Course Descriptions

Early Childhood Education


ECE 201
Health, Safety, and Nutrition
3 credits

Students receive an overview of the philosophy, principles, and evaluation of health, safety, and nutrition in education settings for young children. Age-appropriate teaching strategies are highlighted. Emphasis is on the importance of health, fitness, safety, and nutrition to an individual’s overall performance and behavior–socially, emotionally, and physically.

Prerequisite(s): PSY 201 and EDU 203


ECE 202
Professional Issues in Early Childhood
3 credits

Students examine and analyze major concepts of contemporary programs for young children. Students learn historical, theoretical, and research perspectives. Professional ethics and diversity issues in programs for young children and their families are major topics.

Prerequisite(s): EDU 203


ECE 203
Methods of Teaching Art, Music, and Movement
3 credits

Students learn the art, music, and perceptual motor skills areas for children ages 3-7 years. Students develop a repertoire of activities and approaches in these areas, emphasizing the child’s participation. Students learn techniques for teaching music, art, and movement through observation, lesson planning, and actual classroom teaching. A virtual clinical experience from schools using “best practices” is required.

Prerequisite(s): (or corequisites:) For BS students - PSY 201 and 6 credits of Fine Arts; passing score on all sections of PRAXIS I: Reading, Mathematics and Writing (or relevant exemption test), and for students entering Fall 2007 and afterward, PRAXIS II. For AS Students - PSY 201 , 3 credits of Fine Arts and, (for those entering Fall 2009 and after), a passing score on all sections of PRAXIS I: Reading, Mathematics, and Writing (or relevant exemption test).


ECE 204
Integrated Methods: Language Arts, Social Studies, Science, and Math
3 credits

This course is an introduction to the language arts, social studies, science, and math programs suitable for use with children ages 2-7 years. The design of the course enables students to understand the importance of these curriculum areas in the child’s overall development. The kinds of materials and activities to be included in the preschool curriculum are also studied. A virtual clinical experience from schools using “best practices” is required.

Prerequisite(s): For AS Students: ECE 211 and (for those entering Fall 2009 or after) a passing score on all sections of PRAXIS I: Reading, Mathematics, and Writing (or relevant exemption test). For BS Students - ENG 111, MAT 201, and passing score on all sections of the Praxis I: Reading, Mathematics and Writing (or relevant exemption test), and for students entering Fall 2007 and after, PRAXIS II.


ECE 205
Parent, Family, and Community Interactions
3 credits

This course examines the development of the family and emerging family issues, with an emphasis on the teacher’s role in parent conferences and home-school communications. Family types and their impact on children in educational settings are emphasized, as well as parenting issues, parent education, and parental involvement in the educational process. Community resources to support the family and the child in the schooling process are explored.

Prerequisite(s): EDU 203


ECE 206
Family Development and Service Systems
3 credits

The structure and development of the family and its relationship to educational programs and other service delivery systems are studied. The clinical component of the course is student attendance at community-based family services. The purpose of the clinical component is to relate service systems to educational programs for children as students explore possibilities for seamless service delivery to children and their families.

Prerequisite(s): EDU 203


ECE 211
Language Arts in Early Childhood Programs
3 credits

Methods and materials to promote effective language skills of listening, speaking, and vocabulary development are emphasized. Activities for pre-writing and pre-reading are included. Criteria for appropriate selection of children’s books are presented. Students learn techniques for reading and telling stories.

Prerequisite(s): PSY 201 and EDU 203


ECE 214
Creating Environments for Learning
3 credits

Students learn concepts and strategies for preventing discipline problems as well as models of discipline for use if such problems occur in the early childhood/elementary classroom. Preventive strategies include organizing the classroom effectively, maintaining on-task behavior, positive interactions, developing and teaching rules and behavioral expectations, and ignoring attention-getting behavior. Discipline models reviewed by students include student-centered approaches including the Supportive Model and Transactional Analysis, and such teacher-directed approaches as Assertive Discipline and Behavior Modification.

Prerequisite(s): PSY 201 and EDU 203


ECE 216
Internship in Early Childhood Education
6 credits

ECE 216 is designed for AS Early Childhood Education majors. The supervised field experience/internship includes at least 45 full teaching days. Interns are placed with individual mentor teachers or with teams of supervising teachers in approved clinical settings appropriate to the area of program concentration (birth to kindergarten). Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Interns are monitored and supported by Wilmington University supervisors, and are required to attend regularly scheduled seminars. ECE 216 is graded Satisfactory/Unsatisfactory.

Prerequisite(s): All ECE core courses; approved application from the Office of Clinical Studies (applications must be received by October 1 for the spring semester and by March 1 for the fall semester); A criminal background check is required.


ECE 450
Early Childhood Education Student Teaching
9 credits

ECE 450 is designed for Early Care and Education (Birth-2) majors. This supervised field experience requires at least 80 full student teaching days. Student teachers are placed with individual mentor teachers or with teams of supervising teachers in approved clinical settings. Student teachers are monitored and supported by Wilmington University supervisors. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. A minimum of 15 clock hours of seminar sessions are scheduled by the Wilmington University supervisors to address professional issues related to the clinical semester and to provide support and assistance with the completion of the required portfolio. ECE 450 is graded Satisfactory/Unsatisfactory.

Prerequisite(s): approved application from the Office of Clinical Studies (applications must be received by October 1 for the spring semester and by March 1 for the fall semester). Student teaching must be taken in conjunction with EDU 499. A criminal background check is required.