Early Childhood Education Courses

This course is designed to meet licensing requirements for early learning lead teachers and family home child care providers and the STARS 30 hour basics course recognized in the MERIT system. Topics: child growth/development, cultural responsiveness, community resources, guidance, health/safety/nutrition and professional practices.

Formerly ECE 102

Provides students with both a theoretical and practical understanding of the curriculum content in a developmentally appropriate setting for young children.

Formerly ECE 103

Provides the student with a basic understanding of the methods used for teaching visual art to young children in a developmentally appropriate manner.

Students will explore the foundations of early childhood education. Examine theories defining the field, issues, trends, best practices, and program models. Observe children, professionals and programs in action.

Formerly ECE 230

Introduction to implementation of equitable health, safety and nutrition standards for the growing child in group care. Focus on federal Child Care Block Grant funding (CCDF) requirements, Washington state licensing and Head Start Performance standards. Develop skills necessary to keep children healthy and safe, report abuse and neglect, and connect families to community resources.

Formerly ECE 1172

Provides an opportunity to participate in a short-term seminar relating to early childhood education.

Formerly ECE 112

Provides an overview of the philosophy and stages of language acquisition for English language learners in an early learning setting. A variety of instructional strategies are explored.

Formerly ECE 116

An opportunity to participate in a class dealing with special topics that relate to early childhood education but are not covered in depth in the existing curriculum.

Formerly ECE 117

Provides an opportunity to participate in an intensive, short-term learning experience relating to early childhood education.

Formerly ECE 118

Provides an opportunity to participate in a short-term skills training relating to early childhood education.

Formerly ECE 119

An opportunity to participate in a workshop class relating to early childhood education.

In an early learning setting students will engage in establishing nurturing, supportive relationships with all children and professional peers. Focus on children?s health and safety, promoting growth and development, and creating a culturally responsive environment.

Formerly ECE 122

Provides ideas for introducing developmentally appropriate math and science and concepts to young children. Students have an opportunity to develop and experience math and science learning activities.

Formerly ECE 120

Increases awareness of various types of literature for young children and explores meaningful ways to share high quality books in early care and education settings.

Formerly ECE 127

In this interactive class, students learn the importance of providing high quality music and movement activities in an early learning setting.

Formerly ECE 205

Students will examine the unique developmental needs of infants and toddlers. Study the role of the caregiver, relationships with families, developmentally appropriate practices, nurturing environments for infants and toddlers, and culturally retentive care.

Students will learn how to manage a family childcare program. Topics include licensing requirements, record-keeping, relationship building, communication strategies, guiding behavior, and promoting growth and development.

Plan and provide home visits and group activities. Promote secure parent-child relationships. Support families to provide high-quality early learning opportunities embedded in everyday routines and experiences.

Formerly ECE 215

Students will develop administrative skills required to develop, operate, manage and improve early childhood education and care programs. Acquire basic business management skills. Explore resources and supports for meeting Washington State licensing and professional National Association for the Education of Young Children (NAEYC) standards.

Formerly ECE 141

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant & toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential. This course is offered on an as-needed basis.

Formerly ECE 1411

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 1412

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 1413

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 1414

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 1415

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 1416

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 1417

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 1418

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 151

Designed to be taken just before completion of an Early Childhood Education certificate or degree, this class must be taken in conjunction with ECED 152. In class, theory is combined with practical experience in an ECE setting. Emphasis is on improving teaching skills through self-evaluation.

Formerly ECE 1511

Designed to be taken just before completion of an Early Childhood Education certificate or degree, this class must be taken in conjunction with ECED 151. The student is required to spend 33 hours working in an early childhood setting to complete class assignments.

Formerly ECE 1419

Provides the formal education hours required for Child Development Associate (CDA) candidates working in center-based infant and toddler, center-based preschool, or family home child care programs. Instruction focuses on CDA Competency Goals and prepares students for the National CDA assessment and credential.

Formerly ECE 202

Students will investigate learning theory, program planning, tools and methods for curriculum development promoting language, fine/gross motor, social-emotional, cognitive and creative skills and growth in children birth through age 8 utilizing developmentally appropriate and culturally responsive practice.

This class focuses on the adult's role in designing, evaluating, and improving indoor and outdoor environments that ensure quality learning, nurturing experiences, and optimize the development of young children.

This course examines teaching strategies for language acquisition and literacy skill development examined at each developmental stage (birth-age 8) through the four interrelated areas of speaking, listening, writing, and reading.

Formerly ECE 121

Students will collect and record observation and assessment data in order to plan for and support the child, the family, the group, and the community. Practice reflection techniques, summarizing conclusions, and communicating findings.

Formerly ECE 201

Explores the theory and practice of implementing a culturally responsible early childhood program.

Formerly ECE 216

An opportunity to participate in advanced classes dealing with special topics that relate to early childhood education but are not covered in depth in the existing curriculum.

Formerly ECE 217

Provides an opportunity to participate in an advanced short-term learning experience relating to early childhood education.

Formerly ECE 218

Provides an opportunity to participate in an advanced short-term skills training relating to early childhood education.

Formerly ECE 219

An opportunity to participate in an advanced workshop class relating to early childhood education.

Formerly ECE 221

An introduction to teaching methods that can be used with children who have special needs in an inclusive early care & education setting.

Formerly ECE 222

An introduction to sign language using either the Signing Exact English (SEE) or American Sign Language (ASL) method. This course provides an opportunity for students to gain a better understanding of sign language, its application, and to build a basic signing vocabulary.

Formerly ECE 223

The level two sign language course broadens a student's knowledge of either Signing Exact English (SEE) or American Sign Language (ASL) and builds fluency and communication skills.

Formerly ECE 224

Level three sign language broadens a student's knowledge of either Signing Exact English (SEE), or American Sign Language ASL, extending communication fluency and skills learned in the Level 1 or Level 2 sign language classes.

Formerly ECE 251

Designed to be taken just before completion of an Early Childhood Education certificate or degree, this class combines the Early Childhood Education content learned in previous classes with practical application for students who need further experience. Emphasis is on improving personal teaching skills while gaining on-the-job experience working with professionals in an early learning setting.

Formerly ECE 2511

Designed to be taken just before completion of an Early Childhood Education certificate or degree, this class combines the Early Childhood Education content learned in previous classes with practical application for students who need further experience. Emphasis is on improving personal teaching skills while gaining on-the-job experience working with professionals in an early learning setting.

Formerly ECE 2891

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2892

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2893

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2894

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2895

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2896

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2897

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2898

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 2899

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

Formerly ECE 289

Designed to incorporate into the curriculum special learning opportunities in the field of early childhood education.

An overview of the main concepts in social studies for early childhood teachers including topics in history, civics, geography, economics, and global issues.

An overview of the main concepts in natural science for early childhood teachers including topics in earth/space science, life science, physical science, and engineering design. Lab included.

This course will prepare students to plan for comprehensive health and fitness education in early learning programs serving children birth to grade three who are culturally, linguistically, and ability diverse and their families, including the dimension of wellness such as physical, emotional, and social well-being.

Student will develop a deep understanding of the development of spatial and mathematical learning across all strands: number & operations, algebra, geometry, measurement, and data analysis & probability. There will be an emphasis on the content included in the state early learning guidelines and standards for children birth through grade three and their families who are culturally, linguistically, and ability diverse.

This course will prepare student to select, administer, score, and interpret formal assessment tools. Evaluate students for placement into special education programs. Develop Individual Education Plans (IEPs), Individual Family Service Plans (IFSPs), and 504 plans for children birth to third grade who are culturally, linguistically, and ability diverse and their families.

Students will develop skills and strategies for observing, documenting and monitoring children birth to grade three who are culturally, linguistically and ability diverse and their families. Strategies for tracking progress toward meeting Individual Education Plan (IEP) and Individual Family Service Plan (IFSP) goals will also be addressed.

Students will use evidence based strategies to adapt and modify curriculum and environments for individual children birth to grade three who are culturally, linguistically, and ability diverse and their families. Create lesson plans for children based on Individual Education Plans (IEP), Individual Family Services Plans (IFSP) goals, and 504 plans.

Students will be able to refine teaching strategies for language acquisition and literacy skill development for children who are culturally, linguistically, and ability diverse at each developmental stage birth through grade three, through the four interrelated areas of speaking, listening, writing, and reading. There will be an emphasis on strategies for teaching reading and how to support each stage of literacy development across genres and purposes. Strategies for supporting families as they assist their children in learning language and literacy will also be addressed.

Students will develop skills needed to effectively collaborate with others including school personnel, community agency personnel, and families to support children birth to third grade who are culturally, linguistically, and ability diverse and their families. Supervision of assistants and paraprofessionals will also be addressed.

Students will gain experience working in an education setting with children birth through grade three who are culturally, linguistically, and ability diverse and their families under the supervision of a certificated teacher with an emphasis on building relationships and guiding behavior.

Students will demonstrate effective teaching practice and experience working in an education setting with children birth through grade three who are culturally, linguistically, (including English language learners), and ability diverse and their families under the supervision of a certified teacher, with an emphasis on pedagogy in accordance with instructional frameworks in Washington state. Apply the use of technology for technology for assessment, instruction, and family engagement.

Students will gain experience working in an education setting, with children birth through grade three who are culturally, linguistically (including English language learners), and ability diverse and their families under the supervision of a certificated teacher, with an emphasis on using data to improve practices. Apply the use of technology for technology for assessment, instruction, and family engagement.