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ED 240 Young Adult Literature in Diverse Classrooms
This course is a foundational survey of young adult literature and focuses on extensive and intensive reading of literature for and about adolescents and young adults. Students will explore various genres, authors, illustrators, styles and movements within young adult literature as well as issues related to diverse experiences and honoring multiple perspectives. Course content will consider the historical development of literature for children and adolescents, literary theory, and current issues and trends in young adult literature.
Credits: 3
Exploring Knowledge: Literary and Aesthetic Perspectives
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ED 250 Inclusive Practices in Early Childhood Settings (birth-4th grade)
Explores inclusive practices in early childhood settings for diverse children from birth-4th grade of all abilities. Includes an exploration of the following: foundations of early childhood/early childhood special education theory and practices; characteristics of young children with disabilities and other special needs; impact on the family, accessing research and resources; approaches to screening; types of programs; adaptations and accommodations of the inclusive settings; advocacy, integration and future trends.
Credits: 3
Exploring Knowledge: Social, Historic, and Civic Perspectives
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ED 283 Introduction to Observation and Assessment in Early Childhood
This course is designed to introduce and immerse students in learning authentic observation and assessment techniques in early childhood settings (birth-8years). In addition, students will learn how to interpret and use what data they have gathered to help inform their practice as teachers, in making decisions regarding curriculum, program planning, and individual student planning. A critical dimension of this course is to expand student knowledge and build skills in understanding the diversity of young children and families, and the importance of using that diversity to enhance observations and assessments.
Credits: 3
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ED 322 Early Childhood Motor Development and Movement Education
Integrates theory and practice of the foundations of human movement for children from birth through grade 4 in inclusive environments. Content includes the importance of physical activity for young children; recommended physical activity guidelines for varying stages of childhood; connections among children’s psycho-motor, cognitive and affective development; dynamic systems and children’s motor development and learning; developmentally appropriate movement for children; methods of motor task variation and adaptation for children with varied abilities and disabilities; and contemporary methods for teaching children movement education.
Credits: 3
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ED 369 Critical Issues in Early Childhood
This course is designed to expose students to the historical and trending critical issues in the field of early childhood, with a focus on issues related to birth-5years. Students will explore contemporary reconceptualizations of early childhood education as well as the socio-political influences which frame early childhood practice today. Students will be exposed to and invited to reflect upon diverse experiences in early childhood classrooms (relating to culture, gender, sexuality, voice, choice). Students will reflect and discuss critical issues in a focused effort to improve their personal and professional identities as early childhood practitioners.
Credits: 3
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ED 385 Infant and Toddler Observation and Assessment
This course focuses on knowledge and application of various techniques for observing and recording behavior of very young children (birth to 3-years old) at home and in early education and care settings, from diverse cultures and with varied learning needs. Exploration of both formal and informal ways of presenting information to families is also included. The students will explore both quantitative and qualitative approaches to evaluation and assessment. Students will gain an understanding of appropriate strategies for conducting, reporting, and decision making related to specific functions of assessment for infants and toddlers. Students will become competent in the use of authentic assessment strategies to describe a child’s learning strengths and needs.
Credits: 3
Prerequisite: Sophomore standing
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ED 413 EC Studies-International Clinical Practice-I
This 4-credit course is the first of a three-term sequence (ED 413, 414, 415) of clinical practice courses. Focus will be on both exploring the concept of professionalism as it relates to early childhood educators, and an introduction to clinical practice work. Students will spend time in the field observing and documenting classroom environments in inclusive early childhood settings. Students will gain practice observing young children in EC environments, assessing early childhood environments, and reflecting on their own bias and preconceived ideas/beliefs about young children and environments that support their learning.
Credits: 4
Prerequisite: Acceptance into the EC Studies program, and be part of the international cohort from Tianhua.
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ED 414 EC Studies-International Clinical Practice-II
This the second in a series of 3-clinical practice courses (ED 413, 414, 415) for Early Childhood Studies-international students. The intention of this course is to provide the students with beginning practical teaching and assisting experience in a professional early childhood setting. Students will work in an inclusive early childhood setting with children ages 3-to-5 years. All students will be placed with experienced and qualified teachers, 2-3 students per classroom. All classroom demonstrate the Head Start philosophy and the importance of developmentally appropriate practices and student preparation for kindergarten. Students will receive instruction through observation and guidance from an on-site clinical teacher and a Western Oregon University faculty supervisor.
Credits: 4
Prerequisite: ED 413 and admission to the EC Studies professional program
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ED 415 EC Studies-International Clinical Practice-III
This is the third in a series of clinical practice courses for Early Childhood Studies-international candidates. The intention of this course is to provide the student with practical teaching and assisting experience in a professional preschool setting. Students will complete a practicum in an inclusive setting with students aged 3 years to 5 years. All students will be placed with experienced and qualified teachers, 2-3 students per classroom. All classrooms demonstrate the Head Start philosophy and the importance of developmentally appropriate practices and student preparation for kindergarten. Students will receive instruction through observation and guidance from an on-site clinical teacher and a Western Oregon University supervisor. In addition, students will take part in reflective practice with their WOU supervisor.
Credits: 5
Prerequisite: ED 414 and acceptance into the EC Studies program
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ED 466 Technology in Inclusive Early Childhood Environments
This course is designed to explore trends, issues and tools related to the use of technology with young children from birth-8 years of all abilities in inclusive settings. Students will gain experience identifying, evaluating and using a variety of technologies that are appropriate for use with young children and their families. The evaluation and use of assistive technology to support learners of all abilities is an integral component of this course. This course contains 10 hours of field service work in the area of early childhood (birth-8years).
Credits: 3
Integrating Knowledge Science, Technology, and Society
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ED 470 Home Visiting in Early Childhood
This course explores the use and practice of home visiting in early childhood and early intervention programs as a means of providing services and supports to diverse young children and their families. A variety of home visiting approaches will be explored, with focus on a primary service provider model through an ecological systems lens. As home visiting is an opportunity for providers to work with both young children and their families, an additional focus will include building and maintaining relationships with families, strategies for communication with families, and collaboration across disciplines will be included. Using strategies to promote development and work with children of varying abilities and from diverse backgrounds will also be a key focus of this course.
Credits: 3
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ED 472 Trauma Informed Practices in Early Childhood
This course will immerse students in theory, research and practice around best-practices in trauma informed practices for our youngest children (birth-8years). Using an ecological systems context, participants of this course will explore the causes and consequences of traumatic experiences within the context of developmental, psychological and neurobiological processes. Students will examine the meaning of trauma within a cultural context, and examine their own personal reactions and potential bias when it comes to their work with young children and families experiencing trauma.
Credits: 3
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