Plan of Study – Children and Families

Note: A Semester Hour (s.h.) is a unit of academic credit representing an hour of class (such as lecture class) or three hours of laboratory work each week for an academic semester. Most courses are two, three or four semester hours.

Children and Families: Minor

Minor Courses (Minimum of 23 semester hours required.)

CF 2160 Child Development Birth Through Eight (3 s.h.)

Growth and development of the young child from birth through age eight, including both typical and atypical characteristics and needs of young children, with a particular focus on theory and current research in the field. Exploration of ways to create learning environments that are healthy, respectful, responsive, supportive, and challenging for young children. Introduction of the Universal Education Vision and Principles.

CF 3930 Preschool Practicum with Seminar (2 s.h.)

Practicum of 120 clock hours in an early education center in either an infant, toddler, preschool, prekindergarten, or kindergarten classroom. Cumulative assumption of responsibilities in the early childhood classroom. Prerequisite: ECE 3100. Observe posted deadlines for submission of application forms.

ECE 2250 Infant and Toddler Best Practices (3 s.h.)

Understanding typical and atypical development of infants and toddlers in order to create developmentally appropriate learning environments meeting Michigan Standards of Quality for Infant and Toddler Programs. Creating respectful, responsive, supportive, and challenging learning experiences and activities for all infants and toddlers. Strategies for partnering with families to support infant and toddler development.

ECE 2650 Play-Based Learning (3 s.h.)

The importance of play as a vehicle for learning in early childhood curricula. The design, implementation, assessment of play-based learning experiences upon developmentally-appropriate practices and related standards in art, mathematics, literacy, social studies, movement, music, and science. Integration of play-based creative experiences in the content areas into daily and weekly plans for children’s learning. Focus on developmentally-appropriate assessment so that planned activities promote development and learning for all children. Prerequisite: CF 2160. Prerequisite or corequisite: ECE 2250.

ECE 3100 Language and Emergent Literacy (3 s.h.)

Students apply theory- and research-based strategies to promote the emergent literacy of infants, toddlers, preschoolers, and kindergarteners. Through an exploration of multiple genres, including books that represent all types of diversity, students learn to scaffold children’s literacy development across all early learning domains and content areas. Incorporates the use of developmentally appropriate technology designed to enhance literacy experiences and comprehension. Activities support parents in fostering literacy in the home, including those for whom English is a second language.

ECE 3580 Developing Early Childhood Curriculum (3 s.h.)

Theories and strategies to respond to differences between and within children; Bloom’s taxonomy and learning differences in children. Adapting the science, social studies, and mathematics curriculum to meet the needs of all students in an integrated curriculum and foster social competence in children. Techniques to include technology in the curriculum. The course highlights the Universal Education Vision and Principles. Prerequisite: ECE 2650, ECE 3100. Corequisite: ECE 3930.

ECE 3710 Inclusive Curriculum Birth to Eight (3 s.h.)

Identification of infants, toddlers, and preschoolers with special needs, accessing services, planning activities, and adapting the environment in order to program effectively. Collaboration with parents and professionals to advocate for and provide individualized programs and services for very young children with special needs is also emphasized including participation in Individualized Family Service Plans and Individualized Education Plans. Prerequisite: ECE 3100.

ECE 4130 Home/School Partnerships (ECE*/EDU) (3 s.h.)

The role of the family in children’s learning and development; the importance of forming positive home/school relationships with all families; strategies for working in partnership with parents, caregivers, and other professionals for the purpose of supporting the learning and development of children. Readings and experiences designed to foster the desire to and knowledge of ways to advocate for children and their families.