Early Childhood Education
Health, Safety, and Nutrition
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.
Professional Issues in Early Childhood
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.
Methods of Teaching Art, Music, and Movement
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.
Integrated Methods: Language Arts, Social Studies, Science, and Math
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 For BS Students - ENG 131 and MAT 201.
Parent, Family, and Community Interactions
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.
Family Development and Service Systems
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
Language Arts in Early Childhood Programs
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 336
Creating Environments for Learning
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
Internship in Early Childhood Education
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.
Early Childhood Education Student Teaching
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.