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.

ECE 209
Differentiated Methods of Teaching Kindergartners – Grade 2
3 credits

This course provides teacher candidates with a look at using standards, curriculum tools, developmentally appropriate teaching strategies, and assessment data to plan for and support optimal student learning.  Environmental factors that influence learning will also be explored.  Students will consider best practices, as well as, develop an instructional toolbox to prepare them to teach children in kindergarten and the primary grades.   Strategies specific to each of the content areas, as well as ways to integrate learning experiences across content areas and various approaches to meeting diverse needs of swill be addressed.

ECE 217
Family, Community, and School Partnerships
3 credits

This course emphasizes the importance of families in the education of young children through relevant strategies that acknowledge the structure and development of the family.  The relationship of the family to educational programming and other service delivery systems is studied and techniques for building partnerships are explored.  

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.

ECE 207
Differentiated Methods of Teaching Infants and Toddlers
3 credits

Methods for Infants and Toddlers is a course where students will be provided with an opportunity to learn about, experiment with, implement, and develop lesson plans for a variety of instructional methods appropriate to the developmental level of preschool.   Students will learn how to plan and present instruction clearly in a collaborative and constructive setting.

Major topics include: characteristics of effective instructional strategies and their impact on various learners; differentiated instruction; planning for instruction; developing effective lessons using a variety of approaches & technologies; assessment of student learning; and professional development. Attention is focused on the learner and the interpretation of physiological, psychological, sociological, emotional, cultural, linguistic, and environmental factors which influence learning. 

ECE 208
Differentiated Methods of Teaching Pre-Schoolers
3 credits

Methods for Teaching Preschoolers is a course where students will be provided with an opportunity to learn about, experiment with, implement, and develop lesson plans for a variety of instructional methods appropriate to the developmental level of preschool.   Students will learn how to plan and present instruction clearly in a collaborative and constructive setting.

Major topics include: characteristics of effective instructional strategies and their impact on various learners; differentiated instruction; planning for instruction; developing effective lessons using a variety of approaches & technologies; assessment of student learning; and professional development. Attention is focused on the learner and the interpretation of physiological, psychological, sociological, emotional, cultural, linguistic, and environmental factors which influence learning. 

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 336

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; A new Federal and Delaware CBC (Criminal Background Check) Report sent / delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD, Health Authorization Form and completed CPR (Child Protection Registry Form) emailed or sent to the Office of Clinical Studies Program Chair. A completed Student Teaching Fieldwork application by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Applications for ECE candidates must be requested by the program chair.

ECE 403
Early Care Education Internship
6 credits

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 (preschool settings). 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 403 is graded Satisfactory/Unsatisfactory.

Prerequisite(s): All ECE core courses; A new Federal and Delaware CBC (Criminal Background Check) Report sent / delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD, Health Authorization Form and completed CPR (Child Protection Registry Form) emailed or sent to the Office of Clinical Studies Program Chair. A completed Student Teaching Fieldwork application by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Applications for ECE candidates must be requested by the program chair.

ECE 450
Early Childhood Education Student Teaching
9 credits

This supervised field experience requires at least 80 full student teaching days. Areas of concentration are Birth-Grade 2. Teacher candidates are placed with individual cooperating teachers or with teams of cooperating teachers in approved clinical settings. Teacher Candidates 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 is 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 professional portfolio. Student Teaching is graded Satisfactory/Unsatisfactory.

Prerequisite(s): A new Federal and Delaware CBC (Criminal Background Check) Report sent / delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD, Health Authorization Form and completed CPR (Child Protection Registry Form) uploaded into Taskstream. A completed Student Teaching Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. At the time of application, candidates must have submitted passing scores and subset scores for Praxis CORE and Praxis II Content Specific Examination. It is the responsibility of candidates to make sure that complete test score reports are provided to the College of Education. All test score requirements for Delaware certification can be viewed at https://www.ets.org/praxis/de/requirements. Student Teaching must be taken in conjunction with EDU 499. Program Chair approval is required for course registration.