EDUC105 Foundations for Early Learning PreK - 4

Department of Social & Behavioral Science: Education

I. Course Number and Title
EDUC105 Foundations for Early Learning PreK - 4
II. Number of Credits
3 credits
III. Number of Instructional Minutes
IV. Prerequisites
Reading Placement Test score Level 3 or READ110 (C or better) or
Reading Placement Test score Level 2 and enrollment in a paired section of READ110
V. Other Pertinent Information
VI. Catalog Course Description
Students explore current issues with historical and philosophical background including inclusionary practices, curriculum development, cultural diversity, research, and developmentally appropriate practice in the PreK-4 setting. The course includes five hours of observation.
VII. Required Course Content and Direction
  1. Course Learning Goals

    Students will:

    1. design lessons based on early childhood education foundations, theory, National Association for the Education of Young Children NAEYC standards, and policy;
    2. explain the uniqueness of the young child and demonstrate how to work with young children in a way that corresponds with the developmental level of that child;
    3. demonstrate knowledge of social, emotional, cognitive, and physical development of the PreK-4 child; and
    4. demonstrate knowledge of current identification criteria related to diverse learners.
  2. Planned Sequence of Topics and/or Learning Activities

    Learning activities, lectures, and class discussion will focus on the following topics:

    1. A developmental approach to early childhood education
      1. Early childhood professionals: committed to the whole child
      2. Foundations and programs
      3. Working with diverse families
    2. History of early childhood education
      1. American influences
      2. Interdisciplinary influence
      3. Themes
      4. Integrating history with theory
    3. Understanding development
      1. Cognitive, social, emotional, and physical development of the PreK-4 child
    4. Using developmental learning theories
      1. Understanding and guiding behavior
      2. Parents and teachers: partners in education
      3. Observation strategies
    5. Developmentally appropriate practice
    6. Supporting children with guidance
    7. Early childhood environments
    8. Early childhood teachers: lifelong learners
      1. Teaching for tomorrow
  3. Assessment Methods for Course Learning Goals

    The assessment of course learning goals will be based on participation in classroom discussions, written exams, observation summaries, assignments, papers, and/or performance-based tasks and projects.
  4. Reference, Resource, or Learning Materials to be used by Student:

    Textbook(s) and other materials as specified in each instructor's course syllabus.

Review/Approval Date -3/99; Revised 7/2010; New Core 8/2015