Meets only: 9/11/2015 Cross Listed With ECE 506
Undergraduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face following the noted class schedule.
The historical, philosophical and sociological foundations of early childhood education will be addressed in this course. Students will focus on all areas of diversity, including children with disabilities, as part of an understanding that the child can be best understood within the context of his/her family, culture, and society. Students will study family-systems theory to understand the dynamics, roles, and relationships between home, school and community. Development of appropriate learning environments will be addressed. Anti-bias curricula will be explored within the context of the development of appropriate learning environments. Strategies for developing continuity between the home, the school, and the community will be explored in depth. Partnerships, collaborations, and support and referral services will also be explored, as well as the role of trans-disciplinary teams in providing services to students with disabilities. Models of communication between home and school will be examined. Incorporation of parents in assessment and planning, as well as in support services, will be covered.A 5-hour field experience will be required. Students must obtain fingerprint clearance prior to beginning field experiences.
5 Field Hours Required
This workshop will address the following (with regard to children from birth through age eight): common childhood diseases; immunizations; health and hygiene education of young children; chronic health conditions and implications for child care; New York State regulations for dispensing medications; health and safety precautions for indoor and outdoor environments for infants, toddlers, and young children; fostering wellness through nutrition, exercise, and rest; and, the role of the teacher/caregiver as health screener. Offered occasionally.
Meets Oct. 16th & 17th ONLY Friday 6-8pm, Saturday 9am-12noon
This course will focus on methods for planning and implementing developmentally appropriate curricula for the primary school in accordance with New York State Learning Standards, informed by knowledge of child growth and development. Planning will extend from knowledge of educational programs for children birth to age four. Long-range and short-term models of planning will be a focus. Students will integrate all major content areas (language arts, science, math, social studies) and the humanities (art, literature, music, drama) in curricular and instructional planning. Models of instruction appropriate for pupils' individual needs, developmental levels, and interests will be studied, as well as collaborative models and the IEP process. Modifications required for individual pupils will be addressed. Students will develop plans for appropriate learning environments designed to support the growth of the child in all domains. Students will be introduced to the use of positive behavior interventions and supports as they relate to instruction. Procedures for authentic, performance-based and formal, standardized assessment, as well as diagnostic, formative and summative evaluation related to areas addressed in the course will be an additional focus. A 15-hour field experience is required. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisites: EPY 245, ECE 230. Suggested pre- or co-requisite: ECE 231.
Field hours to take place DURING class Friday time: 11:50-12:55
This course presents opportunities to develop strategies for teaching and integrating mathematics, social studies, science and language arts in the K-Grade 2 classroom according to standards posed by the New York State Learning Standards, NCTE, NCSS, NCTM and NTSA. Student-centered and constructivist instructional approaches addressed will include inquiry, cooperative learning, literature-based instruction, and direct instruction, appropriate to the developmental levels of this age group as suggested by NAEYC and CEC program standards. Literacy development in the content areas will be covered. Strategies to support diverse learners will be addressed. Students will be introduced to the use of positive behavior interventions and supports as they relate to instruction. Technology as a teacher resource and as an instructional tool will be covered. Appropriate formal and informal assessment tools will be included within the context of instructional plans. A 20-hour supervised field experience is required for this course. Students must obtain fingerprint clearance prior to beginning field experiences. Prerequisite: IEC 253 or EDU 245 or SEE 245 or SEC 365.
X w/ ECE 585-X1 ONLINE component: One credit of work is ONLINE
A field experience, selected in cooperation with faculty in the department of Teacher Education, designed to meet the individual needs of the student. A syllabus for this experience must be devised with cooperation and approval of the faculty advisor and the course mentor prior to registration for the course. The student must also complete an application for this experience. Open to Saint Rose students only. Students must obtain fingerprint clearance prior to beginning field experiences. Offered occasionally by individual request.
Students will complete two student teaching experiences, one at the PreK or kindergarten level, and one in grades 1 or 2. During the first week of each experience, students will complete a 20-hour field experience during which they study and analyze the societal context, the family context, the instructional context, and the programmatic context of the setting, and also create an individual Child Profile. The candidate will develop and implement an instructional plan under the guidance of cooperating teachers and College of St. Rose personnel. Application must be made by February 1 for the Fall semester; by October 1 of the preceding Fall semester for a Spring student teaching placement. Prerequisites: good standing in the School of Education; required GPAs (2.75 in education; 2.25 in academic concentration; 2.5 overall); grade of C+ or better in every education course; completion of education sequence; completion of violence prevention, substance abuse, child abuse, and HIV/AIDS workshop requirements. Students must obtain fingerprint clearance prior to beginning field experiences. Co-requisites: EDU 493 and EDU 494. Open only to majors at Saint Rose.
Application to Field Placement Office - Lally Building
This student teaching experience is for students who transfer in a student teaching experience at the PreK or kindergarten level. This course must be taken with prior approval of the Liaison to the Teacher Education department. Co- and prerequisites for ECE 490 apply. Open only to majors at Saint Rose.
Application to Field Placement Office - Lally Building
Requires approval for independent study.
Independent Study form required