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Pre-requisite: Developmental Concerns ECE400. 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: Child Development I. 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: ECE xxx. 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: Orientation to Professional Practice ECE191; Child Development I ECE276 (or equivalent); Health, Safety and Nutrition ECE 278. 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. Additional course requirements: Permission to meet with, interview and observe/ shadow an administrator of a child care center, observation for a period of 2 hours.)

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

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.

Pre-requisites: Child Development I ECE 276 or equivalent; Observation Planning and Assessment ECE 262. 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.

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.

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.

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: Preschool Internship ECE 243. Social Development ECE 290 and Developmental Concerns ECE 400 may be taken as pre-req or co-req. 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.

Growth and development of the child pre-birth through age 8. Includes directed observation of children in a preschool setting.

Growth and development of children in school age and adolescent periods. Focus on physical, sociocultural, emotional and cognitive development.

Pre-requisites: Orientation to Professional Practice ECE 191; Child Development I ECE 276. 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: Preschool Internship ECE 243; matriculation into BSEd degree required; Accommodations and Adaptations ECE 401 and Assessment and Evaluation ECE 506 may be taken as pre-req or co-req. 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.

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.

Philosophical and ethical issues underlying major controversies of the day: rights freedom and punishment; euthanasia, abortion, and others.

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.

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. No Pre-requisites.

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. No pre-requisites.

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. No pre-requisites.

Pre-requisite: Intro to Inclusive Practices ECE292. 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.

A natural science course that meets the science requirement for the Birth-to-5 bachelor's degree.

Can be taken for up to 6 credit hours

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. Prereq.: Passing score on College placement exam.

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

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. Prereq.: ENGL102.

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.

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.

Educational considerations in working with young children from a variety of cultural and ethnic backgrounds.

Pre-requisite: Intro to Inclusive Practices ECE 292. Families and Culture ECE 261 may be taken as pre-req or co-req. 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.

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. Pre-requisite: English 103 (Replaces American Childhoods in Literature as the ECLC English literature requirement.)

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.

Discussion of health, safety and nutrition issues in early childhood settings. Additional course requirement: Visiting another child care center when children are present.

Pre-requisites: Child Development I ECE276 or equivalent; Infant/Toddler Programming ECE 251; Selfhood in Infants and Toddlers ECE 412 may be taken as pre-req or co-req. 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: Orientation to Professional Practice ECE 191; Child Development I ECE 276 or equivalent. 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: Orientation to Professional Practice ECE 191; Child Development I ECE 276 or equivalent; Creative Arts ECE 256; 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.

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-req: C- or higher in English 101 and English 102.

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

Pre-requisite: Child Development I ECE 276 or equivalent. 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: Child Development I ECE 276 or equivalent. 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: Orientation to Professional Practice ECE 191; Child Development I ECE276 or equivalent; Language Arts and Literacy I ECE 235. Development of young children from beginning to fluent reading and writing; integrating literature across the curriculum.

Pre-requisite: Child Development I ECE 276 or equivalent; Language Arts and Literacy I ECE 235; Language Arts and Literacy II ECE 236. 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: Administration ECE 264; Collaboration and Case Management 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: Child Development I ECE 276 or equivalent. Orientation to Professional Practice ECE 191 may be taken as pre-req or co-req. Methods of teaching math and science within a developmentally appropriate, integrated early childhood setting.

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 course focuses on geometry and measurement. Basic vocabulary, relationships of angles, pairs of angles, types of polygons, area, surface area and volume.

This course focuses on data collection, graphs, probability and statistics for early childhood educators. Meets the math requirement for the Birth-to-5 degree.

Meets the math requirement for the AAS and Birth-to-5 degree. This course focuses on geometric transformations in the plane and symmetries.

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: Orientation to Professional Practices ECE 191; Child Development I ECE 276 or equivalent. 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.

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: Child Development I ECE 276 or equivalent; THe following courses may be taken as pre-req or co-req: Math and Science ECE 234; Language Arts and Literacy II ECE 236; Creative Arts ECE 256; Integrated Preschool Curriculum ECE 257; Observation Planning and Assessment ECE 262; 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.

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: Matriculation into bachelor degree and senior status; Challenging Behavior ECE 530 and Leadership ECE 525 may be taken as pre-req or co-req. 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.

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.

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: Preschool Student Teaching ECE 242. 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.

Pre-requisites: English 102 and the following courses: ECE191; ECE234; ECE 235; ECE236; ECE261; ECE262; ECE276; ECE 277; ECE278; ECE 292. This course may be taken twice to meet student teaching requirement. During first enrollment, the following may be taken as pre-req or co-req: Creative Arts ECE 256 and Classroom Organization and Management ECE 231. During second enrollment, ECE 256 and ECE 231 ae pre-reqs; Integrated Preschool Curriculum ECE 257 may be taken as pre-req or co-req. 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.

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, except Practitioner Research ECE 515 may be taken as co-req. 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.

Pre-requisites: Child Development I ECE 276 or equivalent; Infant/Toddler Programming ECE 251; 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: Child Development I ECE 276 or equivalent; matriculation into bachelor degree program. Course includes topics of building self-regulation and resiliency in children 0-5.

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.

Pre-requisite: Child Development I. 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.

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.

Pre-requisites: Child Development I ECE 276 or equivalent; Language Arts and Literacy I ECE 235 and Language Arts and Literacy II ECE 236; matriculation into bachelor degree program. 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: Child Development I ECE 276 or equivalent; Infant/Toddler Programming ECE 251; matriculation into the bachelor degree program. 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.