a law, an operating procedure, or an in-house ruling of a government agency. A written project proposal, progress report, and final report is required from each student.

This course will examine and evaluate major trends in political, social, economic, and diplomatic history. Some of the events and eras that we will focus on include the Great Depression, World War II, the Cold War, the emergence of a broad- based civil rights movement, and other recent events of the late twentieth and early twenty-first centuries.

Pre-requisites: ECE276 or EDST301, ECE262. Need access to a childcare center that is not your own. This bachelor-level course fosters an in depth study of assessment practices for children ages birth to five and early childhood program evaluation. It will focus on traditional assessments and curriculum based measures as well as program evaluation.

Pre-Requisite: None. This is the first of three in a series on Biological Anthropology. In this course we answer the question, “What is anthropology?” From there we look at the history of evolutionary theory from the ancient philosophers all the way up to today. Along the way we study the basic structures of the human body and learn about DNA and how it is possible to trace the route of early man as our ancestors left Africa over 50,000 years ago.

Pre-Requisite: None. This course looks at our rooted ancestry in today’s primates. From there, it will move on down the path of evolution that humans have taken, beginning 7 million years ago and ending at the rise of modern humans. The process of natural selection will help us to better understand why some species of hominids died out while others flourished. May be counted towards Natural Science requirement.

Pre-Requisite: None, but ANTH105 recommended. In this third and final section of the series we pick up on the evolution of early man. We start off by looking at the much misunderstood Neanderthal. From there we proceed into archaic humans and go up to our present form. After reaching our present form we take a deeper look at how the forces of nature are affecting us today by looking at diseases and the idea of Darwinian medicine. We finish up trying to postulate on what direction the human race is headed.

Pre-requisites: ECE 243. Pre or co-requisites: ECE290, ECE400. Need access to a preschool or child care center. Matriculation into Bachelor Degree is required. This course will focus on strategies and techniques to use data driven decision-making to intervene with children who challenge program integrity.

Pre-Requisite: None. Growth and development of the child pre-birth through age 8. Includes directed observation of children in a preschool setting.

Pre-Requisite: Recommended ECE276 or EDST301. Need access to two male and two female adolescents. Growth and development of children in school age and adolescent periods. Focus on physical, sociocultural, emotional and cognitive development.

Pre-requisites: ECE191, ECE276 or EDST301. Need access to preschool classroom other than your own. Introduction to developmentally appropriate methods of guiding young children's behavior including communication skills for use with young children, staff and parents. Other course requirement: Must observe one preschool-age child for 10 weeks in a classroom or family day care setting.

Pre-requisite: ECE243. Pre or co-requisites: ECE401, ECE506 or ECE402. This class will investigate the complexities of working with related service personnel and families in early intervention programs. Topics will include a framework for collaboration, collaboration and teaching, effective communication skills, facilitating communication, and barriers to effective communication.

Pre-Requisite: None. This course teaches both the basic and advanced levels of the Microsoft Office Suite of programs for educators. The emphasis is on how to use these tools to improve classroom instruction and management.

Pre-Requisite: None. Philosophical and ethical issues underlying major controversies of the day: rights freedom and punishment; euthanasia, abortion, and others.

Pre-Requisite: ECE191, ECE276 or EDST301. Need access to at least one child ages 3-5 years. Developmentally appropriate integrated activities and materials for visual arts, music and movement. Includes theory and development of play, creativity and multiple intelligences. Prerequisites: Child Development I (18ECE276). This course requires presentation of lessons to children ages 3-5, including designing and implementing an art center, a music and movement activity, and designing a music area. Subsequent observations of children using these areas are also required.

Pre-Requisite: None. An introduction to the study of culture and its aspects. Collectors and Tribes. This course focuses on the life ways of collectors and tribe societies through case studies of two groups of people: the !Kung San of the Kalahari Desert and the Yanomamo of the Amazon Basin region. Topics include food collection and sharing, marriage, family structure, and religion, as well as methods of ethnographic research. Offered Fall quarter. May be used towards the requirement for Social Science.

Pre-Requisite: None. In this course, you will study farming communities in state societies. Specific case studies include farming on the Japanese countryside and in rural Puerto Rico. This course focuses on changing economic and social conditions with an emphasis on gender roles, ethnicity, family structure, and religion. You will also learn methods of ethnographic research. Offered Winter Quarter. May be used towards requirement for Social Science.

Pre-Requisite: None. This course focuses on the geographic movements of people and the exchange, retention, and modification of culture. Case studies for this course include the settling of African immigrants in the American Midwest, and the movement of undocumented workers across the US-Mexican boarder. Topics include social stratification, ritual, race and ethnicity, and the culture of food, as well as methods of ethnographic research. Offered Spring Quarter. May be used towards Social Science requirement.

Pre-requisite: ECE292 and/or pre-K. Need access to a site with children of ages 0-5 with disabilities or special needs OR access to a professional who works with these children. Advanced course for students who have completed their Associate's Degree and are beginning course work for their Bachelor's. Students will explore the philosophical and social-legislative bases of early intervention, examine specific disabilities, and describe implications of those abilities for development and learning.

Pre-Requisite: None. A natural science course that meets the science requirement for the Birth-to-5 bachelor's degree.

Pre-requisite: None. Co-requisite: ECE498 or ECE515. Need permission from the Academic Director. Can be taken for up to 6 credit hours.

Pre-Requisite: Must be placed in this course or completed ENGL099. English Composition I. The first quarter of a three-quarter writing sequence designed to make students proficient users of standard English. Upon completion of the sequence, students should have the ability to listen, speak, read, and write critically and independently, avoiding errors in basic grammar, punctuation and spelling. Emphasis in 101 is on the essay with critical reading of short selections. Writing assignments will require unity, coherence and adequate development.

Pre-Requisite: ENGL101. English Composition II. Emphasis on the essay with critical reading of professional essay and short literary selections. The portfolio system of assessment continues.

Pre-Requisite: ENGL102. English Composition III. Emphasis on writing persuasive essays. Instruction in analysis of longer reading selections. To be awarded credit for 103, student's portfolio must be evaluated by the Language Arts Department as being illustrative of college-level work.

Pre-Requisite: ENGL102 or ENGL112. Drawing from a specific topic or topics drawn from broad disciplinary fields, this intermediate level, General Education course builds upon and enhances the writing and reading skills developed in the first-year writing courses (English 101 and 102). The course emphasizes critical reading and writing, more advanced research and argumentative skills, and rhetorical understanding of discourse as it is used in different disciplines and discourse communities. This course will bridge students’ learning about writing from the first-year sequence to more advanced writing in their chosen disciplines in upper-level courses.

Pre-Requisite: None. This course is for Spanish-speaking students who need to enroll in English. Placement tests results will be used to assure that you are placed in a level of English that is appropriate for your English language skills.

Pre-Requisite: None. This course is for Spanish-speaking students who need to enroll in English. Placement tests results will be used to assure that you are placed in a level of English that is appropriate for your English language skills.

Pre-Requisite: None. Educational considerations in working with young children from a variety of cultural and ethnic backgrounds.

Pre-requisite: ECE 292. Pre or co-requisite: ECE261, and recommended ECE401, and/or pre-K Cohort campus program code. Matriculation into bachelor degree required. Topics in this course include understanding the needs of families and how to incorporate families into the early childhood setting.

Pre-Requisite: ENGL102 or ENGL112. English 261 extends an invitation for students to travel though time to visit familiar [and not so familiar] rhymes and tales. This online course will offer folks the opportunity to write about and to discuss these early writings as well as view them with a contemporary voice.

This course is designed for teacher candidates to understand the issues and concepts related to the history and foundation of special education. This course is directly related to the Council for Exceptional Children (CEC) Special Education Content Standard #1: Foundations; Standard #2: Development and Characteristics of Learners; and Standard #3: Individual Learning Differences.

Pre-Requisite: GEOL101 recommended. Course includes topics in physical geology, such as glaciers, oceanography, deserts & wind, earthquakes, plate tectonics, landscape, evolution, mineral and energy resources, and planetary geology. This course may be used to meet the Natural Science requirements in the BSEd degree. While there are no pre-requisites, this course does require participation in several chat rooms during the quarter.

Pre-Requisite: None. Need access to a child care center that is not your own. Discussion of health, safety and nutrition issues in early childhood settings.

This course introduces students to the complex phenomena of learning, motivation, and human development and how teachers can apply this knowledge in their practices. Theories are covered on behaviorism, cognitive and social constructivism, social and cognitive influences on motivation, attribution processes, self esteem, and goal orientation, cognitive development across the lifespan, and social and personality development. Emphasis is placed on knowledge of learner differences including individual variation and multiple intelligences; exceptionalities; language differences and processes of language acquisition; and the effects of diverse home, cultural, and community influences. Also covered is knowledge of various pedagogical approaches that recognize developmentally appropriate pedagogical content knowledge, multiple intelligences, culturally responsive methods, and exceptionalities with attention to assessment and classroom management techniques. Theories and knowledge are considered in case studies and applied in the development of effective practices. Students are expected to cultivate a dispositional appreciation of diversity in keeping with the belief that all students can learn.

Pre-requisites: ECE276 or EDST301, ECE 251. Pre or co-requisite: ECE412. Matriculation into bachelor degree required. This field experience will require students to complete a 10-week field placement in an infant environment. Early intervention placements will also be an option in this placement. Course will require 4 hours per week in a childcare setting that serves at least 3 infants (birth-18 months). Additional information and application forms can be found at the ECLC INFO Center in your Blackboard site under the "Student Teaching" button.

Pre-requisites: ECE191, ECE276 or EDST301. Need access to one child age 3-30 months who is not a child living in your home. Design and implementation of developmentally appropriate programs for infants and toddlers. Includes a review of infant/toddler development and how developmental issues are considered in program design. Additional course requirement: Access to an infant or toddler age 3-30 months in a child care setting (center or family day care) is required for an assignment on infant/toddler curriculum. An observation of a infant or toddler classroom environment at a center along with communication with a director or teacher is required for an assignment.

Pre-requisite: ECE191, ECE276 or EDST301, ECE256. Need access to groups of children ages 3-5 in a field site. Developmentally appropriate activities and materials including block play, sensory play, cooking, socio-dramatic play, field trips, holidays, outdoor play and diversity issues. Includes activity planning, emergent curriculum and Project Approach. Additional requirement: designing and implementing a dramatic play area, a block center, a sensory table, and other activities. Subsequent interaction and observation of children is necessary.

This course emphasizes the skills necessary for social service work with children and youth.

Pre-Requisite or Co-Requisite: ECE276 or EDST301. This course is an introduction to teaching practices and services for children birth to age five with disabilities and/or special needs. Topics include: an overview of inclusive practices from a historical and legal perspective; factors that influence promoting family involvement to best meet the different needs of children with disabilities and special needs and their families in care environments; strategies for facilitating successful inclusive placement options and service delivery models; characteristics of children with disabilities and special needs to promote growth through individualized assessment and planning; strategies to support child behavior; and effective practices to facilitate positive transitions of children with disabilities and special needs.

A general survey of the basic concepts and theoretical perspectives underlying social organization.

Pre-requisite: Sociology I. An examination of social institutions and the processes of sociocultural changes in contemporary society.

Pre-requisite or co-req:ECE 276 or EDST301. Need access to 1-3 children. Discussion of early language development and early reading and writing; methods of literacy learning; survey and use of literature in the early childhood setting.

Pre-requisite: ECE191, ECE276 or EDST301, ECE235. Need access to one child age 2-6 years in a dramatic play area. Development of young children from beginning to fluent reading and writing; integrating literature across the curriculum.

Pre-requisite: ECE276 or EDST301, ECE235, ECE236. Matriculation in bachelor degree required. Introduction to typical and atypical language development in young children birth to age 5. Implications of ethnic, linguistic, psychological, and cultural differences for language learning. Role of the teacher in enhancing language development of young children.

Pre-requisite or co-req: ECE 264 ECE 406; Matriculation in bachelor degree and Senior status required. This course will foster the development of early childhood stakeholder leadership skills including advocacy, supervision, accessing funding, and networking.

Pre-requisite: ECE276 or EDST301, ECE191 can be pre or co-requisite. Need access to 1-3 children between ages of 3 and 5. Methods of teaching math and science within a developmentally appropriate, integrated early childhood setting.

Pre-Requisite: Math placement test or completion of MATH104. This course explores methods of problem solving, conceptual models for basic arithmetic operations and properties of whole numbers, integers, rational numbers and real numbers.

This math course is offered exclusively for our Spanish population and is not intended for English speaking students.

Pre-Requisite: Math placement test or completion of MATH104. This course focuses on geometry and measurement. Basic vocabulary, relationships of angles, pairs of angles, types of polygons, area, surface area and volume.

Pre-Requisite: Math placement test or completion of MATH104. This course focuses on data collection, graphs, probability and statistics for early childhood educators. Meets the math requirement for the Birth-to-5 degree.

Pre-Requisite: Math placement test or completion of MATH104. Meets the math requirement for the AAS and Birth-to-5 degree. This course focuses on geometric transformations in the plane and symmetries.

Pre-Requisite: None. Overview of methods and principles of supervising preservice and/or new teachers in the field of early childhood education. Designed for experienced classroom teachers who have demonstrated strong skills in providing a developmentally appropriate early childhood program. (Not required for Associate’s Degree; can be taken as elective or towards Administration Certificate.)

Pre-requisites: ECE191, ECE276 or EDST301. Need access to one cild ages 3-5 years who is not your own child. Presentation of techniques for observing, recording and assessing the behavior of young children. Discussion of strategies for data collection and use of data for long- and short-term planning. Additional course requirement: Extensive interaction and observation of a preschool age child in a classroom/family child care setting.

Pre-Requisite: None. Access to 3 child care centers or preschools (one can be a home cay care). Tour and observation of center (30 minutes minimum/site). No interaction with children necessary. Overview of the field of early childhood education. Provides the foundation for the early childhood educator in designing and managing developmentally appropriate environments for young children and their families.

Pre-requisites: ECE276 or EDST301. Pre or co-requisite ECE234, ECE236, ECE256, ECE257, ECE 262, and/or pre-K Cohort campus program code. Need access to preschool children in a childcare center. matriculation into bachelor degree is required. This course is designed to assist student in the development of an understanding of play-based theory to learning. Students will learn how to use the environment and interaction to facilitate through play the development of young children to promote growth across developmental domains. Additional requirement: Access to a preschool classroom or family day care serving children preschoolers (at least 4-5 children total) for approx.3-5 observation events for up 1-2 hours each.

Pre-Requisite: None. Advanced course for students who have completed their Associate's Degree and are beginning course work for their Bachelor's. This thought-provoking course goes way beyond traditional geography to examine the relationship between human societies and natural environments. Geography educators and content experts from around the world shed light on the physical, political, historical, economic and cultural aspects of the world's eleven regions.

Pre-requisite: ECE530, ECE525. Must be of senior status. Advanced course for students who are completing final course work for their Bachelor's. Students in this course will engage in an action research project related to an early childhood setting of their choice. They will document progress toward expected outcomes and present their project at the end of the quarter. The course will provide students with the skills to be teacher or caregiver researchers of theory driven designs, with research questions, and a defined methodology, in which they may use the results to assist them in making data-based decisions.

Pre-requisite: None. Instruction in the basic writing skills required of successful college writers, emphasizing expository and analytic essays, and the development of skills in summarizing and analyzing tests. A student's scores on College Language Arts Placement exams may make this a required course prior to English 101.

Pre-Requisite: None. A review of the arithmetic operations involving whole numbers, fractions, decimals, percents, and signed numbers. Introductory work with exponentiation and root extraction. A brief exposure to algebra is presented as the generalization of the processes of arithmetic. Problem solving is emphasized. A student's score on the College Math Placement exam may make this a required course prior to Topics in Math.

Pre-requisite: ECE 242 (6 hrs). Focus on environmental redesign. Supervised experience in working with preschool-aged children. Student must make application at least 10 weeks (1 quarter) before practice teaching is to be scheduled. See ECLC INFO Center in your Blackboard account for more information. This is 200 hours in a preschool internship site approved by ECLC Practicum Coordinator.

The FCC internship is the culminating experience in the Early Childhood Education Associate of Applied Sciences degree program. Candidates participate in a state licensed or regulated early childhood education family child care home environment with a mixed age group of children from birth through age 12 under the supervision of a University of Cincinnati instructor. Candidates are expected to assume and manage the full range of teaching/caregiving responsibilities for the group of children in order to fulfill course requirements that lead to the Associate of Arts Degree in Early Childhood Education. Note: This family childcare internship fulfills the requirement for an Associate of Arts degree but does not fulfill the requirements for the Ohio Pre-K Associate License. To be eligible for the Ohio Pre-K Associate license a student must complete the final internship by registering for 18ECE243 and participate for 20 hours a week over the 10-week quarter in an approved center-based preschool classroom environment. In addition, up to five years after completing the Associate degree a student may return, register, and complete the Preschool Internship and upon success request recommendation for the Ohio Pre-K Associate Licensure.

Pre-requisites: English 102 and: ECE191; ECE234; ECE235; ECE236; ECE261; ECE262; ECE276; ECE 277; ECE278; ECE 292. Pre or co-requisite: ECE256, ECE231. This is a supervised experience in working with preschool-aged children. Focus on appropriate behavior guidance and communication strategies. Student must make application at least 10 weeks (1 quarter) before practice teaching is to be scheduled. This will be 100 hours in a preschool practicum site approved by ECLC Practicum Coordinator.

Pre-requisites: ENGL102 and ECE242 and a pre or co-requisite of ECE257. This is a supervised experience in working with preschool-aged children. Focus on appropriate behavior guidance and communication strategies. Student must make application at least 10 weeks (1 quarter) before practice teaching is to be scheduled. This will be 100 hours in a preschool practicum site approved by ECLC Practicum Coordinator.

Pre-Requisite: None. The major concepts of psychology as a behavioral science.

The major concepts of psychology as a behavioral science continued. This course is not a requirement for the ECLC AAS degree.

Pre-requisite: Entire bachelor Birth-to-5 curriculum, including ECE 515. Must be of senior status. Need access to 3-6 children for entire quarter. This is the degree capstone and therefore is the last course before graduation. This course will explore ECE as a context for documenting children’s work and reflecting on its meaning. It will also evaluate the general education competencies as set forth by the university, thus, serving as the capstone for this program option. Additional requirement: Field work for observations and assessments for children.

Schooling and Teaching in America provides knowledge about, and critical analysis of, the development and structure of schooling and teaching in the United States. It explores teaching as a profession; school governance and finance; issues of practice; historical, socio-cultural, philosophical, political, and legal foundations of education; and current educational reform.

Pre-requisites: ECE276 or EDST301, ECE251. matriculation into bachelor degree program required. Students in this course will study selfhood in young children birth to two and its implications for theoretical and philosophical nurturing practices. Topics will include nurturing, relationships, emotional development, supporting parents, and understanding the care giving environment. Guidelines for working with infants and toddlers to promote selfhood will be discussed.

Pre-requisite: ECE276 or EDST301; matriculation into bachelor degree program. Course includes topics of building self-regulation and resiliency in children 0-5.

Pre-Requisite: ENGL102 if AAS student, none for BS student. Advanced course for students who have completed their Associate's Degree and are beginning course work for their Bachelor's. Course explores social inequalities in the practice of education and contemporary approaches for achieving social equity. Upper level course for students enrolled in the BSEd degree.

This course has been specifically designed to help you succeed in the ECLC program. In Learning ECE Online, you will be learning about: the Developmentally Appropriate Practice (DAP) model for Early Childhood Education, study skills and best practices for online students, tech tips to help you solve computer issues, and basic elements of academic and online writing. This first ECLC course provides the essential skills that you will need to be a successful student in your future ECLC courses.

Pre-requisites: ECE276 or EDST301, ECE235, ECE236; matriculation into bachelor degree program required. Need access to a childcare classroom that is not your own. Development of young children from early reading and writing to fluent reading and writing and introduction to common reading problems. Investigation into developmentally and culturally appropriate reading material emphasized.

Pre-requisites: ECE276 or EDST301, ECE251, pre or co-requisite: ECE412; matriculation into the bachelor degree program required. Selfhood ECE 412 may be taken as pre-req or co-req. This 10 week field experience will require student to complete a placement in a toddler environment. Early intervention placements will also be an option in this placement. Students will be required to spend 4 hours per week in a childcare setting that serves at least 3 toddlers (12-36 months).

Topics include using graphs and diagraphs to model various management problems and problems in planning and scheduling, and linear programming.

This course provides an introduction to the characteristics of infant and toddler development and care including the developmental domains and milestones, brain development, and supporting theories. The course relates relationship-based care strategies to infant-toddler learning and development. During this course you MUST have access to an infant or toddler other than your own child, grandchild, or any other child living with you. Although you are not required to interact with children for this assignment, you are required to obtain parental/guardian consent so that you may observe an infant or toddler for several of the assignments in this course.

Pre-Requisite: Recommended ECE261. The focus of this course is upon developing an understanding of family dynamics, the roles of family members, and the rituals of family interaction with emphasis upon single parent families.