Updated Early Childhood Concentration – Department of Education and Teacher Preparation

Current EARLY CHILDHOOD EDUCATION Concentration Required Courses through January 31, 2025 (33 credits)

NEW EARLY CHILDHOOD EDUCATION Concentration Required Courses begin February 1, 2025 (36 credits)

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)

Psychological Foundations of Learning– 56:300:500 (3 credits)

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 effect 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 2)

Fundamentals of Education - 56:300:510 (3 credits)

An examination of the foundations of teaching and instruction based on the New Jersey Professional Standards for Teachers. The completion and documentation of the 50-hour clinical experience is a course requirement. (NJPST 1-11)

Early Childhood Learning 56:300:509 (3 credits)

This course will develop the student’s ability to critically analyze and enhance literacy-based early childhood environments. It will provide a comprehensive overview of birth to age 8 settings to ensure students are able to plan and support developmentally appropriate materials and methods that meet the diverse needs of children, staff, and families. Learners will explore the importance of play, the effects of family and community on young learners, and the needs of multilingual, special needs, and at-risk students. (NJPST 2, 3, 4, 10)

Literacy Foundations - 56:300:511 (3 credits)

This introductory course will examine the critical areas of language development, phonological and phonemic awareness, phonics, fluency, vocabulary, word study, comprehension, and digital literacy. Students will investigate the ways in which these topics inform early literacy programs and reflect on the philosophical and theoretical perspectives that shape their teaching practice. (NJPST 3, 4, 7)

Mathematical Foundations in Education 56:300:512 (3 credits)

This course focuses on preparing pre-service teachers to develop, plan, and evaluate math lessons that are developmentally appropriate for learners from early childhood to 6th grade. Students will learn how to assess student math knowledge and skills based on content outlined in the NJSLS through a student-centered inquiry approach, working with manipulatives, different technologies, and other methods to build mathematical knowledge. (NJPST 4, 7)

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

Clinical Practice I – 56:300:520 (2 credits)

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) (Pre-req Fundamentals of Education; 56:300:510 )

Literacy Teaching Methods 56:300:513 (4 credits)

This course will examine instructional strategies to support readers and writers across the five pillars of reading – phonemic awareness, phonics, vocabulary, fluency, and comprehension – within a comprehensive literacy framework. A strong emphasis will be on the role of assessment in the teaching and learning process and expose candidates to a variety of reading assessments. Students will also learn about integrating literacy instruction across all content areas , with a special focus on science and social studies.(NJPST 5-8). (Co-req Clinical Practice I)

Math Teaching Methods 56:300:514 (3 credits)

Bridging skills learned in Introduction to Math, this course will prepare students to strategically plan developmentally and academically appropriate instruction using strategies related to best practices for learners from early childhood to 6th grade, including infusing literacy skills into instruction. Students will delve into mathematics content and the NJSLS, while exploring current research on instructional practices and learn methods to implement instructional practices designed to make math accessible to students showing difficulty or in need of remediation. (NJPST 5-8) (Co-req Clinical Practice I)

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

Clinical Practice II 56:300:521(3 credits)

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)

This course explores the role of a teacher and teacher leader both as a collaborator and role model in and outside the classroom. Students will investigate teacher professionalism and the organizational culture of schools with the aim that these understandings will prepare students to take a greater leadership role on issues that affect classroom practice and students’ learning. Students will also finalize their professional teaching portfolio, reflect on clinical experiences, and examine ways to further their students’ success. (NJPST 9,10,11) (Co-requisite Clinical Practice II – 56:300:521)

Literacy in Practice 56:300:525 (3 credits)

This course will focus on applying literacy instruction and assessment as a co-requisite with the field placement. Students will expand their knowledge of the types, characteristics, and applications of commonly used and evolving literacy approaches, measures, and practices. Students will also develop expertise in identifying students’ literacy needs and using that information for planning, implementing, and evaluating evidence-based literacy interventions to address those needs, including those with diverse social, cultural, linguistic, and literacy learning needs. (NJPST 2, 6, 7, 8). (Co-req Clinical Practice II)