Plan of Study – Children and Families

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.

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.

The forum to reflect upon and discuss the student's practicum/directed teaching experiences. Introduction to action research as a tool for self-reflection and continued professional development.

For Children and Families majors who complete the entire major at Madonna University. Supervised teaching in a pre-K setting. Prerequisites: CF 3930 and advisor approval. Observe posted deadlines for submission of application forms.

In-depth consideration of issues in a related field; integration and verification of exit-level competencies.

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.

Study of the complex development of children’s executive function skills and self-regulation in relation to classroom management and social emotional development in early childhood. Application of strategies for establishing positive behaviors and promoting conflict resolution, together with developmentally appropriate strategies to decrease challenging behaviors. Students comprehend the impact of prolonged toxic stress and adverse childhood experiences. The framework presented in this course enables students to establish a sense of community in early childhood classrooms and coordinate their approach to provide families with at-home strategies to strengthen early social emotional development. Prerequisite: CF 2160.

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.

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.

Requirements for infant, toddler, and early childhood care in center-based programs. Exploration of curriculum within centers for all groups. Leadership component highlights administrative skills, collaboration, planning, organizing, assembling resources, supervision of early childhood professionals, and advocacy for and support of young children and families. Prerequisite or corequisite: ECE 2650.

Application of research-based strategies that promote the development of early math and science skills in infants, toddlers, and preschoolers. Students learn how to identify math and science developmental skill sequences across different domains; assess, evaluate, and develop appropriate activities for centers and classrooms to promote skill development; and, create activities designed to extend math and science learning in the home.

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.

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.

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.

The goals, benefits, use, and misuse of assessment and the skills required for observation, documentation, and effective assessment strategies. Responsible assessment practices and partnering with parents and other professionals to positively influence children’s development and learning. Multiple types of developmentally-appropriate assessment and their use in driving instruction. A field component is included.

Exploration of factors that influence nutrition and food intake from infancy through childhood: healthy attitudes toward food, healthy food environments, and nutritional concerns related to childhood. Includes creation of healthy snacks and planning educational activities for children. May not be used toward Dietetics, Nutrition and Wellness, and Nutritional Sciences major electives or the Nutrition minor electives.

Strategies that promote the development of professional writing skills for teachers in early education settings. Students learn how to write, review, and edit a variety of genres and formats used in the early childhood field such as journal articles, grant requests for proposals, family newsletters, and web content. Applying various strategies that incorporate technology and digital resources, students enhance their writing skills to produce a range of professional documents.

In-depth exploration of professional opportunities in the early childhood field, current trends and issues regarding education and public policy, and approaches to mentoring and coaching others in education. Through awareness of opportunities for leadership, students explore career paths in the field of early childhood education. Students investigate avenues for growth and advocacy incorporating strategies for leading others, gathering resources, and meeting the needs of every child in education settings. Pre- or corequisite: CF 4500.

A survey of issues that present challenges to children and families. Students learn how current societal factors present stress to the family as it seeks to nurture the emotional/social and cognitive development of children. Assessment of community resources available for families.

Study of the life and legacy of Francis of Assisi as a prism for exploring social justice issues and the key Franciscan values not only essential to the Catholic perspective on the world and human existence, but also relevant to the perspectives of other religious traditions of the world. Analysis of the implications for addressing ecological responsibility and the call to justice, peace, and respect for all persons.

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.

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.

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.

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.

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.

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.

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.

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.