ECE 102 Growth & Development of the Young Child -
Students study the dynamics of child growth and development from birth to 14 years of age, thereby acquiring a complete view of the development of a healthy personality in the child. Students also identify rates and patterns of growth in young children. They also develop an understanding of the implications for creating healthy environments for children, individually and in groups. Discussion of special needs will be addressed throughout the course. Students observe infants, toddlers, preschool children and interview school age children. The focus of these observations includes applying developmental theory to the behaviors observed and to interpret the behaviors according to theories covered in this course. Credits: 3
Prerequisites: Placement into college level English Semester Offered: F/S/SU

ECE 112 Family Issues & Dynamics -
This course focuses on the family life cycle, economics, family interactions and patterns, and family diversity; and, the course examines the effect these variables have on children's growth and development. Students relate these variables to their own personal family history and then examine this information in order to support children and families in school settings. Credits: 3
Prerequisites: Placement into college level English Semester Offered: F/S/SU

ECE 123 Fieldwork with Infants and Toddlers (Observation and Experience) -
Students spend the first part of this course observing infants and toddlers to become familiar with the growth and developmental stages of these children. Specific observations cover the physical, social, cognitive and emotional needs of infants and toddlers. The impact of the caregiver's ability to nurture, support and encourage and set limits is also considered. Students, under the supervision of a licensed infant/toddler teacher, take part in the daily routines, interact with the children and build competencies necessary to become a competent infant/toddler teacher. Credits: 3
Prerequisites: Placement into college level English Semester Offered: S

ECE 202 Fieldwork with Young Children I -
This course provides onsite supervision and consultation for students who are developing skills and competencies as they work directly with young children in a school setting (ages 2.9-under seven years old and not yet enrolled in first grade). Early Childhood Education faculty observe and consult with students during this process. Students demonstrate and document competence in the following areas: setting up and maintaining a safe, healthy learning environment for children; providing positive guidance for children; implementing an age appropriate, culturally sensitive curricula; providing appropriate social experiences for young children; communicating and cooperating with team members appropriately; documenting self-growth over time; and demonstrating awareness of the total classroom at all times. Credits: 3
Prerequisites: ECE 102 Semester Offered: S

ECE 221 Infant & Toddler Curriculum and Development -
This course examines the developmental stages of infants and toddlers. Using a holistic approach, students explore health and safety concerns, plans for stimulating learning experiences, and the design of indoor and outdoor environments specific to infants and toddlers. Students plan developmentally appropriate infant/toddler curricula and explain the connection between the physical environment and quality programs for infants and toddlers. Credits: 3
Prerequisites: ECE 102 Semester Offered: F/S

ECE 231 Curriculum for Young Children I -
This course examines the value and functions of equipment, multicultural materials, and developmentally appropriate activities for young children. Students learn how to develop curriculum that promotes sensitivity toward diversity through hands on classroom activities using the Massachusetts Early Childhood Program Standard and Guidelines for Preschool Learning Experiences. Attention is given to special accommodations to meet the needs of all children. A professional portfolio is developed during this course. Credits: 3
Prerequisites: ECE 101, ECE 102 or PSY 123, ENG 101 Corequisites: ECE 251, ECE 253 Semester Offered: F

ECE 232 Curriculum for Young Children II -
This course focuses on curriculum planning that is developmentally appropriate for young children. Students create and design plans and physical space using the Massachusetts Early Childhood Program Standards and Preschool Learning Experiences as a guide. Students implement the plans in a classroom setting (ECE 254), and address the effectiveness of their plans through observation and assessment procedures. Attention will be given to special accommodations to meet the needs of all children. Credits: 3
Prerequisites: ECE 231, ECE 251, ECE 253, ENG 101 Corequisites: ECE 252, ECE 254 Semester Offered: S

ECE 238 Supervision, Coaching and Mentoring in Early Childhood Settings -
This course covers the critical elements involved in on-site supervision, coaching and mentoring in early childhood settings. The course emphasizes observing, recording, and analyzing data, and giving constructive feedback to the classroom teacher. Students develop conference skills and interpersonal communication strategies, demonstrate team-building skills and sensitivity to cultural issues, and gain knowledge of basic adult development. Students also write formative and summative evaluations. Credits: 3
Prerequisites: ENG 101 Semester Offered: F/S

ECE 242 Young Children with Special Needs -
This course explores ways of meeting the challenges of young children with special needs. Students study ways to construct and design environments to support children and their families. Students are introduced to evolving social policies and legislation supportive of young children with special needs and their families, and observe intervention programs for young children. Credits: 3
Prerequisites: ECE 102 or PSY 123, Placement into college level English Semester Offered: F/S

ECE 243 Administration in Early Education and Care -
This course covers the administration routines and activities in a variety of early care and education settings. Content includes program and staff management, community relationship skills, budgeting, staffing, and program development. Students review meeting standards and license requirements, encouraging parent participation, and fundraising. Students explore elements of supervision and policy formation. Credits: 3
Prerequisites: ECE 102 or PSY 123 Semester Offered: F

ECE 244 Communication for Collaboration -
This course emphasizes leadership skills needed for communication and collaboration within Early Childhood Education settings. Students examine adult development and individual style in relationship to leadership skills in early education settings. The role emotional intelligence plays in interpersonal dynamics and communication when working with staff and families is addressed. Credits: 3
Prerequisites: ECE 102 or PSY 123 Semester Offered: F

ECE 245 Advocacy and Ethics for Social Justice in Early Care and Education -
This course examines the critical role advocacy plays in early education and care. Students use the National Association for the Education of Young Children's Code of Ethics in their work to support advocacy for quality early childhood programs, and in addressing local/international issues for children and families. Credits: 3
Prerequisites: ECE 102 or PSY 123 Semester Offered: S

ECE 246 Seminar and Field Experience: Leadership in Early Education and Care -
This course examines students' field experiences in connection with leadership skills and competencies. Students select a focus competency directly related to the early childhood field experience and assume a leadership role working with staff and families. Seminar sessions support the students' self-examination of leadership competencies. Students demonstrate these specific leadership competencies in class and at the fieldwork placement. Skills required include reflective and analytical thinking, demonstration of logic, use of supportive interpersonal skills, clear written and oral communication and the ability to problem solve in group settings. Credits: 3
Prerequisites: ECE 102 or PSY 123 Semester Offered: S

ECE 250 Using Observation for Authentic Assessment of Young Children -
This course focuses on observation, documentation and assessment of young children. Students conduct extensive observations of young children in natural settings. The course provides students with a working knowledge of young children with special needs, individual planning and anti-bias strategies for inclusion. Credits: 3
Prerequisites: ECE 101, ECE 102, ECE 112 Semester Offered: S

ECE 251 Integrating Theory and Practice I: Guidance of Young Children -
This course covers major theories of Early Childhood Education and the Guides to Speech and Action developed by Katherine Baker. The implications of cultural, positive guidance practices as stated in the Department of Early Education and Care Child Guidance Policy, and the Massachusetts Early Childhood Program Standards and inclusion strategies compose the major focal area of this course. Students increase awareness of political and social issues that influence the lives of children, families, and the field of early education and care. Students observe young children throughout the course to identify positive guidance strategies, improve recording, observation and assessment skills. Credits: 3
Prerequisites: ECE 101, ECE 102 or PSY 123, ECE 112, ENG 101 Corequisites: ECE 231, ECE 253 Semester Offered: F

ECE 252 Integrating Theory and Practice II: Observing, Recording and Authentic Assessment -
This course focuses on observation, documentation and assessment of young children based on the developmental theories covered in ECE 251. Students conduct extensive observations of young children in natural settings. Students record their observations and interpret the data. The course provides students with a working knowledge of young children with special needs, individual planning for inclusion, anti-bias strategies for inclusion and professional portfolio development. Credits: 3
Prerequisites: ECE 251 Corequisites: ECE 232, ECE 254 Semester Offered: S

ECE 253 Supervised Student Participation I -
This course provides students with practical experience (150 hours) working with young children in the Quinsigamond Children's Laboratory School and in a community school setting under faculty supervision. Competencies introduced include working as a team member; developing, implementing and evaluating appropriate activities for young children; demonstrating positive guidance strategies and including strategies identified in the Office of Child Care Services Guidance Policy; keeping children safe and healthy; and, creating and maintaining a developmentally appropriate inclusive learning environment. Credits: 4
Prerequisites: ECE 101, ECE 102 or PSY 123, ECE 112, ENG 101 Corequisites: ECE 231, ECE 251 Semester Offered: F

ECE 254 Supervised Student Participation II -
This course provides the students with an extended opportunity (150 hours) to relate theory to practice in the Quinsigamond Children's Laboratory School working under faculty supervision. Students act as lead teachers throughout the semester to observe children closely and use the Massachusetts Early Childhood Program Standards to plan, implement and evaluate curricula for young children. Students set up and maintain the total learning environment; provide appropriate guidance for young children and implement inclusion strategies as needed. Credits: 4
Prerequisites: ECE 231, ECE 251, ECE 253, ENG 101 Corequisites: ECE 232, ECE 252 Semester Offered: S

ECE 255 Discipline: Guiding Children's Behavior -
This course helps students examine and interpret young children's behavior. The course examines a variety of positive approaches to discipline. Students discover how materials and use of space contribute to children's behavior; learn appropriate speech and action to guide children toward cooperation and productive interactions with others; and develop realistic expectations of young children according to the child's developmental level. Credits: 3
Prerequisites: ECE 102 Semester Offered: F/S

ECE 258 Early Childhood Curriculum -
This course examines how to develop a curriculum that supports the growth and development of the whole child. Students discover how curriculum can be both planned and emergent in nature. Creative arts, dramatic play, STEM, and literacy are explored in connection with state and national standards. The course focus promotes sensitivity toward diversity and attention is given to special accommodations to meet the needs of all young children. Credits: 3
Prerequisites: ECE 102 Semester Offered: S

ECE 259 Seminar and Field Experience: Classroom Teaching in Early Education and Care -
This course examines students' field experiences in connection with their classroom teaching experience. Students focus on skills related to classroom teaching including behavior management, working with families, interactions with colleagues and curriculum facilitation. Seminar sessions support the students' self-examination of their classroom teaching. Students demonstrate these specific skills in class and at the fieldwork placement. Credits: 3
Prerequisites: ECE 102, ENG 102 Semester Offered: S

ECE 260 Introduction to Trauma Informed Care in Early Childhood Settings -
This course explores the multiple impacts of trauma on the developing child along with ways to build resiliency. The role of the teacher, in the context of the child's larger circle of protective factors, is developed in terms of social emotional learning (SEL), family support and engagement, setting up the physical environment, advocacy, and self-care. An evidence-based approach, through trauma-informed best practices, guides the learning, where students will practice and apply course concepts in an early childhood classroom in a 15-hour faculty-guided field component. Credits: 4
Prerequisites: ECE 102

ECE 261 Best Practices in Trauma Informed Care in Early Childhood Settings -
This course addresses in greater detail the key themes and concepts identified in ECE 260. Through evidence-based practice, students develop an increased capacity to work with children and families who have experienced trauma. Skills will be reinforced through continued self-reflective practice, practical application, and in-depth analysis of the child's environment. Students will continue to practice and apply course concepts in the early childhood classroom and meet with faculty in a 15-hour guided field component. Faculty will guide reflective discussion around implementing competencies in the early childhood classroom. Credits: 4
Prerequisites: ECE 102, ECE 260

4/1/2024