Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
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Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services.

0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
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Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
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Course description unavailable, please contact Academic Services.

0 Credits

This course offers an overview of Early Childhood Education as a base from which to gain further knowledge for working with young children. The aspiring teacher will be introduced to historical contexts and theories of early childhood education. The course will give the aspiring teacher the opportunity to gain insight into the relationship between child development, learning, and teaching. Through readings, discussions, and conducting a guided observation, the aspiring teacher will develop his/her own personal philosophy of Early Childhood Education. Corequisite: ECED0210
3 Credits

Course description unavailable, please contact Academic Services.

3 Credits

Early Literacy and Language Development is designed to provide early childhood teacher candidates with an in-depth investigation into literacy development, birth to age 8. Research and theory for supporting literacy development in the early years is the pinnacle of this course. Examination of contextual influences on language and literacy development and growth, reading and writing as integrated processes, and models of appropriate practices to foster emerging language and literacy will be emphasized. Corequisite: ECED0212
3 Credits

This course is designed to provide both the theoretical background and the practical knowledge necessary for planning, implementing, and assessing an early childhood mathematics program. The focus is on developing an active, learning environment that fosters curiosity, confidence, and persistence in learning numeracy skills. Students examine and practice instructional strategies that foster the development of mathematical relationships, number sense, and the ability to solve problems. PreReq: Candidacy Status
3 Credits

This course is designed to prepare the aspiring teacher with the tools necessary to diagnosis and teach student with reading difficulties. Teacher candidates will explore the constructive process of reading and learn ways they can use diagnosis to make sound instructional decisions. Teacher candidates will learn explicit procedures for instructional techniques drawn from multiple perspectives and applicable for use with K-8 learners. The emphasis throughout is on encouraging teachers to continually reflect on their instructional practices and tailor their instruction to the strengths and needs of the children they teach. PreReq: Candidacy Status
3 Credits

Course description unavailable, please contact Academic Services.

3 Credits

Course description unavailable, please contact Academic Services.

3 Credits

Family and Community Relationships will provide opportunities for students to develop a sense of professionalism in school and community settings, while examining the shifting demographic context of schools and communities in the United States. The course will focus on the interaction of families, schools and communities, and how that interaction can influence a child's success in school. Further, taking into account economic and cultural diversity as well as exceptionality, this course presents a collaborative approach for working with all students' families to promote learning and resolve issues throughout the early childhood and elementary years. The course will include observations and participation in the field in a variety of settings including, but not limited to, Head Start, Even Start, PA Pre-K Counts, Full-day Kindergarten, and Grades 1 through 4 , and will include the historical and philosophical underpinnings of ECE, the PA Code of Conduct, and NAEYCE's Code of Ethical Conduct, and how these standards provide guidance and support to early childhood educators as they serve and act on behalf of the needs, rights and well-being of young children and their parents. Pre-requisites: ECED2100 Co-requisite: ECED0306 3 Credits
3 Credits

This course is designed to help students gain an understanding of the physical, intellectual, social, emotional and personality growth and development of all children from conception to age nine, including children with special needs. Students will know and understand health and physical activity concepts that enable informed decisions for a healthy and active lifestyle. Activities in the course will focus on health, nutrition, movement skills and strategies for confident participation in physical activity for early childhood educators. Current research and ideas in early childhood development will be used in conjunction with historical approaches that examine growth and development. In addition, the course will help to prepare the aspiring teacher with the appreciation and the ability to utilize creative expression in the pre-kindergarten to fourth grade elementary classroom. The focus will be on planning and adapting engaging learning experiences in movement and physical skills, drama, art, and music. Specific topics that will be explored are integrating the arts across the curriculum, culturally diverse artistic expression, multiple intelligences, playing in the classroom, and fostering creativity in children.
Prerequisite: Candidacy Status 3 Credits
3 Credits

Elementary Reading in the Content Area is designed to enable the prospective elementary teacher utilize various strategies and techniques to improve literacy and literacy instruction in all content areas taught in the elementary school. Lesson plans and classroom presentations that focus on specific methods for helping students achieve literacy proficiency within the content areas commonly taught in the elementary school (mathematics, science, social studies, health, language arts, music, art, and physical education) will be emphasized.
Prerequisite: Candidacy Status 3 Credits
3 Credits

This course offers an overview of Developmentally Appropriate Practices for Early Childhood Education as a base from which to gain further knowledge for working with young children. The aspiring teacher will be introduced to historical contexts and theories of early childhood education. The course will give the aspiring teacher the opportunity to gain insight into the relationship between child development, learning, and teaching. Through readings, discussions, observation, and field work the aspiring teacher will develop his/her own personal philosophy of Early Childhood Education. Additionally, aspiring teachers will create and teach lessons in the areas of the arts, numeracy, science, health and nutrition, and motor development.
Prerequisites: Candidacy Corequisites: ECED 0305 ? field component
3 Credits

is designed to provide both the theoretical background and the practical knowledge necessary for planning, implementing, and assessing a social studies program in a contemporary elementary school. In addition, the latest advances in Instructional Technology will be introduced and integrated into the methodology. Students will be introduced to a variety of approaches and instructional materials for effectively facilitating the learning of content and skills associated with the social sciences, and for integrating this learning with other areas of the elementary curriculum. A high level of interaction and integration between methods courses and field experiences will provide students with applications of "Theory into Practice" and consistent classroom experiences. This course will be supplemented and enhanced with BlackBoard.
Prerequisite: Candidacy Status
3 Credits

This course develops curriculum, instructional strategies, and activities for teaching science and mathematics in the elementary school. Course experiences are focused on the nature of science, inquiry, mathematics problem-based instruction and managing learning resources related to science and mathematical pedagogy.
Prerequisites: Candidacy Status and Permission of the Department Head Co-requisite: ECED0401 3 Credits
3 Credits

Early Childhood Science Methods is designed to provide both the theoretical background and the practical knowledge necessary for planning, implementing, and assessing a science and health program in a contemporary elementary school. Students will be introduced to a variety of approaches and instructional materials for effectively facilitating the learning of content and skills drawn from science, physical education and health, and for integrating this learning with other areas of the elementary curriculum. Pre-requisites: ECED2100 Co-requisites: ECED0402 3 Credits
3 Credits

This course enables the prospective early childhood teacher candidate to understand the processes of reading and Language Arts. Candidates will be introduced, through theory and practice, to a variety of strategies for teaching early childhood and elementary reading. Candidates will become aware of ways to assess reading programs and ways to support children as they develop as readers. Candidates will also become familiar with materials used in the classroom to support literacy development. Additionally, students will learn how to create a Student and Response-Centered Classroom rich with literature, writing, speaking, and listening. They will learn to incorporate appropriate teaching strategies, assessments, and instructional media. Topics such as language development, drama, response journals, reading and writing workshops, mechanics of language and media literacy will be addressed with a hands-on approach.
Prerequisites: Candidacy Status and Permission of the Department Head Co-requisite: ECED0403 3 Credits
3 Credits

The zero-credit field course is designed to involve the preservice early childhood education students with the various aspects of classroom teaching methodology, pedagogy and management. The students will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, field students will become involved in the managerial, record keeping, personal and professional aspects of teaching in diverse classroom settings. Students will move through four basic learning experiences: observation, one-to-one tutoring, small group instruction and whole class instruction.
Prerequisites: Permission of the Department Head and Candidacy status 0 Credits
0 Credits

This course is designed to prepare the aspiring teacher with the tools necessary to diagnosis and teach student with reading difficulties. Teacher candidates will explore the constructive process of reading and learn ways they can use diagnosis to make sound instructional decisions. Teacher candidates will learn explicit procedures for instructional techniques drawn from multiple perspectives and applicable for use with K-8 learners. The emphasis throughout is on encouraging teachers to continually reflect on their instructional practices and tailor their instruction to the strengths and needs of the children they teach. PreReq: Candidacy Status
3 Credits

This is a capstone course for all candidates seeking certification in early childhood education. Candidates spend sixteen weeks in a full-time internship in an approved preK-4 school environment. Candidates will work on a daily basis with an approved cooperating teacher. In addition, each candidate will be supervised by an RMU supervisor. Candidates are required to complete SPED4210 Professional Topics: ELL to Special Needs concurrently with this course.
Prerequisites: CSCM1030 or CSHR1030 and Completion of all requirements for admission to the professional year, permission of the Department Head and Candidacy status 9 Credits
9 Credits

This is a capstone course for all candidates seeking certification in early childhood education. Candidates spend sixteen weeks in a full-time internship in an approved preK-4 school environment. Candidates will work on a daily basis with an approved cooperating teacher. In addition, each candidate will be supervised by an RMU supervisor. Candidates are required to complete SPED4210 Professional Topics: ELL to Special Needs concurrently with this course.
Prerequisites: ECED4060 and permission of the Department Head
0 Credits

Candidates completing the early childhood student teaching internship will discuss professional issues and topics such as: resume writing, interviewing and job searching. In addition, this seminar will provide a forum through which teacher candidates may share the inquiry projects required for the student teaching internship and discuss topics of interest related to their internship (classroom management issues, parent-teacher conferences, teaching issues, etc.) Candidates are required to complete EDUC4200 Supervised Teaching concurrently with this course.
Prerequisites: CSCM1030 or CSHR1030 and admission to the professional year for elementary education, permission of the Department Head and Candidacy status 3 Credits
3 Credits

The capstone course is the 4th course students take prior to completing the 12 credit Infant Toddler Credential. The course covers and revisits some important themes from the prior three courses. The student will apply and synthesize the information and demonstrate mastery through the completion of 120 hours of direct work with infants and toddlers, participation in seminar (2 hours, 4x/ session for a total of 8 hours of seminar), and the completion of a portfolio. Students enrolled in ECED XXXX Infant/Toddler Capstone will identify an infant toddler site to complete their *120 hours in a center-based setting. A center based infant toddler setting is a state approved child development center where a candidate would work individually, and in small and large groups with infants and toddlers (birth to under three years old). The required hours can be done full or part-time, but must be completed within the eight week semester date parameters. Candidates chosen sites are subject to approval by RMU faculty. Clinical. Credits: 3. You must have updated clearances.*The National CDA requires 480 hours of direct work with children in 3 years prior to applying. PreRequisites: PSYC3535, ECED2120, ECED 3060
3 Credits

Course description unavailable, please contact Academic Services.

3 Credits