EDEC - Early Childhood Education

EDEC 108 Introduction to Early Childhood Education: 2 Credits (1 Lec, 1 Lab)

(F) This course provides an overview of and introduction to early childhood education, including history, childcare licensing and program types, best practice standards, and ethics and professionalism. Students will complete a field experience in an approved early care and education program to help them understand the personal attributes and characteristics of an early childhood professional. Criminal background check required.

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Recognize the importance of early childhood education in Montana
Identify roles and career opportunities in early childhood education
Summarize national best practice standards in early childhood education and connect to field experience
Summarize ethical responsibilities of the early childhood profession
Gain experience in different early childhood program types (family, group, and center)

EDEC 160 Early Childhood Development: 3 Credits (3 Lec)

(F, Sp) Development of children birth-8 years old. Cognitive, language, physical, social, and emotional domains are examined in addition to contexts of development that influence children’s well-being, such as family, school, and community. Theory, research, and application for professionals are emphasized.

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Apply knowledge of a child's growth, development, and well-being and relate to theory  and current research;
Critically analyze the impact of family, school, and community on a child’s  development and well-being;
Observe children for specific developmental purposes and interpret the observational data  in relation to class concepts, theory, and research;
Demonstrate knowledge of how human variability/differences (gender, race, ethnicity,  disabilities, SES, etc.) influence the development and well-being of children;
Demonstrate knowledge of children’s development related to cognitive, language,  physical, social, and emotional domains of development.

EDEC 249 Infant/Toddler Development and Group Care: 4 Credits (3 Lec, 1 Lab)

PREREQUISITE: EDEC 160 and EDEC 108. (Spring, even years.) This course presents an overview of caregiving for infants and toddlers in group settings (birth – age 3). Developmentally appropriate programming for infants and toddlers is emphasized across multiple areas of development through materials, environments, and interactions. Standards for quality infant/toddler caregiving practices in the field and current research are explored, including the role of collaboration with families, professionals, and other community partners. Students will complete a lab experience with infants/toddlers in a group care setting which will include the use of observation, documentation, and planning for and using developmentally appropriate practice

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Identify features, practices, and national standards of high-quality care for infants/toddlers in group settings.
Evaluate developmentally appropriate materials, environments, and interactions to best support infants/toddlers.
Explain infant/toddler caregiving in relation to children’s unique interests and needs, social-emotional development, and diverse families and communities.
Use observation and documentation to plan and implement developmentally appropriate experiences for infants/toddlers.
Read, interpret, and apply research findings to interactions with infants/toddlers.

EDEC 253 Nutrition & Physical Activity in Early Childhood: 3 Credits (2 Lec, 1 Lab)

(Sp) Developmentally appropriate movement and health-related activities in early childhood education. Designing physical activity and nutrition programs in early childhood settings, implementing appropriate teaching practices, understanding movement concepts, and helping guide children in becoming physically active and healthy for a lifetime.

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Describe young children’s physical development
Plan and implement developmentally appropriate movement lessons for young children
Describe young children’s food and nutrition needs
Compare and contrast menus and meal planning in early childhood programs

EDEC 260 Administration of Early Childhood Programs: 3 Credits (3 Lec)

PREREQUISITE: EDEC 108. (Spring, odd years.) Analysis of state childcare licensing regulations and collaboration with state resource & referral agencies will prepare students to develop a business plan for starting their own early care and education program

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Describe the essential roles and functions of an effective early childhood program administrator, emphasizing leadership and management practices.
Analyze and formulate staff personnel policies and explore various early childhood program types.
Develop parent handbooks, contracts, and operational policies for early childhood programs.
Prepare and construct a detailed budget for an early childhood program, including initial start-up costs and annual operating expenses.
Create a comprehensive business plan tailored to the goals and needs of your early childhood program.

EDEC 288 Signing for Early Childhood Educators: 3 Credits (3 Lec)

(F) Provides foundational expressive and receptive skill acquisition in American Sign Language to meet federal demand for inclusionary practices in early childhood education and public school settings for deaf and hard of hearing, cognitive and language disorders, pervasive developmental disorders, etc.

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Identify how children benefit from learning sign language
Execute how to develop and implement a sign language curriculum
Demonstrate understanding of deafness and Deaf Culture
Demonstrate understanding of philosophies of signed communication
Demonstrate proficiency at producing and understanding 700+ signs
Be able to integrate signing into academic lessons and play activities
Identify how to use sign language for classroom management
Recognize current technology for deaf/hard of hearing
Recognize that using sign language can help students,including those with special needs.

EDEC 292 EC Independent Study: 1-4 Credits (1-4 Lec, 2-4 Lab)

PREREQUISITE: None required but some may be determined necessary by each offering department. (F, Sp, Su) Courses not required in any curriculum for which there is a particular one-time need or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

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Independent Study: Student learning outcomes vary.

EDEC 350 Play and Learning in Early Childhood: 3 Credits (3 Lec)

PREREQUISITE: EDEC 108. (F) Current issues, research, theory, and practice related to young children's play, learning, and development in educational contexts. Planning and preparing developmentally appropriate learning environments and developing dispositions that promote teacher-child and family-school relationships, diversity and social justice, ethics and professionalism

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Read, reflect upon, and critique current research and developmentally appropriate  practice in early childhood education.
Use developmental knowledge to create healthy, respectful, supportive, and challenging  learning environments.
Practice strategies of identifying and documenting children’s play and learning.
Explain why positive relationships and supportive interactions are the foundation of working with young children and their families
Summarize the NAEYC’s Code of Ethical Conduct and how to apply it to ethical  dilemmas.
Articulate a personal philosophy of early childhood education based on current research, theory, and practice.

EDEC 362 Development, Education, and Well-Being of Children at Risk: 3 Credits (3 Lec)

PREREQUISITE: EDEC 160 and junior standing. () Offered as needed based on student demand. The course emphasizes well-being indicators in children from a developmental, educational, and community perspective. Exploration and understanding of deficit models and strength models of well-being are examined within the context of tribal communities and other at-risk populations

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Promote child development and learning.
Build family and community relationships.
Use developmentally effective approaches to connect with children and families.
Use content knowledge to build meaningful curriculum.\\n
Become a professional in the field of early childhood education.

EDEC 385 Integrated Curriculum Early Childhood Education: 3 Credits (3 Lec)

PREREQUISITE: EDEC 350
COREQUISITE: EDEC 395 for child development majors; EDP 301 or EDP 302 for P-3 majors. (Sp) Observation, reflection, and analysis of various early childhood education curricula including Montessori, Reggio Emilia, and Waldorf. Curriculum planning, implementation, and evaluation. Laboratory experience in an early childhood classroom is required
.

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Use Developmentally Appropriate Practice guidelines when choosing, planning, and implementing activities.
Plan activities with relation to all developmental domains and areas of well-being.
Communicate children’s development with families using verbal and written communication.
Document children’s behavior across all developmental domains using various media and ;
Use developmentally effective approaches to connect with children and families.
Use positive and supportive interactions with teachers, families, and children.
Follow the policies of placement site with regard to curriculum & philosophy, health and safety, and guidance.
Use content knowledge to build meaningful curriculum by submitting weekly activity plans and review with supervising teacher.
Utilize print and electronic resources to build meaningful curriculum; document sources in the professional portfolio.
Become a professional in the field of early childhood education by respecting confidentiality of all children, parents, caregivers, and teachers in the field placement.
Work directly with children in a supervised field experience.
Analyze and discuss your teaching with your supervising teacher . ;

EDEC 395 Early Childhood Clinical Experience: 1-3 Credits (1-3 Lab)

COREQUISITE: EDEC 385. (Sp) Supervised early childhood clinical experience in an approved early care and education setting. Students will use relationship building and guidance strategies to meaningfully engage with young children. Students will plan and implement developmentally appropriate play experiences for infants, toddlers, and/or preschool-aged children. Criminal background check required

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Plan and implement developmentally appropriate play experiences for young children in an approved early care and education setting.
Use relationship building and guidance strategies to meaningfully engage with young children in a classroom setting.
Reflect on and analyze your role as an early educator.

EDEC 430 Social and Emotional Development in the Young Child: 3 Credits (3 Lec)

PREREQUISITE: EDEC 160 and junior standing. (F) Social and emotional development in children birth to age eight in relation to young children's familial, social, and cultural contexts. This course also addresses effective strategies for promoting development and learning. Some observation of young children is required

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Demonstrate knowledge of how to support children’s social and emotional development in early childhood related to theory, recommended practices, and current research.
Analyze the impact of family, school, and community on a child’s social and emotional development.
Document and evaluate observations of children, adults, and environments in relation to class concepts, theory, and research.
Develop reflective practice skills and analyze their own social and emotional development and how this may influence their interactions with young children.
Evaluate current research related to supporting children’s social and emotional development and analyze how this information may be of use for teachers, administrators, or families.

EDEC 450 Language and Literacy in Early Childhood: 3 Credits (3 Lec)

PREREQUISITE: EDEC 160. (Sp) Offered every other Spring. This course focuses on emergent language and literacy skills in early childhood. Students will: use theory, research, and professional standards to guide their use of developmentally appropriate and supportive language and literacy practices; explore the influences of family, school, and community; assess language and literacy skills using various measurements; and develop learning plans for diverse educational settings

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Examine theory, research, and professional standards used to support children’s emergent language and literacy development.
Explore the impact of family, community, and classroom settings on children’s language and literacy development.
Assess children’s language and literacy skills, as well as interactions, environments, and materials, using a variety of formal and informal measurements.
Integrate knowledge of a child’s language and literacy skills to evaluate their own and others’ use developmentally appropriate and supportive interactions with young children.
Develop language and literacy learning plans to be used in a variety of settings with diverse learners.

EDEC 453 P-3 STEAM: 3 Credits (3 Lec)

PREREQUISITE: Junior standing and admittance to the Teacher Education program. (F) This course focuses on the integration of science, technology, engineering, art, and mathematics in early childhood (preschool – grade 3) classrooms using an inquiry and project-based approach to support young children’s learning. Emphasis to content methods and curriculum standards in the STEAM disciplines to promote P–3 student creativity, problem solving, and critical thinking

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Promote child development and learning by understanding and applying principles of inquiry and curiosity to young children’s learning and development.
Use Developmentally Appropriate Practice guidelines when choosing, planning, and  implementing activities.
Know about and use observation, documentation, and other appropriate assessment tools and approaches.
Know and use the central concepts, inquiry tools, and structures of content areas or  academic disciplines (science, technology, engineering, art, mathematics) to create meaningful curriculum.
Use their own knowledge, appropriate early learning standards, and other resources to  design, implement, and evaluate meaningful, challenging curricula for each child.  
Engage in continuous, collaborative learning to inform practice
Integrate knowledgeable, reflective, and critical perspectives on early education

EDEC 455 P-3 English Language Arts and Social Studies: 3 Credits (3 Lec)

PREREQUISITE: EDU 330, junior standing, and admittance to the Teacher Education Program. (Sp) This course focuses on methods and strategies to support children's language, listening, speaking, reading, and writing skills in the context of P-3 classrooms. Developmentally appropriate practices and early learning standards are used to foster the child's sense of self, family, and community as related to social studies concepts

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Promote child development and learning by understanding and applying principles of children’s literacy and social skill development.
Use Developmentally Appropriate Practice guidelines when choosing, planning, and  implementing activities.  
Know about and use observation, documentation, and other appropriate assessment tools and approaches.
Know and use the central concepts, inquiry tools, and structures of content areas or academic disciplines (English Language Arts and Social Studies) \\n
Become a professional in the field of early childhood education
Integrate knowledgeable, reflective, and critical perspectives on early education \\n

EDEC 490R Undergraduate Research ECE: 1-6 Credits (1 Other)

(F, Sp) Research methods in Early Childhood Education, including survey, ethnography, case studies, and action research. Directed undergraduate research/creative activity which may culminate in a research paper, journal article, or undergraduate thesis. Course will address responsible conduct of research. May be repeated.
Repeatable up to 12 credits.

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Locate relevant information from broad and diverse sources
Apply critical and creative thinking to synthesize information
Produce a scholarly product based on both existing information and student effort (e.g., analysis, synthesis, design, etc.)
Demonstrate the ability to successfully collaborate as a member of a team (when applicable).

EDEC 491 Special Topics: 3 Credits (3 Lec)

PREREQUISITE: Course prerequisites as determined for each offering. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number

EDEC 492 EC Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Junior standing, consent of instructor, and approval of department head. (Sp, Su) Directed research and study on an individual basis
Repeatable up to 6 credits.

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Independent Study: Student learning outcomes vary.

EDEC 494 EC Seminar/Workshop: 1 Credits (1 Other)

PREREQUISITE: Senior standing. (F, Sp) Topics offered at the upper division level that are not covered in regular courses. Students participate in preparing and presenting class materials
Repeatable up to 4 credits.

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Outcomes will differ depending on section offered.

EDEC 495 Early Childhood Practicum/Student Teaching: 4 Credits (1 Lec, 3 Lab)

PREREQUISITE: Senior standing. (F, Su) Criminal background check required. Senior capstone course. Supervised experience in programs for young children and collaboration with early childhood professionals in the community. Students will be responsible for lesson planning and teaching, as well as supervision and evaluation of young children

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Promote child development and learning by learn names of children and developing positive relationships with each child.
Use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children, as documented in the Learning Center project.
Build family and community relationships by learning names of parents and caregivers and developing positive relationships with each family.
Prepare materials and conduct parent-teacher conference with one family.
Observe, document, and assess to support young children and families by documenting children’s development across all domains and areas of well-being using a variety of media and for the purpose of creating a parent conference portfolio.
Follow the policies and procedures of your field placement site with regard to curriculum & philosophy, health & safety, and guidance, as presented in the Staff Handbook
Use a broad repertoire of developmentally appropriate teaching /learning approaches
Reflect on your own practice to promote positive outcomes for each child
Use your own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
Become a professional in the field of early childhood education by respecting confidentiality of all children, parents, caregivers, and teachers.
Abide by and adhere to the NAEYC Code of Ethics
Construct a professional portfolio including your teaching philosophy, professional goals, and work samples representing your knowledge and experience in the Early Childhood Education & Child Services program.

EDEC 498 EC Internship: 1-12 Credits (1-12 Other)

PREREQUISITE: Consent of instructor. (F, Sp, Su) An individualized assignment with a professional agency to provide a guided field experience. All students must receive department permission prior to registration
Repeatable up to 12 credits.

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Independent Study: Student learning outcomes vary.