Curriculum: Early Childhood Education, M.S. (with Bilingual Extension)

See Curriculum for Early Childhood Education, M.S. (Initial/Professional)

Major Requirements

Foundation Courses Credits:
EDPC 603 Foundations I: Philosophy and Technology of Education 3
Foundations of education focuses on the continuum of thought framing the past, present, and future understanding of the education profession. Candidates explore the disciplines of educational philosophy, educational history, educational psychology, educational sociology, along with curricular theory, gender and cultural theory, technology-enhanced learning theory, and philosophical outlooks on the future of the education profession. Using a New Media process of research, reflection, and analysis, each candidate develops a rigorous, well documented personal philosophy of education. This philosophy initiates each candidate's web-based professional portfolio. Candidates are expected to make additions and revisions to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field observations and experiences are required and integrated into the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDPC 605 Curriculum Design and Development 3
Candidates design an instructional unit within a defined course of study based on the five phases of instructional systems design: analysis, design, development, implementation and evaluation. Candidates conduct a needs assessment for the learner, content, and context of their unit of instruction aligning learning objectives with national and state standards. Candidates develop performance assessment measures and incorporate instructional technologies to meet the needs of diverse learners. Issues addressed are curriculum alignment, learning theory, differentiated instruction, and design of instructional technology activities for active student engagement and inquiry. Field experiences are required and integrated into the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDPC 610 Foundations II: Diversity, Learning, and Technology in Education 3
Prerequisite: Prerequisite: Take EDPC 605 and one course in this group: EDIT 603 or EDPC 603

Candidates apply an understanding of diversity of student populations in P-12 schools. Particular emphasis is placed on research based evidence for effective uses of assistive and instructional technology for improving student performance in national and state standards based general education curriculum. Candidates develop instructional materials to meet the needs and aspirations of all learners across the spectrum of culture, gender, language, and ability levels. Case studies are developed to demonstrate technology integration for differentiation for all learners. Field experiences are required and integrated into the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDPC 615 Human Growth, Development, and Learning 3
Prerequisite: Prerequisite: EDPC 603 or EDIT 603

Candidates study human growth and explore the relationship of cognitive, social, and emotional development to student learning in the early childhood, childhood and adolescence classroom. The candidates explore research and applications of learning and motivational theories, contemporary influences, and examine literacy and study skills in the area of learner development. Candidates analyze and prescribe interventions to case studies that reflect their knowledge of the developmental stages of the learner. Learner motivation and learning strategies for diverse learners are developed. Candidates investigate the impact of assessment, diversity and the integration of technology on student learning in the classroom. In addition, candidates reflect on the influences of family, school, society, historical, cultural, ethnic and socioeconomic factors on student learning.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
 
Technology Core Credits:
EDIT 629 Institute in Education: Art Integration to Deepen Interdisciplinary Learning (Transforming STEM to STEAM) 3
Please view all course descriptions: http://www.nyit.edu/courses
 
Literacy Core Credits:
EDLI 635 Theory and Practice of Literacy Instruction 3
Prerequisite: Prerequisite: EDPC 605

Candidates review the theories and principles of student's language and literacy development from emergent to accomplished reading and writing. Candidates learn methods and strategies for teaching literacy to all learners including those with diverse learning needs. A major premise of the course is that literacy instruction is a decision making process, grounded in research and practically based framework. Candidates must demonstrate their ability to apply teaching strategies in literacy education with early childhood, childhood or middle school learners. Field observations and experiences are required and integrated into the course. This course is a prerequisite to EDLI 636 (Diagnosis and Remediation of Literacy Disorders) and EDLI 637 (Reading in the Content Areas).

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDLI 636 Diagnosis and Remediation of Literacy Disorders 3
Prerequisite: Prerequisite: EDLI 635

Candidates examine the nature of literacy disorders present in early childhood, childhood and middle childhood students. They explore the possible causes and correlates of those problems including neurological, psychological, environmental, and educational factors. The primary focus of the course is the identification of literacy disorders and the development of effective, research-grounded remediation. Candidates explore both formal and informal assessment procedures including those that may best be classified as authentic measures. A major theme in this course is the availability of technological support for both assessment and intervention. Candidates are required to conduct a full literacy assessment and case study with an early childhood, childhood or middle childhood child who evidences reading and/or writing difficulty. Field observations and experiences are required and integrated into the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
 
Content Core Credits:
EDLA 615 English Language Arts and Technology 3
Prerequisite: Prerequisite: Take EDPC 605 and one course in this group: EDIT 603 or EDPC 603

Candidates examine the national and state English/ Language Arts standards related to listening, speaking, reading, writing, and visual communication. Candidates explore methods, materials, and resources appropriate for cultural, ethnic, and diverse learning styles of all learners to meet the language arts and reading standards. Candidates investigate strategies for integrating technology into K-12 language arts and literacy instruction and teaching strategies appropriate to the level of instruction. Candidates apply research based effective practices for assessing learner progress and for using technology to improve reading, writing and communication. Field experiences are required and integrated into the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDSS 620 Social Studies and Technology 3
Prerequisite: Prerequisite: Take EDPC 605 and one course in this group: EDIT 603 or EDPC 603

Candidates develop skills and thinking processes of historians using technologies for inquiry learning and explore global perspectives in teaching historical events. Candidates examine primary source documents, Web sites and other media to stimulate critical thinking. Candidates investigate methods, materials, and resources appropriate for diverse learners. Candidates design curriculum materials for use in the classroom that incorporate state and national standards in social studies education and further literacy and study. Field experiences are required and integrated into the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDMA 625 Math, Science, and Technology I 3
Prerequisite: Prerequisite: Take EDPC 605 and one course in this group: EDIT 603 or EDPC 603

The candidates will examine an integrated approach to the teaching of mathematics, science and technology. Emphasis will be on designing instructional strategies using technology to support problem solving skills, abstract and quantitative reasoning, mathematical modeling and mathematical fluency in students. Collaborative and project based student- centered learning and assessment techniques will be the guiding principles throughout the course. Candidates will create strategies to coach and support teachers in the development of instructional materials to address the needs of diverse learners in the context of reflective practice. Field experiences are required and integrated into the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDSC 631 Math, Science, and Technology II 3
Prerequisite: Prerequisite: EDSC 630

Candidates will investigate details of the Living Environment examined in middle school including: foundations of scientific inquiry, diversity in science education, cell biology, genetics, molecular genetics, evolution, botany, human biology, and ecology. In addition to the content investigation, candidates will gain knowledge of and demonstrate competence with instructional techniques and methods designed to enhance the middle school science learning experience. Student centered lesson development and planning which addresses topics such as differentiation of instruction, both formative and summative assessment, and infusion of technology, will constitute a major element of the course. Candidates select a range of teaching/learning methods, media, and instructional technology that enhance and individualize activities for diverse learncrs in inclusive classrooms. Criteria, rubrics, reflective practice techniques and assessments are developed. Curriculum alignment with state and national standards and the application of curriculum design, learning theory and use of the learning technologies of the information age are focuses of the course.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
 
Student Teaching Credits:
EDPC 681 Supervised Student Teaching and Seminar 6
Candidates participate in a full semester of student teaching in a childhood setting in a cooperating school. Student teachers are supervised by a cooperating teacher in the school and observed regularly by the college supervisor. The weekly seminar provides support and instruction for candidates who are working in the schools. Instruction focuses on technology as a tool for teachers using word processing, database and spreadsheet management. Seminar discussions focus on assigned readings and the teaching experiences of the candidates.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 6-0-6
 
Capstone Course Credits:
EDPC 695 Teacher Education Capstone 0
Candidates will create an electronic teaching portfolio reflecting on all major/keystone assignments submitted to TaskStream in each course. Requirements of the electronic teaching portfolio include the teaching philosophy, sample lesson plans, student artifacts, and a comprehensive critical analysis of the overall integrated experience in teacher education programs. Candidates must register the capstone course during the last semester.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 0-0-0
 
Bilingual Extension Credits:
EDBL 603 Foundations I: Principles and Practices in Bilingual Education 3
Candidates focus on the history, theory, and rationale for bilingual education and English as a second language to teaching speakers of languages other than English. Candidates investigate current research on the effectiveness of these methods and use the World Wide Web to access instructional materials and engage in conversations with Bilingual/ESL teachers.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDLI 634 Teaching Literacy in Bilingual Education 3
Candidates examine the characteristics of the primary language of the students' in the bilingual classroom regarding their literacy/language arts, writing, speaking, and listening. Candidates develop skills and knowledge in the development and evaluation of literacy in the primary language and the transference of skills from one language to the second language. Candidates will apply different methods of teaching literacy/language arts and will analyze and create instructional materials to teach in the primary language.

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
EDPC 630 Culturally Responsive Teaching 3
This course prepares candidates’ understanding that culture is central to learning. It plays a role not only in students’ communicating and receiving information, but also in shaping their thinking process. Candidates will employ a pedagogy that acknowledges, responds to, and celebrates fundamental cultures that will offer full, equitable access to education for all students from all cultures. Candidates will recognize the importance of including student’s cultural references in all aspects of learning. Candidates will learn to establish culturally responsive teaching framework by examining the following principals: Establish positive perspectives on parents and families, learning within the context of culture, student- centered instruction, culturally mediated instruction, and reshaping the curriculum. Field observation and experience are required and integrated into the course. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 3-0-3

Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3
Total Program Credits with Bilingual Extension = 48
 
The Bilingual Extension program is offered to candidates who are already certified to teach in New York State and wish to teach English Language Learners (ELLs) in a bilingual setting. Upon successful completion of the Bilingual Education Assessment (BEA) and course requirements for this extension, teacher candidates will be certified to teach English Language Learners in a bilingual setting. As part of the required clinical experience, candidates must complete college supervised field experiences of 50 hours within a bilingual setting.