51036

Principles and practices of relationship-based care that support infant/toddler social-emotional development, learning during routine care and play activities, and development of language and communication. The parent-provider partnership is explored as key to understanding children and keeping them connected to the family and culture.

Strategies in preschool to develop language, pre-reading and pre-writing skills. Selecting books and materials; engaging children in shared literary experiences, promoting skills and early experiments with print. Issues and strategies for second language learners.

Explore various aspects of programming for youth, including curriculum planning, observation, evaluation and assessing developmental needs. Youth settings and programs will be examined with an emphasis on the cultivation of an "assets-based" model of youth development and leadership principles. This course fulfills the requirement for the Community Youth Certificate.

Analysis of challenges faced by lesbian, gay, bisexual and transgender (LGBT) families in educational settings and exploration of the role of educators and educational programs in creating inclusive, accepting and celebratory environments.

Supervised fieldwork in diverse secondary schools (grades 6-12). Practical classroom experiences linking theory and practice, with a comprehensive understanding of the needs of secondary school youth and the various roles of adults. An introduction to the secondary environment and Common Core Standards under guided supervision. One unit of credit is earned for 54 hours of unpaid or paid work.

Early childhood teachers and paraprofessionals will explore the developmental strengths and needs of young children 0-8 years with special needs using inclusion strategies and techniques for partnering with families.

Introduces the appropriate use of assessment and observation tools and strategies to document young children?s development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals.

Supervised fieldwork in diverse public elementary schools. Practical classroom experiences linking theory and practice, professionalism and comprehensive understanding of elementary school children and various roles of adults. Assessment and curriculum emphasized, as students design, implement and evaluate experiences for development and learning for elementary school children. One unit of credit is earned for 54 hours of unpaid or paid work.

Children's interactions and their relationship with teachers and peers; dynamics of social interaction in the context of child growth and development; motivation and management of children's social behavior; working in childcare settings; current trends in care.

An examination of the developing child in a societal context focusing on the interrelationship of family, school, and community, and emphasizing historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.