Education: General (EDUINDP)

COURSE DESCRIPTIONS

EDUINDP 211 INTRODUCTION TO EARLY CHILDHOOD EDUCATION

2 u

Designed as a foundations course for students in Early Childhood Education who are preparing to teach children from birth to age 8 in inclusive settings. Students will gain an overview of the field, have an opportunity to examine their commitment to the education and well-being of young children, and begin systematic planning for the development of their professional life.

Prereq:Admission to Professional Education and the Early Childhood Program.

EDUINDP 212 WORKING WITH CHILDREN AND FAMILIES IN A DIVERSE SOCIETY

3 u

This course is designed to prepare students to work with families of both typically and atypically developing children, and with families whose children are at-risk for developmental and educational difficulties. The following concepts will be addressed: young children in an ecological context, risk and resiliency, the post-modern family, parenting styles, positive discipline in the home and classroom, cultural competence, prevention/intervention, and characteristics of healthy families. The content will focus on families in a diverse society and will specifically address the requirement for instruction in native American culture in Wisconsin. Skills will include: ability to access a variety of resources to communicate and collaborate with families, to work with specific at-risk populations, and to determine family strengths and needs. Additionally, students will be exposed to the IEP and IFSP as they relate to family strengths and needs.

Prereq:Admission to Professional Education and Early Childhood cohort.

EDUINDP 213 DEVELOPMENT OF THE YOUNG CHILD

3 u

The focus of this course will be on the development of children from birth through age 8 within the context of the whole lifespan. It will include learning theory, theory and practice of play, developmental milestones, and discussions on current thinking and recent research in developmental psychology.

Prereq:Admission to Professional Education and Early Childhood cohort.

EDUINDP 214 FIELD WORK 1: OBSERVATION & REFLECTION IN HEAD START

3 u

This course requires students to spend 75 hours with a group whose background the student does not share, at least 25 hours of which will be with a DPI-designated ethnic minority group. Students will be involved in guided observation tasks in order to gain experience in observing and reflecting upon children’s growth and development, family-centered interactions, and the functioning of an early childhood intervention model.

Prereq:Admission to Professional Education and to the Early Childhood Program.

EDUINDP 215 ART IN THE EARLY YEARS

3 u

An introduction to the role and purpose of visual experience and art-making as it relates to the development of Early Childhood students. Through a variety of observation, hands-on, lecture and discussion experiences, students will have the opportunity to base and develop their understandings of child development in connection with age-appropriate curriculum development in art and art-making. Required of all ECE-Special Ed majors.

EDUINDP 216 REFLECTION SEMINAR: PHASE 2 PORTFOLIO

2 u

The course is intended to ensure that the well-prepared teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

EDUINDP 320 INTEGRATED CURRICULUM FOR CHILDREN: AGES 3-5

3 u

This course will enable students to plan a curriculum for children ages 3 through 8 with an understanding of integrated curriculum, the project approach and emergent curriculum that are coupled with relevant constructivist theories. An investigation of various early childhood programs will also be an emphasis of this course.

Prereq:Restricted to students with Professional Education admission.

EDUINDP 321 GUIDING YOUNG CHILDREN

3 u

This course is designed to help students understand the behavior and feelings of young children, learn how to understand and build positive behaviors and feelings, develop positive classroom environments for young children, and deal with their common behavioral and emotional problems, particularly in classroom settings.

Prereq:Admission to Professional Education and to the Early Childhood Education Program.

EDUINDP 322 WORKING WITH INFANTS AND TODDLERS AND THEIR FAMILIES

3 u

This course examines theories and research pertaining to care of infants and toddlers within the family setting and in group care programs. Content includes an examination of legislative action that calls for intervention services for the birth to three population in natural settings, screening and assessment procedures, eligibility criteria for service delivery, working closely with and supporting parents, and team collaboration styles. The relationship between best practices for care of infants and toddlers in community care and policies which support them is considered as well. Students will design and evaluate curriculum activities appropriate for all children, from birth to three years of age.

Prereq:Successful completion of all prior Early Childhood Education classes.

EDUINDP 323 REFLECTIVE SEMINAR: EXPLORATION OF ISSUES IN EARLY CHILDHOOD EDUCATION

1 u

This course provides pre-service teachers with the opportunity to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, share new ideas, design and evaluate strategies and methods for working with children, parents and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of the current courses and field work experiences.

Prereq:Admission to Professional Education and to the Early Childhood Program.

EDUINDP 331 DIRECTED TEACHING A: INFANTS AND TODDLERS

6 u

This course provides the student with the opportunity to fully develop, practice, and reflect upon skills acquired through coursework and previous field experience. Students are placed in both a county Birth-to-Three Program and a community infant/toddler childcare program. High quality inclusive programs are selected (when possible). Students are provided supervision by a Cooperating Teacher, and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance, collaborate with parents and professionals.

Prereq:Successful completion of all prior Early Childhood Education classes.

EDUINDP 332 REFLECTIVE SEMINAR: APPLICATION OF ISSUES IN EARLY CHILDHOOD EDUCATION

1 u

This course provides teachers-to-be with opportunities to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, and design new strategies and methods for working with children, parents, and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of current courses and field work experiences.

Prereq:Successful completion of all prior Early Childhood Education classes.

EDUINDP 333 INFORMAL ASSESSMENT OF YOUNG CHILDREN

3 u

This class is designed to assist students in acquiring skills related to informal assessment. These skills include: the ability to use a variety of observation strategies, to apply functional assessment strategies, use play-based and other criterion-referenced instruments, develop and implement program evaluation strategies. Additionally the student will acquire the ability to link assessment results to IEP/IFSP formation, and the ability to use assessment results to develop differentiated instruction, the ability to write summary reports for school files, and to communicate in writing and verbally, assessment results to parents and to other professionals.

Prereq:Successful completion of all prior Early Childhood Education classes.

EDUINDP 334 CHILDREN'S LITERATURE AND LANGUAGE ARTS, AGES 3 THROUGH 8

3 u

A study of literature and media for young children, ages three through eight years, with a primary focus on student exposure to a wide variety of current, award-winning children's literature across all genres. An emphasis is placed on evaluating, selecting, and presenting materials related to the interests and needs of children and an integrated school curriculum. A second emphasis considers the use of language arts to elicit children's responses to literature.

Prereq:Successful completion of all prior Early Childhood Education classes.

EDUINDP 410/610 CREATING PROFESSIONAL DEVELOPMENT PLANS

2 u

This course is designed to be a campus-based course with a 25% on-line component. This course prepares the initial educator to use reflection tools to gauge their current level of performance based on the Wisconsin Educator Standards. From their reflections and documentations, each participant will write a compelling goal(s) that drives the writing of the professional development for the next 3-5 years. Professional Development Plans (PDPs) will be completed and approved so that the initial educator will leave the institute ready to implement the first year of his/her PDP. Assessment strategies are part of the institute so that initial educators may begin to collect and analyze data that show professional growth and a positive impact on student learning. Participants will be part of a learning community which includes the University higher education representative and other members of their professional community.

Prereq:Employed in public/private educational setting, Professional Educationucator status.

EDUINDP 411/611 IMPLEMENTATION OF THE PROFESSIONAL DEVELOPMENT PLAN

3 u

This campus based and on-line (50%) institute builds on prior learning from the previous summer institute in that this stage of PDP development and implementation requires the learner and the community to reflect on progress, look at the annual review of the PDP and make necessary revisions. They will analyze current data sources based on their assessment plans that were collected throughout the process. This institute will deepen content knowledge related to participant goals by including content and pedagogical specialists to increase the learner's knowledge, skills, and dispositions related to the standards addressed in their PDPs.

Prereq:EDUINDP 410/610.

EDUINDP 412/612 VERIFICATION OF THE PROFESSIONAL DEVELOPMENT PLAN

1 u

This 1 credit campus-based and on-line (50%) institute builds on prior learning from the previous summer institutes by providing the final verification process with Initial Team Members of the Initial Educator's Professional Development Plan.

Prereq:EDUINDP 410/610 and EDUINDP 411/611.

EDUINDP 441 DIRECTED TEACHING B: PRESCHOOL (3-4)

3 u

This course provides the student with the opportunity to fully develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in high quality inclusive preschool programs (when possible) and provided supervision by a Cooperating Teacher and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance and collaborate with parents and professionals.

Prereq:Successful completion of all prior Early Childhood Education classes.

EDUINDP 442/642 PLANNING FOR INDIVIDUAL NEEDS

3 u

This class provides students with the skills to develop and adapt curriculum and instructional strategies to meet the educational needs of young children who require specialized instruction. The emphasis is on the provision of that instruction in the natural environment of the children.

Prereq:Admission to Professional Education.

EDUINDP 443A FIELD STUDY: KINDERGARTEN (4K OR 5K)
Repeatable
1 u

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints.

Prereq:Admission to Professional Education and enrollment in Early Childhood Education (Dual Licensure) major; or Admission to Professional Education and enrollment in Special Education minor.

EDUINDP 443B FIELD STUDY: SPECIAL EDUCATION (3 THROUGH 8)
Repeatable
1 u

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints.

Prereq:Admission to Professional Education and enrollment in Early Childhood Education (Dual Licensure) major; or Admission to Professional Education and enrollment in Special Education minor.

EDUINDP 443C FIELD STUDY: EARLY ELEMENTARY (1ST THROUGH 3RD GRADE)
Repeatable
1 u

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints.

Prereq:Admission to Professional Education and enrollment in Early Childhood Education (Dual Licensure) major; or Admission to Professional Education and enrollment in Special Education minor.

EDUINDP 449 MATHEMATICAL CONCEPTS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

2 u

Students learn how to assess mathematics skills young children ages 0 through 8 years develop and identify instructional strategies that support children’s engagement in mathematical thinking. Students observe and reflect on individual children’s approaches to mathematical thinking and prepare and implement integrated lessons for children in community and school settings.

Prereq:Admission into the Early Childhood Education major.

EDUINDP 451 REFLECTIVE SEMINAR: PHASE 3 PORTFOLIO

1 u

This course provides pre-service teachers with the opportunity to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, share new ideas, design and evaluate strategies and methods for working with children, parents and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of the current courses and field work experiences.

Prereq:Admission to Professional Education and to the Early Childhood Education Program.

EDUINDP 452 INTEGRATED CURRICULUM FOR CHILDREN: AGES 6 THROUGH 8

3 u

This course is designed to increase students' understanding of how to combine different subject areas, such as literacy, math, art, music, science within one thematic unit based on an understanding of how children learn and develop. Initially, students will study related theory and explore a variety of instructional methods. A field component will allow students to apply their knowledge by planning and implementing a series of classroom experiences with children in primary classrooms. Subsequent reflection and class discussion will address implementation problems and seek solutions.

Prereq:Successful completion of all prior Early Childhood Education classes.

EDUINDP 453 LEADERSHIP IN EARLY CHILDHOOD EDUCATION

2 u

This two credit on-line workshop will examine leadership from three perspectives: the leader within me, leaders in the field and leadership as service. While exploring “the leader within me”, participants will explore the characteristics of and types of leaders in an effort to define their personal leadership style. “Leaders in the field” will be dedicated to exploring the early childhood classroom and the field and finding ways to advocate for children through assuming leadership roles. Finally, participants will observe and consider the ways leaders serve the greater society through service.

Prereq:Admission to the Early Childhood Program.

EDUINDP 461 DIRECTED TEACHING C: CONSULTATION IN EARLY CHILDHOOD

6 u

This course provides students with the opportunity to fully develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in programs serving young children with disabilities. High quality inclusive programs are used (when possible). Supervision is provided by a Cooperating Teacher and a University Supervisor. Students plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance, and collaborate with parents and professionals.

Prereq:Admission to Professional Education and Early Childhood Education Program.

EDUINDP 462 DIRECTED TEACHING D: CHILDREN FIVE THROUGH EIGHT YEARS

6 u

Students have the opportunity to fully develop, practice and reflect upon skills acquired through coursework and previous field experiences. Placed with an educator teaching at a kindergarten through third grade level, students plan and implement instruction for individuals and groups of children, adapt instruction for children with special needs, conduct assessments, evaluate student performance, and collaborate with parents and professionals.

Prereq: Admission to Professional Education and Early Childhood Education Program.

EDUINDP 463 DIRECTED TEACHING E: PRIMARY

5 u

This course provides the student with the opportunity to fully develop, practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in public school kindergarten programs serving six, seven and/or eight year olds, with and without disabilities. A Cooperating Teacher and a University Supervisor will provide them supervision. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance, and collaborate with parents and professionals.

Prereq: Admission to Professional Education and Early Childhood Education Program.

EDUINDP 465 REFLECTIVE SEMINAR: PHASE FOUR PORTFOLIO

1 u

Provides a forum for ECE students to develop the Phase Four Portfolio and to begin their Professional Development Plans. The course is intended to ensure that the well-prepared teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Prereq:Successful completion of five semesters ECE major courses.

EDUINDP 470 TEACHING ACROSS CULTURES: PEOPLE AND CULTURES OF ECUADOR

3 u

This course ties together student teachers' study abroad experience while teaching in Ecuador. Course learning activities include visiting archeological sites, villages inhabited by indigenous populations, readings, and lectures. Students experience the geographical diversity of the Ecuadorian Andes and learn from interactions with local people and guest speakers.

Prereq: Signed up for final semester of student teaching

EDUINDP 475/675 LICENSURE PORTFOLIO REVIEW

.5 u

A course to assist students to remove deficiencies in their portfolio in order to make the portfolio acceptable for student continuation in teacher education programs. Repeatable for maximum of 1.5 units.

EDUINDP 490/690 WORKSHOP

1-3 u

EDUINDP 496/696 SPECIAL STUDIES
Repeatable
.5-3 u

EDUINDP 497 EXCHANGE STUDY
Repeatable
1-12 u



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