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Early Childhood

The Early Childhood, Pre-K through grade 3, licensure program responds to the guidelines established by the National Association for the Education of Young Children (NAEYC) and the State of Ohio standards in preparing individuals who will be steeped in developmentally appropriate practice for young children. They will be knowledgeable teachers skilled in the strategies and practices necessary for effective teaching in Pre-K through grade 3, concerned about children, families, colleagues, the community, and their profession.

The early childhood program includes course work which addresses:

  • State-mandated reading core
  • Child development and learning
  • Curriculum development and implementation
  • Family and community relationships
  • Assessment
  • Professionalism
  • The importance of seeing each child as an individual with unique potential.
Field experiences begin in the first semester and continue throughout the program. 

For more information please contact: 
Dr. Mary Jo Cherry
440 646 8147
mcherry@ursuline.edu


Course Descriptions


EDL 101
Introduction to Education (3)
An overview of education through consideration of historical, philosophical, and social perspectives. Teacher candidates consider the roles and functions of schools within the larger social context, gain an introduction to foundational aims of education and their impact on curricular issues, and begin to develop a personal philosophy of education. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership.

EDL 102
Educational Psychology (3)
A survey course designed to introduce teacher candidates to psychological principles as they apply to classrooms and school contexts. Teacher candidates are introduced to cognitive, psychological, social, and moral theories of development and consider how these apply to teaching and learning. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership.
Prerequisite: PS 101.

EDL 120 Diversity in Education (3)
An examination of the philosophical, historical, and legal underpinnings that support contemporary education’s interpretation and implementation of equity in the educational arena. Strategies for adapting instruction to the diverse population are included. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership.

EDL 130 Instructional Technologies for Educators (3)
A course that helps candidates inspire student learning with technology and engage learners with digital tools. Pre-service teachers work to discover “limitless ways to create highly interactive learning opportunities for elementary and secondary school students using . . . a full range of existing technologies . . .” (Maloy, Verock-O’Loughlin, Edwards, & Woolf, 2011). Using 21st century skills and the NETS (National Education Technology Standards) revised frameworks for teaching and learning with technology from ISTE (International Society for Technology in Education), faculty work to provide meaningful ways for candidates to incorporate technology into lessons, making them interactive and motivating to students.

EDL 210
Planning for Instruction (3)
A study of the practical application of principles of instruction on lesson planning. Candidates study the Ursuline College Undergraduate Pre-Student Teaching Lesson Plan and then present a lesson in a micro-teaching context, applying principles of learning and teaching, including assessment practices and use of instructional technology, that support effective classroom teaching and instruction. Requires additional hours of field/clinical experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102.

EDE 230 Language Development in Early Childhood (3)
Studies language development in childhood from birth through age 8 with emphasis on theory, application of theory, development of curriculum and materials, strategies for teaching, design in environments, program management, and evaluation of language development in young children. Focus is on language development in relation to cognitive development and listening, speaking, reading, and writing. Studies methods and materials designed to provide cognitive and language experiences through a variety of approaches in Pre-K and K-primary settings.
Prerequisites: EDL 101, 102.

EDE 240 Teaching, Learning, & Organizing in Early Childhood (3)
History and philosophies of early childhood education provide the foundation of this course. Focuses on gaining general knowledge of what is involved in developing a stimulating environment for young children from pre-school through grade 3. Includes an overview of developmental planning and evaluation. Studies the interaction between teacher and child, teacher and environment, and child and environment. Teacher candidates learn to evaluate environments in terms of space arrangement, equipment, materials, supplies, and adult/child interactions that support developmentally appropriate practices. Topics include early childhood as a profession, code of ethics, and use of technology. Requires additional field-based experience hours in which teacher candidates also demonstrate understanding of reflective practice, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210.

EDE 250 Expressive Arts in Early Childhood (Music, Art, Drama, Play) (3)
Examines theory and practice in planning, developing, and implementing developmentally appropriate activities for young children from Pre-K through grade 3. Emphasizes the development of creativity in the developing child. Provides teacher candidates with a variety of forms, including music, movement, art, play, dramatic expression and creative thinking, as well as curriculum planning, methods, and materials for developmentally appropriate practice. Requires additional hours of classroom field-based experiences in a Pre-K or kindergarten setting and a primary setting, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. Teacher candidates engage in reflective practice to determine adaptation of teaching to student needs.
Prerequisites: EDL 101, 102, 120, 210.

EDE 260 Systematic Phonics in the Integrated Language Arts (3)
Addresses the nature and role of systematic phonics and phonemic awareness both in isolation and in meaning-centered reading and writing processes. Current research regarding phonics instruction is explored; the integration of phonics into the language arts program and strategies and materials for applying theoretical perspectives in teaching practice are included. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102.

EDE 270 Home, School & Community Relations in Early Childhood (3)
Studies strategies for involving families in the interchange of information about children, including conference methods, formal parent education, resource and written materials, community resources and referrals, and informal exchanges. Emphasizes understanding diversity, values, family dynamics, guidance and discipline, parents’ rights, and addressing special needs. Includes an overview of community agencies that support young children and their families.
Prerequisites: EDL 101, 102.

EDE 301
Elementary School Reading (3)
Application of current philosophies and practices in the teaching of reading with emphasis on the integration of reading, writing, and the language arts. Issues of emergent literacy, word attack skills, vocabulary development, levels of comprehension, critical and creative reading and English Language Learners are addressed. Teacher candidates are exposed to trade books, literature-based basal series as well as developmentally appropriate expository materials, assessment procedures and methods for observation, reporting of progress and intervention strategies. Requires additional hours of field experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDE 260.

EDM 308 Reading in the Content Area (3)
Critical exploration and analysis of current theory, research and practice in content areas. Developmental reading instruction in specific disciplines emphasizing assessment of readability, word recognition skills, vocabulary building, levels of comprehension, study skills and basic instructional strategies for the teaching of reading in content areas. Includes literacy needs of English Language Learners in the specific disciplines. Also stresses the relationship of reading and writing to academic achievement and learning. Candidates gain experience in conducting needs assessments for reading and writing demands of the elementary and middle school reader. Requires additional field hours, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDE 260, 301.

EDE 330 Developmental Assessment in Early Childhood Education (3)
Teacher candidates learn a variety of strategies and guidelines for the appropriate assessment and evaluation of young children. Concepts and principles of developmental assessment, both formative and summative, of young children from birth through age 8, including instruments, interpretation, parent conferences and referrals to community agencies, are studied. The selection and use of informal and formal assessment instruments, such as observation and portfolio assessment with special concern for cultural sensitivity, family involvement, communication of results and adaptations for special needs are considered. Review of standardized tests and measurements for children in Pre-K-3 settings is addressed.
Prerequisites: EDL 101, 102, 120, 210.

EDR 345 Reading Assessment and Intervention (3)
Teacher candidates will examine a variety of strategies and guidelines for the appropriate assessment of children’s reading and effective intervention. Concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies are studied. The selection and use of formal and informal assessments such as observation and portfolio assessment with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs will be considered in this course. Review of standardized tests and measurements for children, including those with special needs, will also be addressed. Requires additional field hours, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDE 260, 301; EDM 308.

EDE 350
Special Education in Early Childhood (3)
Studies children (birth through age 8) who have been identified with special needs, including psychological, social, intellectual, creative, and physical needs. Emphasis is on historical, legal, legislative, and futuristic aspects of educating children with special needs. Reviews the most current research focused on guiding and directing the development of children who have been identified as gifted or as having other special needs. Developmentally and individually appropriate curricula and instructional practices with specific adaptations for special needs of young children are taught. Different levels of needs, both mild and moderate, as well as transdisciplinary intervention are included. Technology for adaptation and assistance is discussed, and the use and applications of IEPs and teaming with other professionals are included. Course requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. Teacher candidates engage in reflective practice to determine most appropriate strategies for meeting student needs.
Prerequisites: EDL 101, 102, 120, 210.

EDE 355
Child Guidance (2)
Developmentally appropriate guidance and support for students PK-3 are the focus of this course. Physical and psychological health and safety issues, such as establishing and communicating realistic expectations of young children, conflict resolution, child abuse, bullying, behavior support and management, pro-social behavior, adult/child relationships and developing independent self-regulation are considered. Also discussed are diverse cultures and life styles as they pertain to this period of life and anti-bias issues related to affective development. Community agencies that have contact with children and families are identified.
Prerequisites: EDL 101, 102, 120, 210.

EDE 379 Curriculum and Materials: K-3 (3)
Addresses curriculum methods and materials in kindergarten and the primary-grade settings. The course is interdisciplinary and grounded in current theory and research about effective instruction in language arts, mathematics, social studies, and science. Teacher candidates will learn how to use effective multi-sensory activities and theme- and play-based discovery instruction while learning how to meet the individual and collective needs of students. Curricular and instructional approaches that include concepts, skill level and problem solving and the appropriate use of technology to support learning skills are included. Integrated thematic units will be designed. This course is designed for teacher candidates in early childhood who already possess an associate’s degree in early childhood and have already addressed the Pre-K portion of curriculum. This course is also designed for teacher candidates preparing to be intervention specialists who do not have Pre-K as part of their license. Course requires additional hours of field-based experience in K and primary settings, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210.

EDE 380 Curriculum and Materials (Block): Language Arts, Math, Science, and Social Studies (8)
This block is interdisciplinary and grounded in current theory and research about effective instruction in each discipline. Teacher candidates learn how to use effective multi-sensory activities and theme- and play-based discovery instruction to meet the individual and collective needs of students, PK-grade 3. Curricular and instructional approaches that include concepts, skill level, and problem-solving and the appropriate use of technology to support learning skills are included. Integrated thematic units are designed. Requires additional hours of field experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. Teacher candidates engage in reflective practice to serve the young child’s needs.
Prerequisites: EDL 101, 102, 120, 210; EDE 240, 250, 260, 301.

Language arts: Focuses on the basic language arts of Pre-K-primary education. Integrates children’s literature, including multicultural, and emphasizes the use of resources, equipment, and materials for developmentally appropriate practices in the areas of speaking, writing, listening, reading, and viewing that address the Ohio Learning and Early Learning Standards.

Mathematics: Focuses on basic mathematics concepts of Pre-K-primary education as indicated in the Ohio Learning and Early Learning Standards. Includes developmentally appropriate use of structures, processes, and sequencing of arithmetic and basic algebraic functions. Explores the selection, use, and procedures for hands-on learning. Emphasizes both the creative and cognitive uses of mathematics materials.

Science: Focuses on basic science concepts with emphasis on the child as discoverer. Studies principles involved in the development of curriculum for children in Pre-K-primary settings within the context of the Ohio Learning and Early Learning Standards that stress scientific inquiry, scientific knowledge, conditions for learning science, and applications for science learning. Includes selection, evaluation, operations and procedures for discovery learning.

Social Studies
: Focuses on basic social studies concepts of Pre-K-primary education. Studies selected topics in history, government, geography, economics, psychology, and sociology. Concepts such as understanding how all people are alike or different, changes over time, comparing and contrasting the wants, needs, and resources of various communities, and the rights and responsibilities of citizens are included, as indicated by Ohio Learning and Early Learning Standards. Emphasizes current practices and techniques in teaching major social studies concepts, as well as the use of technological and teacher-made activities.

EDE 390
Health Issues in the Classroom (3)
Explores concepts related to mental health, nutrition, minor first aid, the recognition of communicable diseases, and characteristics of children born with addictions. Also considers the conditions necessary for young children to develop in healthy, well-adjusted, and emotionally secure ways, as well as the effects of lack of these conditions on the growth and development of children from prenatal through age 8. The influence of culture, lifestyle, media, technology and other factors on health is studied. Safety procedures, record-keeping, legal and liability issues regarding health, nutrition, and safety, and signs, symptoms and strategies for interaction and reporting of known or suspected abuse are emphasized.
Prerequisites: EDL 101, 102, 120, 210; EDE 270.

EDE 410 Administering the Early Childhood Program (3)
Examines principles and practices of administration, with emphasis on licensing and accreditation rules; ethical decision-making especially as reflected in the NAEYC Codes of Ethics; the administrator’s responsibilities for development and implementation of policies and procedures, including staff evaluation; collaborative consultation with staff, families and community agents; program organization; staff development; and interaction between the home and school. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDE 240, 270, 350.

EDE 450
Student Teaching (PK-3) (12)
Teacher candidate teaches 16 weeks in K or primary setting under the direction of a master teacher and the college supervisor. The student-teaching experience provides the opportunity for the Early Childhood Teacher to design and implement curricula, plan group and individualized instruction, engage in authentic assessment, and work toward enhancing strong home-school connections that lead to children’s success. Student teaching includes on-campus seminar of 90 minutes per week. No additional courses may be pursued during the studentteaching semester.
Prerequisites: Completion of professional sequence requirements, BCI and FBI clearances, NEA/OEA student membership, membership in the Specialized Professional Association, and successful completion of Gates 1 and 2 requirements, including passage of OAE licensing exams. Note: Effective July 1, 2017, candidates must also pass the Foundations of Reading OAE test.

EDE 452 Student Teaching (K-3) (9)
Teacher candidate teaches 12 weeks in a primary setting under the direction of a master teacher and the college supervisor. The student-teaching experience provides the opportunity for the Early Childhood Teacher to design and implement curricula, plan group and individualized instruction, engage in authentic assessment, and work toward enhancing strong home-school connections that lead to children’s success. Student teaching includes on-campus seminar of 90 minutes per week. Designed for teacher candidates who have already completed a Pre-K student-teaching experience during associate degree program. Prerequisites: Completion of professional sequence requirements, BCI and FBI clearances, NEA/OEA student membership, membership in the Specialized Professional Association, and successful completion of Gates 1 and 2 requirements, including passage of OAE licensing exams. Note: Effective July 1, 2017, candidates must also pass the Foundations of Reading OAE test.