Early Childhood Education 

This course examines the developmental patterns for children from conception through middle childhood. Students will recognize the influences of family, culture, environment, and biology on development and understand major theories of child development. The use of informal and formal documentation tools are incorporated into the required child observations.

This course provides an overview of the history of childhood and childcare as well as a survey of the existing program models. Various environments, materials, and resources that meet developmental and educational needs of young children will be presented. Students will observe and evaluate programs based on principle of developmentally-appropriate practice as outlined by the National Association for the Education of Young Children.

This course will examine the inclusion of creativity as a tool for teaching in academic disciplines and supporting
development through planned experiences, prepared environments, and interactions. Through the lens of
diverse developmental, cultural, and linguistic backgrounds, students will have opportunities to plan, observe,
or develop experiences using creativity as a tool for enhancing exploration and learning.

The emphasis of the course is planning, preparing, and implementing developmentally, culturally and linguistically appropriate activities and environments for preschool aged children. Students will use observation and assessment techniques to determine individual child goals for development. They will participate in and observe the design of an engaging environment, the use of materials, and healthy interpersonal relationships and how they impact play, learning and discovery. Students will apply intentional, evidence-based strategies to plan experiences and implement activities. Evaluation of the learning environment including sensitivity to cultural diversity will be conducted. Students will complete 30 hours of observation and assist in a preschool setting as part of a lab requirement for this course.

This course addresses the needs and best practice in health, safety, and nutrition for young children. These concepts will enable the individual to implement preventive health and safety practices based on NH Child Care Licensing Regulations and national standards. Students will be able to develop menus for meals and snacks which are nutritious, appealing and age appropriate. Recognition and treatment of child abuse victims, emergency preparedness, infectious disease prevention and control, administering medication, and safe environments including safe sleep will be addressed. It should be noted that CPR and First Aid are NOT part of the course. 

This course will provide students with the theoretical and developmental knowledge necessary to effectively teach the basic concepts of math and science to young children. Students will develop their skills in preparing developmentally appropriate activities that promote inquisitiveness, problem solving, and exploration. The interrelationship between math and science and other areas of the curriculum will be explored. Students will need access to young children to complete course requirements.

This Practicum is the first of two senior Practicum experiences where students assume teacher responsibilities in an Early Childhood setting (i.e., infant/toddler; preschool; Head Start, Special Education, kindergarten or school-age program) under guided supervision with a qualified mentoring teacher. Students will practice intentional teaching in their work with young children by planning and implementing activities and preparing an environment for their classroom. Students will complete 90 Practicum hours at a college approved Early Childhood program and may not be able to complete hours at their worksite.

In this course, the development of language and literacy, components of a language-rich environment, language arts curriculum, and approaches to reading and writing instruction will be explored. This course is designed to provide an overview of developmentally and interest-appropriate literature and language art curriculum for young children. It will afford an opportunity to explore the various genres, recognize the value of literature to children’s development, become familiar with exemplary authors and illustrators of children’s literature, and learn ways to extend and enhance literature for young children.

This course provides an in-depth study of the normal growth and development of the child from birth through toddlerhood. Emphasis is placed on the interrelationship of emotional, social, cognitive, physical, and language development patterns of infants and toddlers. The student will learn to plan a developmentally appropriate curriculum based upon standards of NAEYC and New Hampshire Bureau of Child Care Licensing. The sequential and effective use of play materials will be presented as essential to an infant and toddler curriculum. Students will be required to volunteer and observe eight hours in an infant and toddler program.

The course will focus on the unique characteristics and needs of young children with communication disorders, sensory impairments, physical and health-related disabilities, child abuse, and giftedness, as well as those living under stress. Screening, assessment, early intervention, individualized education plans, inclusive education, community resources, and family issues will be discussed.

Young children are best understood and supported through the context of families, culture, community, and society. This course will explore ways to establish relationships with children, families, and colleagues while recognizing strengths and challenges through the lens of culture, family structure, language, racial identity, gender, abilities and disabilities, religious beliefs, and economic class. Students will identify ways to establish collaborative relationships and consider their own implicit and explicit biases that may be contributing to interactions. Professional advocacy and ethics, and their role in working with children and families will be examined.

This Practicum is the second of two Senior Practicum experiences where students assume teacher responsibilities in a different Early Childhood setting (i.e., infant/toddler; preschool; Head Start, Special Education, kindergarten, or school-age program) than ECE202, under guided supervision with a qualified mentoring teacher. Students will practice intentional teaching in their work with young children by planning and implementing activities and preparing an environment for their classroom. Students will complete 90 Practicum hours at a college approved Early Childhood program and may not be able to complete hours at their worksite.

The emphasis of the course is on positive child guidance and its role in the healthy social and emotional development of children. Factors that can influence children’s healthy social and emotional development will be explored. Several theories on positive child guidance will be examined; however, the Pyramid Model Framework will be the foundation for this course. We will delve into developmentally appropriate methods and practices to positively guide children’s behavior. An emphasis will be placed on how to prevent challenging behaviors by effectively individualizing supports and implement evidenced-based strategies. Students will have the opportunity to a develop behavioral support plan to be used when more intensive intervention is required.

This course is designed to provide students with information on administering an early childhood education program. Students will explore diverse programs available to the community and examine state and federal licensing regulations along with national accreditation standards. Students will critically analyze the degree to which financial issues of marketing, accounting, and funding affect the management of the center. In addition, students will identify components of a healthy organization that manages people and resources in a positive, supportive manner.