Ba In Early Childhood Care And Education – Ba in early childhood care & education (international), Early childhood education b.a., Online bachelors degree in early childhood education major (non licensure), Early childhood education advanced, Online bachelor’s degree in child development, Early childhood program
Discover the latest in a teacher education program that will lead you to career success with the Bachelor of Arts in Early Childhood Education (Pre-K-5th grade) program, offered by the College of Notre Dame.
Notre Dame College will help your young children dream of becoming a professional educator. Our Early Childhood Education Degree consists of relevant course work that teaches you the skills you need most.
Ba In Early Childhood Care And Education
In addition, the program requires more than 100 hours of field experience and student training. It provides essential practical training where you have the immediate opportunity to apply your knowledge in the classroom.
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When you graduate, you will be ready for a variety of roles in early childhood education. If you choose a licensing track, you will be ready to take the Ohio Assessment for Educators (OAE) and obtain your teaching license. If you choose a non-licensed track, you will be ready for entry-level careers in childcare, educational leadership, or related offerings. Both tracks help you prepare for further study at the master’s level.
The College of Notre Dame is proud to offer more than 90 years of successful teacher education. Today, we are proud to take this wonderful tradition into the classroom. Because the Early Childhood Education Degree is offered in a fully digital format, you will have the flexibility that you need to get the credentials you need to work on the schedule that works for you.
Your study course will help you to get the certification you need to take the next step in your career. Our B.A. A total of 128 credit hours are required for Early Childhood Education (Pre-K-5): 21 hours in the Basic Course, 45 hours in the Basic Course, and 45 hours in the Basic Course.
Basic study courses offer students a range of comprehensive introduction topics and help to develop the skills needed for academic and personal success. 8-10 of these will be completed by a credit major.
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An introduction to the historical, sociological, and philosophical foundations of education, including an understanding of the ethical, social, and political dimensions of classroom learning and schooling. The focus is on education as a profession. Designed to facilitate careers.
Field placement component for ED 202. Twenty-four hours of observation, one-on-one, or classroom-related activities during the three separate periods in the classrooms that represent the ECE, MCE, and AYA licensed areas. Must be combined with ED 202.
Development, the study of teaching and learning theory and its practical application for effective teaching of different populations. The psychological underpinnings of student change, learning attitudes and cognitive theories, information processing, motivational theories, classification processes, and student learning assessment. In the above areas research findings and current best practices are explored in the classroom to create a positive learning environment. Prerequisite: PY 201 or equivalent.
An overview of the life expectancy of students with special learning needs. Emphasis will be placed on the characteristics of mental, sensory, physical, communication, social, and emotional development that influence learning and adaptation behaviors. Discussion of issues related to education, family life, and federal and state law. The focus will be on thirteen legal disabilities and how housing is designed for these students. Prerequisite: PY 201
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Approximately 10 hours of observation at a suitable location as assigned by the teacher and / or director of field placement. This course provides time for conducting and focusing on field experiences in the classroom as well as with student learning differences. Must be combined with ED 205.
This course introduces the science to human behavior and mental processes. Emphasis is placed on the principles, methods and theories of modern psychology. Topics include research design, life-long development, personality, learning, memory, biopsychology, and psychopathology. Terms: None. (Student Learning Results 1, 2, 3, 4)
An intermediate level course on integrating technology into the classroom that includes assistive technology to target students with diverse needs and special needs. Teacher candidates are familiar with basic technical processes for personal and professional use, solve social, ethical and human issues in the digital society, and practice a teaching approach that uses technology as a tool in the learning process. Promotes
An examination of the principles of curriculum that influence the planning of student learning activities. Emphasis is placed on the concept of backward design. Prerequisites: Completion of all other courses and 90% content work. Be prepared to teach students within one to two semesters of completing this course. ED 341 Before ED 342.
Online Early Childhood Education Degree
A study of the principles and application of classroom management technology. This course will examine the causes of student misconduct and how to respond effectively to common behavior problems. Handy experiences, examples, and exercises enhance skills in identifying and examining the impact of individual teacher styles / philosophies on the environment, students, inappropriate behaviors, and classroom management. Through field experience in the field of licensing (Pre-K-3, MCE, or AYA-Secondary), students in this course will learn how to design intervention strategies and create a classroom management plan for students in their classroom. . Makes sense. The content will cover strategies for parenting and professional support. The information provided allows participants to immediately apply strategies in various schools, mental health, and community service settings, and become familiar with the social, behavioral, and educational needs of students in the elementary domain. This course consists of six (10) hour fieldwork courses.
A joint seminar that focuses on understanding current issues that affect the education and educational process in the United States, and the role of the professional educator in responding to these issues. Students must complete and submit an e-portfolio before completing this course. Higher status is required. Students should be taken immediately before training.
Understanding the essence and role of literal literacy. This course examines their application to phonetic awareness, phonetic awareness, phonics, structural analysis, and decoding, spelling, and reading and writing of morpheme units. Knowledge of how to estimate and interfere with word recognition has also been discovered through informal assessments. This course should be the first reading course. Terms: ED 202, 203, 204, 205, 206.
This introductory course covers history, philosophy, and student learning objectives in pre-K-9 grades. It emphasizes the study of appropriate curriculum organization, the need for curriculum integration, and a variety of assessment and evaluation strategies for student performance. Prerequisite: ED 202.
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The course describes how to create a classroom environment for students to teach, revise, enhance, and enjoy books using children’s literature. A wide range of reading levels and a variety of literature, elementary, middle, middle and high school will be studied and evaluated for young children. Books will be reviewed for their gender specifications and classroom use in language arts and cross-curricular settings. This course does not meet the requirements for literary research for the basic curriculum. Reading strategies will be explored to successfully incorporate literature into the classroom.
Study of diagnostic and intervention procedures for classroom assessment and treatment study. Emphasis is placed on methods and materials for treating reading problems. Advanced ECE, MCE, MMIS Reading Core Course. Terms: ED 221, ED 332, and ED 376 should be taken along with ED 380.
A comprehensive approach to reading development, which emphasizes language, verbal communication skills, and reading / writing activities for young children through developmental, individual, and age-based activities. Emphasis on the development of children in literacy development, appropriate teaching methods, and a comprehensive approach to literature and material content for young learners. Terms: ED 202, 203, 204, 205, 206, 221.
This course focuses on the definition and integration of art, music, and physical movement in a classroom learning environment. Students will find strategies and approaches to meet the needs of students with diverse needs and cultural backgrounds, with respect to appropriate developmental approaches. This course consists of five hours in fieldwork. Terms: ED 204, ED 265.
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A portion of the field placement is required for all licenses for Reader Corps. 30 hours of observation / activity at an appropriate location as determined by the teacher and / or director of the fieldwork. From an informal reading list to reading and managing many reviews for elementary, middle and high school students. Should go with ED 355. Prerequisites: This is the last of the basic reading course.
Fifteen weeks teaching students at a charter school in the Early Years (pre-K-3) classroom, under the supervision of a teacher and college leader. Prerequisite: Departmental approval. All educational courses and materials must be completed prior to student enrollment. The student request is submitted one semester before the student starts.
This course is designed to prepare elementary childhood education specialists to successfully teach mathematics and science to fourth and fifth grade students. The direct connection to teaching will be discussed and practiced throughout the course, in fourth and fifth grade, mathematics and science related to the child’s nature and needs. The focus will be on the developmental needs of children in the fourth
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