Early Childhood Education (ECE)

ECE 3610. Teaching and Curriculum in Programs for Young Children.

This course examines curriculum and instruction in early childhood programs serving children ages 3–6, with attention to the interactive relationships among development, learning environments, and teaching practices. Students analyze research on language, cognition, and social development; evaluate collaboration strategies with families and communities as described in early childhood education research to support children’s participation and learning; and consider a range of implications for planning and teaching developmentally appropriate experiences in varied preschool and kindergarten settings. Students engage in directed field experiences that involve observing, documenting, problem solving, assessing, and teaching in programs for young children and partially fulfill state requirements for observation hours. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and ECE 4300 and ECE 4301 both with a grade of a "C" or better. Corequisite: CI 4345 with a grade of "D" or better.

ECE 4300. The Languages of Children: Acquisition and Use.

This course examines the development of language and cognition in preschool and school-aged children, with an emphasis on language structure, language use, and sociocultural context. Students analyze theories and research on the major domains of language, including phonology, morphology, syntax, semantics, and pragmatics. Course content investigates the relation of these domains to the science of teaching reading, scholarship examining culturally sustaining pedagogies, the typical sequence of language development, and processes involved in first and additional language acquisition. Students explore how language practices in homes, communities, and schools can shape children's participation and learning, including for emergent bilingual students and students learning English as a second language. Corequisite: CI 2310 or CI 2311 with a grade of a "D" or better.

ECE 4301. Play as Learning in Diverse Educational Settings.

This course examines theories and research concerning play as an adaptive, developmental, linguistic, and cultural phenomenon in childhood across diverse settings. Students analyze the functions of play within family, school, and community contexts, evaluating how varied social, environmental, and cultural factors shape play experiences and learning outcomes. Through critical inquiry and empirical study, students explore frameworks for documenting, designing, and assessing play-based environments and practices. Emphasis will be on integration of current research on the relationship between play, cognitive processes, and learning. Corequisite: CI 2310 or CI 2311 with a grade of "D" or better.

ECE 4310. Literacy Teaching and Curriculum for Young Children.

This course examines emergent literacy and language-rich curriculum for young children. Students analyze major theories and research on storytelling, story acting, emergent reading and writing, and play-based learning that can support the development of language, literacy, and social–emotional competencies in children ages 3–6. Students explore classroom communication practices to support children's participation and learning. An emphasis is placed on comparing and evaluating approaches for planning and facilitating literacy experiences, documenting children’s learning, and connecting curriculum decisions to early childhood standards.

ECE 4352. Content Area Teaching and Curriculum for Young Children.

This course examines curriculum design and teaching strategies for children ages 3–6, with an emphasis on research-based play and language-focused approaches across content areas to support learning in science, technology, engineering, and mathematics. Students analyze how constructive play, sociodramatic play, and open-ended materials support learning and development in cognitive, social, emotional, language, and physical domains while remaining consistent with early childhood standards. Students design classroom environments and activities that align instructional approaches with children’s linguistic and cultural contexts and problem-solving strategies.

ECE 4380. Independent Study in Early Childhood Education.

This course engages undergraduate students in independent, faculty-guided study of a selected topic or applied area in early childhood education. Emphasizing analytical inquiry and specialized learning beyond regular coursework, students may analyze research, apply methods, develop curricula, or complete applied projects. The topic, scope, and outcomes are determined with supervising faculty. Designed to foster independent, inquiry-based learning, the course may be repeated once for credit with a different focus. Prerequisite: Departmental Approval.

ECE 5318. Advanced Early Child Development: Readiness for Learning and Language Abilities.

This course examines contemporary theories and research regarding early childhood development within PK–3 settings, focusing on cognitive, emotional, and sociocultural factors influencing learning and second-language acquisition. Students explore child study methods, including observational techniques, anecdotal records, and ethnographic interviewing, to inform instructional decision-making and curriculum design. The curriculum examines multiple approaches to readiness, including play‑based and project‑based models, as analyzed in research literature. By interpreting development across varied contexts, students bridge theoretical perspectives with professional practice to address the complexities of early learning environments while supporting the holistic growth of all children.

ECE 5319. Curriculum and the Young Child: Early Care and Education.

This course examines research-informed approaches to play, inquiry, and early literacy in multilingual early childhood settings serving children approximately ages 3–8. By investigating how constructive play, sociodramatic play, storytelling, and open-ended materials function as contexts for theory-building and emergent literacy, students learn to analyze scholarly literature and document qualitative data from early childhood play settings. Students develop and justify learning experiences and literacy-rich environments consistent with state standards and professional expectations, as articulated in relevant scholarly and regulatory frameworks, for advanced early childhood educators.

ECE 5330. Curriculum and the Young Child: Kindergarten.

This course examines advanced curriculum design and coordination for kindergarten and early primary settings, building on students' classroom-level planning and documentation skills. Students design multi-week, play- and inquiry-based curriculum sequences that integrate emergent literacy, early numeracy, science, and the arts across classrooms and age groups in multilingual school communities. Emphasis is placed on team-based planning, coordination of environments and materials, and documentation of children’s learning for families, colleagues, and program decision-making through examination and application of state and professional standards as analytical and professional frameworks. Prerequisite: ECE 5319 with a 'C' or better.

ECE 5380. Independent Study in Early Childhood Education.

This course engages master’s students in independent, faculty‑guided study of a selected topic or applied area in early childhood education. Emphasizing analytical inquiry and specialized learning beyond regularly offered coursework, students may analyze research literature, apply established methods, develop curriculum materials, or complete applied or scholarly projects. The specific topic, scope, and expected outcomes are determined collaboratively with a supervising faculty member. Designed to foster independent, inquiry‑based learning and advanced academic development, the course may be repeated once for credit when pursued with a different focus. Prerequisite: Departmental Approval.