Course Descriptions
Early Childhood Education
ECE 105
Developmentally Appropriate Practice
3 credits
Candidates pursuing a degree in Early Childhood Education must ground all learning in Developmentally Appropriate Practices. The candidates will explore the foundational principles of the differences and practice in the three major developmental age ranges of 0-3, 3-5 and 5-8. Additionally, particular attention will be paid to the major developmental areas including, but not limited to, Physical Development, Social and Emotional Development, Cognitive Development, and Language and Literacy Development.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 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 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 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 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 301
Integrating the Arts into Early Childhood Education
3 credits
The National Association for the Education of Young Children asserts that the integration of the arts into curriculum and instruction in Early Education will boost candidate development and learning in subjects other than the arts (NAEYC, 2019). This course will teach candidates to understand the theoretical background of the importance of the arts in Early Childhood Education and the role that cognitive development has in play-based learning. Additionally, candidates will learn how to integrate the arts to teach Language, Math, and Sciences. Lastly, candidates will learn how to incorporate the arts with developmentally appropriate technology.
Prerequisite(s): EDU 102, ECE 105, PSY 101, PSY 330, PSY 333, and PSY 336
ECE 302
Numeracy and the Acquisition of Number Fluency in Early Childhood Education
3 credits
This course explores the development of numeracy and number sense in early childhood. Candidates will learn practical ways to facilitate this learning in the early childhood environment. Candidates will learn the research that informs the cognitive development for the acquisition of number fluency and number sense. Candidates will explore how the Theory of Multiple Intelligences can be applied to early childhood students and developmentally appropriate strategies that can be used in Early Childhood classrooms. Specific attention will be paid to developing and teaching activities and lessons in numeracy and number fluency.
Prerequisite(s): EDU 102, ECE 105, PSY 101, PSY 330, PSY 333, and PSY 336
ECE 315
Differentiation of Instruction for Young Children
3 credits
Teachers who practice differentiated instruction plan, teach, and arrange the classroom environment to accommodate each child’s unique needs and interests. This course will focus on developing and implementing differentiated and appropriate strategies for young children based on several elements, including content, process, products, and learning environments. The course will include teaching strategies in all subject areas designed to meet a variety of needs and to enhance student learning. Candidates will learn how to engage all students more effectively and set different expectations for task completion based on personalized learning needs.
Prerequisite(s): EDU 102, ECE 105, PSY 101, PSY 330, PSY 333, and PSY 336
ECE 390
Practicum I
1 credit
Practicum I is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the College of Education.
Practicum I introduces the teacher candidate to essential content and pedagogical knowledge related to the components of professional practice, Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching and DPAS II (Delaware Performance Appraisal System II).
Practicum I provides the teacher candidate with opportunities to observe, describe, interpret, and understand all aspects of professional practice and to reflect on the personal and professional attributes required for success in teaching. Candidates in Practicum I focus on the development and characteristics of learners, individual learning differences, dispositions expected of professionals within the education field, learning environments and social interaction. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students.
Prerequisite(s): EDU 102, ECE 105. A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
ECE 391
Practicum II
1 credit
Practicum II is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions.
Practicum II requires the teacher candidate to implement, analyze and reflect on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II. Candidates will learn to explore decision-making processes through the application of knowledge and skills gained in the prerequisite courses.
Candidates in Practicum II will demonstrate their understanding of designing instruction and assessment for student learning. Candidates focus on key elements within instructional design to create learning opportunities for PK-12 students that align to state and national standards. Candidates analyze student assessment data to construct learning opportunities for PK-12 students emphasizing lesson modification and personalized learning.
Candidates analyze and reflect on their performance in teaching content lessons to PK-12 students with disabilities. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students by utilizing the WILMU Teaching and Learning Roadmap.
Candidates must take the appropriate Praxis II Content Knowledge Examination by the end of the semester in which they are enrolled in Practicum II and designate Wilmington University as a score recipient. Praxis II must be passed prior to Student Teaching/Teaching Internship as a condition of entry into Student Teaching/Teaching Internship.
Prerequisite(s): EDU 102, ECE 105, ECE 390. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
ECE 392
Practicum III
1 credit
Practicum III is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions.
Practicum III is an extension of Practicum II in which the teacher candidate refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II.
Candidates enhance, improve and refine instructional strategies, learning activities, classroom management skills and lesson planning through the application of knowledge and skills gained in the prerequisite courses.
Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students.
Prerequisite(s): EDU 102, ECE 105, ECE 390, ECE 391. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
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. ECE 403 is graded Satisfactory/Unsatisfactory. Candidates who are currently employed in a licensed early care facility may be provided with an alternative to a formal placement. Contact your Program Chair for details.
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. Student Teaching must be taken in conjunction with EDU 452. Program Chair approval is required for course registration. Must have completed EDU 102 and ECE 105 or EDU 203.