Fundamentals of Early Childhood Education
Focuses on learning (including behavioral, cognitive, and information processing approaches), motivation, and social development, while incorporating the role of play in the learning and development of the young child. Examines individual differences and the effects of special needs on learning and development, as well as program implications.
Partnering with Diverse Families and Communities in Early Childhood
This course is designed to help early childhood educators establish effective partnerships and reciprocal relationships with diverse families and communities. First, students will learn about models of family involvement and important family developmental processes in early childhood such as attachment, maternal responsiveness, and parenting styles. Second, we discuss important social, cultural, and linguistic characteristics which shape the life of families and children and are relevant for understanding diverse families. Third, we present strategies for supporting and working with diverse families through family, school, and community partnerships. At the end of this course, students will have developed an action plan for working with diverse families in early childhood settings including activities for: collecting and providing information, planning for family involvement in the classroom, establishing reciprocal relationships with families, and collaborating with communities.
Art and Music in Early Childhood Education
The main purpose of this course is to encourage early childhood educators to embrace the unique characteristics of young children's artistic and musical expression and appreciation of these experiences. By providing a foundational knowledge of young children's creative thinking and aesthetic development, the course will teach you how to apply effective pedagogical strategies in teaching art and music and how to integrate art and music across the early childhood curriculum. Students will learn how to bridge theory and practice through various readings, recorded lectures, and classroom examples. At the end of this course, you will be able to plan effective process-focused art and music lessons, use various materials and medium for artistic and musical expression, maximize the potential of your classroom resources, and use art and music to promote multiculturalism, diversity, and enhance family involvement.
Science Playing and Learning in Early Childhood Classroom
This course is designed to encourage and prepare early childhood educators for planning and implementing engaging and developmentally appropriate science learning experiences (Pre-K-2nd grade). An overarching focus of the course is instilling in students an appreciation for the wonder of science and the world around them. The course is divided into three science content areas: Earth and Space Sciences, Life Sciences, and Physical Sciences. Students will learn how to connect their teaching with new science, technology, and engineering standards. Through interactive activities and discussions including the review of video, science lessons, and research in science education, we will explore key elements and challenges of science teaching and provide a foundation for supporting science learning in the early childhood classroom.
Developmentally Appropriate Curriculum in Early Childhood
This course focuses on the development and implementation of curriculum in early education. The Massachusetts Guidelines for Preschool Learning Experiences and the national standards for developmentally appropriate practices will be utilized throughout the semester. This course will highlight each of the curriculum domains (language/literacy, mathematics, science and technology, social studies, health, and the arts) while demonstrating how to build an integrated curriculum in an early childhood classroom. The importance and value of play in the early years will be emphasized, and strategies will be shared to help teacher candidates document student learning.
Supporting Positive Behavior in Schools and Community
Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms.
Human Development and Disabilities
This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities.
Educating Autistic Students
In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD.
Mathematics and Technology: Teaching, Learning, and Curriculum in the Elementary School
This course presents methods and materials useful in teaching mathematics to early childhood and elementary school children and the different ways in which technology can be used in the elementary school classroom. The course will consider the teaching of mathematics and the use of technology from both theoretical and practical perspectives.
Educating Learners with Disabilities
This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education.
Social Contexts of Education
Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables.
Offers teacher candidates skills for teaching reading to school age children. Students will gain understanding of reading through a historical, political, theoretical, and practical lens. They will understand the delivery of instruction by learning a balanced approach to teaching reading. They will gain familiarity of how children learn to read by partaking in observations, assessments, and instruction with a school age child. Students will learn a variety of ways to meet the needs of linguistically and culturally diverse learners. They will recognize reading difficulties and learn ways to differentiate instruction for such readers.
Teaching Language Arts
Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction. Addresses the needs of children from non-English speaking homes. Expects students to spend at least 16 hours distributed across at least eight sessions in a classroom or other setting where they can work with one or more children.
Teaching Bilingual Students
Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors.
Ed. Implications: Sensory, Motor, and Health Impairments
This course addresses the impact of physical disabilities on learning. Emphasis is placed on the educational needs of children with cerebral palsy, visual impairment, or hearing loss in combination with intellectual disability. Basic anatomy of the eye and ear are covered along with the common causes of vision and hearing loss. This course prepares teachers to perform functional vision and hearing evaluations and to translate those findings into appropriate classroom accommodations and adaptations. Many children with disabilities have unmet sensory integration needs that influence their behavior and subsequent readiness to learn.
Augmentative Communications for Individuals with Disabilities
This course focuses upon the communication problems of persons who are developmentally disabled, physically challenged, hearing impaired, and deaf-blind. Students learn strategies for enhancing communication and learn how to develop and implement a variety of augmentative communication systems.
Teaching Strategies for Students with Multiple Disabilities
This course is designed to assist the special educator in acquiring and developing both the background knowledge and practical skills involved in teaching individuals who have extensive or multiple disabilities. The areas of systematic instruction, communication, gross motor, fine motor, community and school functioning, collaboration, functional and age-appropriate programming are emphasized. The role of the educator as developer of curriculum, instructor, and in the transdisciplinary team are included. The students should be prepared to participate in a one-day-per-week field placement.
Assessment of Students with Extensive Support Needs
This course addresses formal and informal assessment of students with intensive needs. Students will become familiar with assessments driven by both the developmental and functional paradigms. All assessment activities will be founded on the principle that appropriate assessment goes beyond the student to include consideration of the student's multiple contexts. This course also addresses the IEP, the legal mandates behind the process, and the collaborative role of the teacher, as part of the educational team, during the assessment and report writing processes.
Graduate Inquiry Seminar I
The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420).
This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification.
Graduate Inquiry Seminar II
The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education.
|EDUC7610.07||Clinical Experience: Extensive ||3|
|EDUC7420.07||Clinical Experience: Early Childhood ||3|