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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.
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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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
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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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
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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ED 427 Professional Development: Early Childhood Studies Capstone-Work Sample
A culminating course devoted to analyzing and synthesizing knowledge and skills gained through the Early Childhood Studies (ECS) and the ECS major with Early Intervention/Early Childhood Special Education (EI/ECSE) concentration as it applies to inclusive early childhood education. Students will examine teaching and learning through core studies and preparation of their final projects. Students in the EI/ECSE concentration will complete a work sample, and students in the ECS only major will complete a capstone project.
Credits: 3
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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ED 460 Communication and Language Development of Diverse Young Children
This course examines the intricacies of language communication acquisition and development of diverse young children birth through eight years of age. Researched evidence-based assessment and instructional practices that identify language delays and promote language and communication development of diverse young children will be emphasized. In addition, resources and technologies, including assistive technology and augmentative communication to enhance and help develop language and communication will be studied. This course will also explore cultural and linguistic diversity, language delays and disorders, and the importance of adult-child relationships in the role of language and communication acquisition and development.
Credits: 3
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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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
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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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
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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ED 479 Fostering Biliteracy in ESOL/Bilingual Classrooms: Latin America
Explores the relationship between first and second language literacy and between oral and written language skills. It also examines ESOL and bilingual literacy teaching strategies for different language proficiency levels, as well as materials, classroom organizational structures and assessment tools. Approaches for literacy development that bridge experiential and cultural differences are emphasized, including multicultural literature and family involvement in the learning process.
Credits: 4
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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ED 488 Culture and Community in ESOL/Bilingual Classrooms: Latin America
Explores the concept of culture and its manifestation in society, the community and the classroom. Strategies to maximize learning using cultural and community resources, as well as building partnerships with families. Students participate in relevant experiences in an international context that provides an intensive cultural component. Practicing teachers and those preparing to become teachers develop cultural, linguistic and historical understanding through an immersion experience.
Credits: 3-4
Satisfactory Grading: Ineligible for the Satisfactory/No Credit grade mode.
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ED 544 Content Area Literacy
This course will focus on content area literacy, with special emphasis on adolescent literacy at the secondary level. Content Area Literacy is a research-based course on the use of language for thinking, problem solving and communicating across subject areas. This course includes best-practice teaching strategies that will enable all students to become independent thinkers. Refinement of specific reading, writing, listening, and speaking strategies will be applied to lesson planning and implementation in field experience teaching. This course will pay special emphasis to the literacy standards across content areas as outlined by the Common Core State Standards, as well as placing an emphasis on the development of Academic Language Teaching Competencies.
Credits: 3
Prerequisite: Acceptance into the MAT program
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ED 560 Communication and Language Development of Diverse Young Children
This course examines the intricacies of language communication acquisition and development of diverse young children birth through eight years of age. Researched evidence-based assessment and instructional practices that identify language delays and promote language and communication development of diverse young children will be emphasized. In addition, resources and technologies, including assistive technology and augmentative communication to enhance and help develop language and communication will be studied. This course will also explore cultural and linguistic diversity, language delays and disorders, and the importance of adult-child relationships in the role of language and communication acquisition and development.
Credits: 3
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ED 564 Family and Community Involvement in Early Childhood Education
This course focuses on strategies for developing family and culturally appropriate family-professional partnerships to benefit young children ages birth-4th grade (8yrs) of all abilities. Theories and research that support family-centered practices are explored. The courses also provides a focus on family and professional rights and responsibilities in the special education process. This course takes a family-centered perspective an emphasizes the role of collaborative planning with families and caregivers in inclusive environments. Stuents are expected to become familiar with the cultural context of the families with whom they are working an to consider ways in which their own socio-cultural context influences their work with families. To increase understanding of family perspectives, the impact of exceptionality on the family is stuies within the framework of family systems theory, functions, and the life cycle of the family. This course requires students to examine their values and beliefs about working with families, to challenge their assumptions, and to critically analyze their professional roles in working with families.
Credits: 3
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ED 570 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 background will also be a key focus of this course.
Credits: 3
Check course availability in Summer 2024
Check course availability in Fall 2024
Check course availability in Winter 2025
Check course availability in Spring 2025
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ED 572 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
Check course availability in Summer 2024
Check course availability in Fall 2024
Check course availability in Winter 2025
Check course availability in Spring 2025
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ED 610 Unmasking the Adult Learner: Adult Education from Training to Empowered Possibility
This course examines the unique needs of the adult learner by critically examining relevant learning theories as well as instructional design practices. Students will examine prevailing institutional constructs and investigate the validity of those constructs by considering the latest neurological and cognitive studies that apply to adult learning. Students will examine dynamics that lead to adult learning success, develop an understanding of adult learning theory, and begin to prepare instructional practices that lead to empowered possibility for both the adult learner and the adult educator.
Credits: 3
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ED 619 Technology in an Equitable and Inclusive Early Childhood Environment
This course is designed for participants who are interested in working in inclusive early childhood settings (birth-8years). Students in this class will explore trends, issues and tools related to the use of technology with diverse young children ages birth-8years of all abilities in inclusive settings. Students will gain experience identifying, evaluating and using a variety of technologies that are appropriate in a variety of areas. The evaluation and use of assistive technology and augmentative communication devices to support diverse learners of all abilities is an integral component of this course. In addition, students will research and learn about how access to and opportunity to use technology is a social justice issue for diverse young children, their families and the staff who work with them. Although not a primary objective of this course, technology as a tool to support educators in their role will also be addressed.
Credits: 3
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