Required Courses for the Early Childhood Education Concentration

Psychological Foundations of Learning– 56:300:500 (3 credits)
This course examines child and adolescent development and focuses on developmental stages, learner motivation, student interests, creating a healthy learning climate, language development, and individual differences. (NJPST 1, 2, 3)
Exceptionalities – 56:300:501 (3 credits)
A survey of the neurological, sensory, orthopedic, communicative, and social disabilities, including Autism Spectrum Disorders, present in children, and the impact of these on the psychological and academic development of the child. Students will also examine the impact of the disabilities on cognitive, mental, and social growth, the factors to be considered in assessment and rehabilitative developments, and strategies for professional collaboration to meet students’ needs. (NJPST 1, 2, 10,11)
Managing Student Behaviors 56:300:502 (3 credits)
An examination of behavioral and psychotherapies for the range of behaviors found in the classroom. The course will equip students with a variety of researched-based strategies and models of discipline to address behavior management of all students in a classroom. (NJPST 1, 2, 3)
Fundamentals of Education - 56:300:510 (3 credits)
An examination of the foundations of teaching and instruction. Students will explore current topics in modern education and classroom methodologies. The completion and documentation of the 50-hour clinical experience is a course requirement. (NJPST 2,3,7,8) Formerly Teaching Methods I
The Early Childhood Environment 56:300:509 (3 credits)
This course will develop the student’s ability to critically analyze and enhance early childhood environments. It will provide a comprehensive overview of environments that encompass birth to age 8 settings to ensure students are able to plan and support developmentally appropriate environments that meet the diverse needs of children, staff, and families. (NJPST 1,2,3)

Fall Courses Only: Clinical Practice application and requirements due by February 1 to continue with coursework.

Early Childhood/ Elementary Teaching Methods 56:300:505 (3 credits)
(Pre-req Fundamentals of Education; Co-req Clinical Practice I) The focus will continue to explore the foundational methods of teaching, with an emphasis on constructing effective instruction in practice to match learner characteristics and needs. (NJPST 4,5,7,8)
Clinical Practice I – 56:300:520 (3 credits)
(Co-req Early Childhood / Elementary Teaching Methods)This course consists of 175 hours in a fieldwork component and seminar. Students will put theory into practice by strengthening pedagogy through observation and active classroom participation. Clinical practice is supervised and observed by University staff and assigned cooperating teachers. (NJPST 1-11)
Early Childhood/ Elementary Classroom Assessments 56:300:507 (3 credits)
An overview of the knowledge, skills, and understanding of assessment issues related to students in both general and special education settings. The types and characteristics of developmentally appropriate assessments, both formal and informal, and the use of assessment to set instructional goals, monitor progress, and determine the effectiveness of instruction. (NJPST 6)

Spring Courses Only: Clinical Practice application and requirements due by February 1 to continue with coursework.

Clinical Practice II 56:300:521(6 credits)
(Co-req Professional Responsibility) This course consists of a full time, semester length student teaching experience in a school setting. Students will continue to refine their planning and teaching skills. Clinical practice is supervised and observed by University staff and assigned cooperating teachers.  (NJPST 1-11)
Professional Responsibility 56:300:522 (3 credits)
(Co-req Clinical Practice II) This course will explore the role of a teacher leader both as a collaborator and role model in and outside of the classroom. Students will create a professional teaching portfolio, reflect on clinical experiences, and examine ways to further their students’ success. (NJPST 9, 10,11)