This book begins with an introduction to theory, with an explanation of how a theory develops in light of the social and economic conditions which exist at the time. Each chapter follows a similar format, which comprises of a discussion of the individual theory (or concept) and how you can apply this to the babies and children with whom you work. Practical tips are also provided on how you can test these ideas out for yourself in the early years setting, alongside questions for reflection which encourage you to think about the theories in relation to the work that you do. Early language consultants, family support workers, nursery managers, nursery officers and head teachers, have each provided case studies which serve to bring some pertinent early years issues to life, across the 15 chapters.
early childhood theories and contemporary issues
The education of children reflects the contemporary issues and concerns of society about how to prepare children to fulfill their social, emotional and intellectual potential, interests, and abilities. Prepare to enter professions that directly or indirectly influence young children, their development and education.
The education of children is often said to reflect the contemporary issues and concerns of society. The questions that emerge about what and how society should prepare our children to live fulfilling lives and contribute to the world are fundamental to the emergence of the research, philosophy and pedagogy that guide early childhood education. Students will examine the historical evolution of theorists that have informed policymakers, parents and community members, schools and their curriculum and instruction, and the expectations of children as scholars. They will explore the beliefs identified as progressivism (physical and psychological development of children, perennialism (curricular emphasis on academics and classics), and re-constructivism (focus on learning to improve society) from the perspectives of historic and contemporary theoreticians.
EDUC 422: Equity and Education Foundations (4 units)Examine the relationship between education and society by identifying intractable issues denying access to quality education by race, class and gender. Critically examine educational change in United States public schooling from historical and contemporary perspectives, emphasizing the potential of current efforts that advance or limit social and educational justice. Many students will apply theory to describe implications for change in schools or education-related organizations that they will work with in their future careers as educators, policymakers, or researchers.
EDU114 L Introduction to Special Education LabSpecial education majors.EDU118 Schools and Society (2)Middle school and secondary education majors.EDU221 Foundations of Early Childhood Education (2)Explores early childhood education; historical development, influential leaders, contemporary issues, career opportunities. Field experience required. Prerequisite: EDU 112.EDU225 Human Development and Learning (4)Studies aspects of development from birth through early adolescence; emphasizes learning process. Examines theory and research. Field experience required. Prerequisite: EDU112-114.EDU226 Adolescent Development and Learning (4)Considers theories of adolescent development, learning theories and social context within which today's adolescents grow and learn. Prerequisites: EDU114-116.EDU228 Classroom Discipline and Management (2)Considers behavioral theory and practical means of working with learners with and without disabilities in classroom settings. Prerequisites: EDU225 or 226.EDU231 Children's Literature (2)Studies contemporary children's literature;selecting, introducing and using quality literature that includes diverse backgrounds and learning styles with preschool and elementary children.EDU232 Adolescent Literature (4)Studies emerging field of adolescent literature, its history, its canon and its relationship to classic literature. Focuses on literary and educational aspects of works.EDU238 The Exceptional Child (2)Explores historical, legal and educational issues related to children and adolescents with low- and high-incidence disabilities. Field experience required. Prerequisite: EDU112-116, 225, 226 or PSY244.EDU245 Multicultural Education (2)Introduces concepts, issues and perspectives related to multicultural education and challenges personal awareness and attitudes toward diversity, instructional practices, curricula and resources which impact schools. Field experience required.EDU270 Math Methods (3)Analyzes and applies theory for teaching math PreK-8. Field experience required. Materials fee.Prerequisite: concurrent enrollment in MAT205 or 206.
EDU300 Theories of Language Acquisition (2)Introduces current theories of language acquisition; models of language instruction and literacy development. Recommended Prerequisite: one course in linguistics. Course is a prerequisite for EDU400 and EDU401. (Alternate years.)EDU301 Methods of Second Language Teaching (2)Examines teaching strategies for developing language skills; assessment techniques at elementary and secondary levels; historical, philosophical and legal bases for ESL and bilingual education. Prerequisite: EDU300. (Alternate years.)EDU302 Disabilities and the Young Child (2)Explores implications of handicapping conditions and young children in preschool and school settings; identification, service delivery models and teaching/learning strategies. Field collaboration included. Prerequisite: early childhood major and program acceptance.
EDU 442 Education Methods Block: Social Studies (2)Methods, curriculum, and evaluation of social studies for early childhood, special education and elementary education majors. Field experience required. Pre-requisites: senior standing and full approval for teacher education program. Materials fee. PRACTICATeacher candidates are placed in an appropriate school setting for a 12-credit (15-week) student teaching experience supervised by College faculty and cooperating practitioner(s). A portion of that time may be waived for students seeking two licenses to allow for the second practicum. Teacher candidates should consult with their education advisors regarding any variation in the length of their full-time practica and must apply for their practica during the year prior to their student teaching. Prerequisites: full approval in the appropriate teacher education program, successful completion of major coursework, passing of all relevant Massachusetts Tests for Educator Licensure (MTEL), and recommendations of prepracticum supervisors. Teacher candidates must be registered and finalized prior to starting their teaching assignment.
Prerequisites: CADV 150 or PSY 150; Completion of the lower division writing requirement. Corequisite for Psychology major only: PSY 301. Relevant aspects of physical, social, cognitive and emotional change are highlighted as part of human development from conception to early childhood (conception to 8 years). Emphasis on the study of the underlying processes and influences on human development. Cultural contexts of development, key changes, continuity and individual differences are examined. Includes evaluation of selected theories, contemporary issues and practical applications. (Cross-listed with PSY 327.)
This subject will introduce students to current thinking on early childhood curriculum and pedagogy. Students will study current early childhood curriculum policy frameworks and guides from local and international contexts and critically engage with their own pedagogical assumptions and implications for building socially just teaching and learning in early childhood contexts. Whilst specific topics will change as new thinking emerges the focus will be on thinking that seeks to engage changing constructions of early childhood curriculum and pedagogy that seek to build greater social justice and equity outcomes for children living in culturally, linguistically and ethnically diverse contexts. Topics may include, but will not be limited to: the implications of critical and postfoundational thinking and theories for generating contemporary early childhood curriculum; approaches to teaching and learning and its evaluation; approaches to decolonising early childhood curriculum and pedagogy; the implications of Indigenous epistemologies and Indigenous models of power, ethics and social justice for early childhood curriculum and pedagogy.
The undergraduate major in Applied Developmental Psychology (ADP) develops the skills and knowledge needed for professional work in child and youth care, education and other related human service fields. ADP also prepares students for graduate school in such fields as education, psychology, and social work. Coursework includes developmental theory and research covering birth through early adulthood, professional issues, family dynamics, cultural distinctions, disabilities, psychopathology, curriculum and activity planning, practice skills, and supervision.
An introduction to theory, research, and practice on the psychology ofdeath and dying. Students explore the implications of death, dying, andloss in their lives. Topics include death in today's health care system,the psychology of grieving and coping with loss, life-threateningillness, caregiving, as well as social, cultural, and ethical issuesrelated to death in contemporary society. Prerequisites: Alllower-division psychology requirements or permission of instructor. (5units) 2ff7e9595c
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