A study of the inquiry process and the resulting knowledge as a basis for learning and thought. Students carry out their own investigation and relate inquiry to elementary curriculum and children's learning. Educational technology integrated throughout.
Includes 15 hours of fieldwork 5 hr./wk.
This course is grounded in the notion that how children think, how their language develops, and how their families, their culture, and their environment influences and shapes them affect how they learn in school. Salient themes explored include the child as a maker of meaning, the nature of intelligence, attachment, gender identification, and the social context of development (i.e., race, culture, and class).
Includes 15 hours of fieldwork. 3 hr./wk.
An overview of early childhood education theory and practice from historical and sociocultural viewpoints. Major areas of study include child development, observation and recording techniques, developmentally appropriate practices, multicultural and inclusive classrooms, authentic assessment, family-child-teacher interactions, and subject area methods. Fieldwork required.
4 hr./wk.
Students construct a working knowledge of developmental theories and approaches to assessment in relation to the needs of young children with disabilities in inclusive settings. Students will learn to develop appropriate inclusive settings based on examination of special needs in early childhood literature, knowledge of individual children, inclusive curricula models, classroom management, and working with families, special education itinerant teachers, and early intervention and support agencies in multicultural settings. Open to all undergraduates.
4 hr./wk.
Students gain an understanding of and skills for working with all kinds of families. This includes using the local community and cultures as resources and supports for the child and family, bringing the outside world into the school, and viewing the classroom as a community. Emphasis on special needs, inclusion, and English language learners. Field assignments link theory and practice.
2 hr./wk.
Analysis of selected social, political and economic forces that influence the school as an institution, and in turn are influenced by the school, especially in urban settings. Special attention to immigrant, bilingual and language minority groups. (Students may not receive credit for both EDUC 22100 and EDCE 22200.)
Includes 15 hours of fieldwork. 3 hr./wk.
An introduction to basic concepts in linguistics, including phonology, lexicon, and grammar, with special consideration to the sociolinguistic and psycholinguistic aspects of bilingualism and biliteracy. These latter include: language variation, language contact, and first- and second-language acquisition. The course should provide a framework for language education.
3 hr./wk.
An introduction to science in classrooms with young children. Through interactions with the physical and natural world, teachers will investigate ways to bring opportunities for inquiry and discovery to early childhood classrooms. Teachers will draw on NAEYC's Program Standards to underscore everyday experiences in the sciences, and to develop and cultivate children's attempts at inquiry, discovery, and record keeping.
2 hr./wk.
edTPA Seminar
0
Mathematical development of children from pre-school to Grade 6 through their action and exploration. Students plan for and assess differentiated instruction to students within the full range of abilities. Educational technology integrated throughout.
Includes 15 hours of fieldwork. 3 hr./wk.
A constructivist foundation for teaching mathematics in Early Childhood based on Piaget, Vygotsky and current ECE theorists including Kamii. Development of mathematical concepts and skills in Early Childhood and through curricular materials. Field assignments link curriculum and theory with ECE classroom practice.
4 hr./wk.
Emergent to fluent literacy acquisition for students with diverse cultural and linguistic backgrounds and students with special needs; assessment of semantic, phonic and phonemic awareness; strategies for children having difficulties in acquisition of speaking, listening, reading and writing competencies; organizing shared, guided and independent reading and writing instruction; use of technology.
3 hr./wk., plus 20 hours fieldwork in diverse and inclusive settings
Developmental and constuctivist frameworks of early language development and emergent literacy. Children's language development, the development of other communication skills, and the relationship of these to the process of reading. Children's literature examined from sociocultural and multilinguistic perspectives. Field assignments provide experiences that link theory and practice. Open only to students formally accepted into the Early Childhood Education Program.
4 hr./wk.
This course prepares candidates to teach in inclusive classroom settings. Topics of study include: special education law, disability categories, differentiation, strategies for instruction and assessment (emphasis on literacy), co-teaching models, and classroom management. Drawing upon an understanding of disability as natural human variation, candidates develop a case study of a struggling reader and writer in the classroom context.
3 hr./wk.
Methods and materials for teaching language arts and reading in a bilingual program, with emphasis on techniques for teaching, in their own languages, children who speak language other than English.
EDCE 35303 - Spring only
3 hr./wk.
Developmental processes of emergent-to-fluent reading, writing, speaking, and communicating. Multiple teaching/curricular/ assessment approaches to beginning reading and writing for children of different cultures, linguistic backgrounds, abilities/ disabilities, and developmental level. Field assignments link theory and practice. Open only to students formally accepted into the Early Childhood Education Program.
2 hr./wk.
The social studies are developed as the core of an integrated ECE curriculum involving literacy, math, science, and play. Students will explore theories, methods, and materials to help the child understand his/her immediate environments and relationships to them. Emphasis on family, classroom, school and neighborhood. Field assignments link theory and practice. Open only to students formally accepted into the Early Childhood Education Program.
2 hr./wk.
Students explore the use of a range of art materials and activities for young children at various developmental stages and methods for supporting their total development. The natural sequences and stages of children's drawings and their link to emergent literacy and other developmental areas are explored. Field assignments link theory and practice. Open only to students formally accepted into the Early Childhood Education Program.
2 hr./wk.
A study of young children's interest and response to rhythms, dramatic play, and spontaneous imaginative experiences that the teacher can guide and incorporate into a program of developmental activities. Field assignments link theory and practice. Open only to students formally accepted into the Early Childhood Education Program.
2 hr./wk.
Supervised student teaching in two of the three ECE levels: Pre-K, Kindergarten, and grades 1 & 2, with a minimum of 300 hours. Weekly seminar. Students must apply and be formally accepted into student teaching.
An opportunity for candidates to reflect with others about their student teaching experiences and a forum for discussion of relevant issues in education. Topics of discussion and/or assignments include: integrating theory and practice, facilitating classroom community through structures and routines, planning coherent and integrated curriculum, analyzing the physical education and health curriculum, implementing differentiated instruction in the general education and or inclusive classroom, integrating instruction and assessment to inform teaching and support student learning, and fostering respectful and effective home-school relations. Candidates will be asked to consider the social/political/cultural landscape of public education and its impact on the classroom. Candidates will compile a portfolio that documents their growth as a teacher.
3 hr/wk.
Application of the principles of teaching to all aspects of the curriculum. Understandings and skills to plan a coherent and integrated curriculum. Assessment systems that inform teaching and support student learning. Developing classroom structures, routines, teaching strategies and skills that build community and maintain discipline with a range of learners. Special emphasis is given to match instructional approaches to the needs and interests of diverse learners as well as to build a respectful and productive classroom environment and effective home-school relations.
2 hr/wk.
Student teaching is full-time five days a week for fifteen weeks. Students will have one main placement in grades 1--6. The student teaching experience is designed to provide prospective childhood teachers with opportunities to teach and critically analyze teaching practices in urban classrooms. Students will: develop and improve teaching practices and organizational skills; plan instruction to meet the academic, cognitive and emotional needs of all students, including the special needs child and the English language learner; practice formal and informal assessment techniques; examine special features of classroom management in the inclusive classroom; develop awareness of the many ways in which the classroom, home and community environment are supportive of the learner. 300 hours.
20 hr./wk.
Workshops required for certification held on the CCNY campus including: Child Abuse Identification and Violence Prevention.
An elementary science and engineering teaching methods course, where students develop skills and knowledge about science and engineering teaching and learning. Candidates learn by doing inquiry and design activities that are hands-on and computer-based, and aligned with city, state and national science standards. Students learn to use research-based teaching strategies and assessment techniques that provide evidence of student learning for subsequent analysis and reflection. Fifteen (15) hours of fieldwork are required for this course. Departmental permission required.
Department permission required.
3 hr./wk.
This course is designed to provide prospective teachers with skills and understandings about how to integrate the curriculum through social studies. Prospective teachers will learn how to help children inquire about the world around them utilizing all available materials and resources (including technology) to plan extended studies that integrate the disciplines. Special attention will be given to learning how to utilize students' diverse ethno-cultural backgrounds as a learning resource; how to create a productive and respectful community of learners in the classroom; how to embed the New York State Learning Standards in curricular work, utilizing a range of disciplines; and how to use research, geography, and technology skills to enhance students' learning. This course requires 15 hours of fieldwork.
Department permission required.
3 hr./wk.
The nature of literacy acquisition and development, and the relationship between the language of children and the language of textual discourse. Focus on assessment, motivation, instructional strategies, classroom environment, and evaluation of instruction. This course requires 15 hours of fieldwork.
Department permission required.
3 hr./wk.
Methods and materials useful in teaching English to non-native speakers in elementary schools; applicability of modern structural studies of the language to such teaching; appropriateness of various techniques and aids for different age levels.
3 hr./wk.
Students will spend 60 hours for a total of 15 weeks in a school working in one bilingual classroom. Students will be expected to teach and plan literacy/language lessons, activities and units for these students.
3 hr./wk.
This course focuses on the intersection of content teaching and language learning. Prospective bilingual teachers will plan integrated content-area learning experiences and/or interdisciplinary thematic units using both English and an additional language. Candidates will deepen their understandings of best practices in teaching Math, Science, Social Studies and Language Arts for all students. Includes 15 hours of fieldwork.
3 hr./wk.
The student teaching experience is designed to provide prospective childhood teachers with opportunities to teach and critically analyze teaching practices in monolingual and bilingual classrooms. Students will: develop and improve teaching practices and organizational skills; practice the use of two languages to meet the academic, cognitive and emotional needs of all students; practice formal and informal assessment techniques; examine special features of classroom management in the bilingual classroom; develop awareness of the many ways in which the classroom, home and community environment are supportive of the learner. 300 hours
6 hr./wk.