Course Descriptions
ECED - EARLY CHILDHOOD EDUCATION
ECED 1110.
CHILD GROWTH, DEVELOPMENT, AND LEARNING. (3)
Pre- or corequisites: None.
This basic course in the growth, development, and learning of young children, prenatal through age eight, provides students with the theoretical foundation for becoming competent early childhood professionals. The course includes knowledge of how young children grow, develop and learn. Major theories of child development are integrated with all domains of development, including biological-physical, social, cultural, emotional, cognitive and language. The adult’s role in supporting each child’s growth, development and learning is emphasized.
ECED 1115.
HEALTH, SAFETY, AND NUTRITION. (2)
Perquisite or co-requisite ECED 1110
This course provides information related to standards and practices that promote children’s physical and mental well-being sound nutritional practices, and maintenance of safe learning environments. It includes information for developing sound health and safety management procedures for indoor and outdoor learning environments for young children. The course examines the many scheduling factors that are important for children’s total development, healthy nutrition, physical activity, and rest.
ECED 1120.
GUIDING YOUNG CHILDREN. (3)
Perquisite or co-requisite ECED 1110
This course explores various theories of child guidance and the practical applications of each. It provides developmentally appropriate methods for guiding children and effective strategies and suggestions for facilitating positive social interactions. Strategies for preventing challenging behaviors through the use of environment, routines and schedule will be presented Emphasis is placed on helping children become self- responsible, competent, independent, and cooperative learners and including families as part of the guidance approach.
ECED 1125.
ASSESSMENT OF CHILDREN AND EVALUATION OF PROGRAMS I. (3)
Perquisite or co-requisite ECED 1110
This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, including systematic observation of typically and non-typically developing children. The course addresses the development and use of formative and summative assessment and evaluation instruments to ensure comprehensive quality of the total environment for children, families, and the community. Students will develop skills for evaluating the assessment process and involving other teachers, professionals and families in the process.
ECED 1130.
FAMILY AND COMMUNITY COLLABORATION. (3)
Perquisite or co-requisite ECED 1110
This beginning course examines the involvement of families and communities from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establish collaborative relationships with families in early childhood settings is discussed. Families’ goals and desires for their children will be supported through culturally responsive strategies.
ECED 2110.
PROFESSIONALISM. (2)
Perquisite or co-requisite ECED 1110
This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced. Basic principles of early childhood systems are explored. Multiple perspectives on early care and education are introduced. Professional responsibilities such as cultural responsiveness and reflective practice are examined.
ECED 2115.
INTRODUCTION TO LANGUAGE, LITERACY AND READING. (3)
Perquisite or co-requisite ECED 1110
This course is designed to prepare early childhood professionals for promoting children’s emergent literacy and reading development. Through a developmental approach, the course addresses ways in which early childhood professionals can foster young children’s oral language development, phonemic awareness, and literacy problem solving skills, fluency, vocabulary, and comprehension. This course provides the foundation for early childhood professionals to become knowledgeable about literacy development in young children. Instructional approaches and theory-based and research based strategies to support the emergent literacy and reading skills of native speakers and English language learners will be presented.
ECED 2120.
CURRICULUM DEVELOPMENT THROUGH PLAY: BIRTH THROUGH AGE 4 (PREK). (3)
Co-requisite: 2121
The beginning curriculum course places play at the center of curriculum in developmentally appropriate early childhood programs. It addresses content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized.
ECED 2121.
CURRICULUM DEVELOPMENT THROUGH PLAY: BITH THROUGH AGE 4 (PREK) PRACTICUM. (2)
Prerequisite: 1110.
Co-requisite: 2120
The field based component of this course will provide experiences that address curriculum content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized.
ECED 2130.
CURRICULUM DEVELOPMENT AND IMPLEMENTATION: AGE 3 (PRE K) THROUGH GRADE 3. (3)
Corequisite: 2131.
The field based component of this course will provide experiences that address curriculum content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized.
ECED 2131.
CURRICULUM DEVELOPMENT AND IMPLEMENTATION: AGE 3 (PREK) THROUGH GRADE 3 PRACTICUM. (2)
Prerequisite: 1110.
Corequisite: 2130.
The field-based component of this course will provide experiences that address developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included.
ECME - EARLY CHILDHOOD MULTICULTURAL EDUCATION
ECME 193.
FOUNDATIONS/EARLY CARE. (3)
Pre- or corequisites: None.
This course is designed for developing professionals in the field of early care, education, and family support, those “new to the field” as well as those already employed, but with no formal training. Course work will provide an initial introduction to the seven competency areas of early childhood education. Students will have an opportunity to observe and participate for ten hours in a local early care and educational setting. Upon successful completion of this course students will be awarded an Entry Level New Mexico Certificate.
