Early Childhood Studies
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Rochester College students may pursue early childhood studies in two ways. The BS with early childhood studies major is a bachelor’s degree completion program designed primarily for those wishing to begin or continue working in the early childhood field. This option does NOT lead to any teacher certification.
Early Childhood option – Accelerated:
For students seeking teacher certification who wish to specialize in the early childhood arena, the BS in comprehensive elementary education with an early childhood minor leads to a birth through fifth grade teacher certification.
Early Childhood option with ZS endorsement:
*All ECS classes are offered only in the accelerated format. Students must be currently employed in ECS field or complete observation hours for specific courses.
ECS 2213 Introduction to the Early Childhood Profession
Includes an overview of the responsibilities of a professional in the early childhood field as well as an understanding of the influence of historical perspectives, current issues and trends on thought and practices. Students learn to use reflective approaches and critical perspectives through methods such as journaling to begin to analyze their own practices. They will also begin to develop a personal philosophy of teaching young children based on this knowledge. Students also learn about opportunities and experiences designed to promote professional growth such as membership in a professional organization, professional journals and publications, etc.
ECS 3243 Math and Science for Young Children
Developmentally appropriate activities in the early childhood environment that encourage observation, exploration, inquiry, and the development of math and science concepts. Explores use of software that encourages math and science skills. May require observation hours.
ECS 3303 Legal Issues in Early Childhood
General business law as it impacts early childhood settings. Includes such relevant topics as contracts, torts, employment law, business forms and their respective liability, reporting abuse and neglect, custody issues, licensing, and compliance.
ECS 3323 Assessment of the Young Child
Examination of both formal and informal measures used to observe and assess the physical, emotional, social, and intellectual development and growth of a young child. Emphasizes developmentally appropriate instruments, alternative assessment procedures, and the importance of assessment in evaluation, parent communication, and classroom planning. May require observation hours.
ECS 3423 Diversity Issues in Early Childhood
Strategies for working effectively with children and families from diverse socioeconomic, ethnic, and cultural backgrounds. Emphasizes issues of communication, family values, and child-rearing practices. Encourages students to examine their own biases as they relate to professional practices.
ECS 3433 Creative Arts for Young Children
Examination, rationale, and experiences in the creative use of art, music, movement, drama, literature, and storytelling. May require observation hours.
ECS 3513 Constructive Education to Create Developmentally Appropriate Learning Environments
Builds on student’s basic understanding of child development, particularly understanding the importance of play, exploration and social interactions. Students will learn to use a variety of strategies to encourage children’s growth, development and learning in terms of developmental domains, multiple intelligences and learning styles. Also focuses on providing experiences that emphasize the role of process as children construct knowledge, including evaluating daily schedules to ensure inclusion of uninterrupted instructional time.
ECS 3523 Curriculum and Content Areas in Early Childhood Programs
Addresses specific content areas and the many ways teachers develop and implement curriculum for young children that align with state standards. Students will learn to design and implement curriculum using programs goals and content and a continuum of teaching strategies based on knowledge of child development and learning, strengths, interests and needs of individual children and the social and cultural contexts in which children live. The use of appropriate technology as well as the importance of differentiating curriculum to meet the needs of all learners is a part of this class.
ECS 4303 Family Education and Advocacy
Examines the interactions among families, government, community agencies, and resources. Investigates the effects of cultural and societal differences and the role of the child care professional in educating, empowering, and advocating for families with young children.
ECS 4313 Classroom Interactions
Introduces the components of high-quality classroom interactions that promote higher-order thinking skills, emotional support, and appropriate feedback. Required fieldwork allows students to develop strategies for recognition and implementation. May require observation hours.
ECS 4443 Emerging Language and Literacy
Emphasizes the development of listening, speaking, pre-writing, and pre-reading skills in a developmentally appropriate context. Identifies and examines those practices and experiences most useful for promoting competency and interest in reading and writing. Examines the use of technology in the classroom to promote literacy development. May require observation hours.
ECS 4613 Special Needs Children and Families
Explores issues faced by special needs children and the interventions that are available to them and their families with special emphasis on parent-school communication and implications for planning in the classroom environment. May require observation hours.
ECS 4623 Identifying and Serving the At-Risk Child
Analyzes family and societal characteristics that place a child at risk for academic or social failure and examines the parenting practices, economic issues, health care, and community resources available for young children and their families. May require observation hours.
ECS 4653 Leadership Issues in Early Childhood
Analyzes and implements leadership and decision-making strategies in a professional setting. Focuses on the characteristics of leadership and the implications of effective and ineffective leadership in organizations that serve young children. Students develop a grant proposal for their early childhood program. This course serves as the Capstone for the early childhood program for assessment purposes.
ECS 4943 Ethics for Early Childhood
Reviews ethical standards of early childhood practitioners in the context of the State of Michigan Law and the National Association for the Education of Young Children (NAEYC) code. Contrasts philosophies of biblical imperative and humanistic practice.