Marygrove Alert: Due to inclement weather, the campus will be closed for the remainder of Tuesday, March 3rd. We will reopen tomorrow unles
BIO 141 Nutrition through the Life Cycle
Term 2 (Saturday)
Prerequisites: MTH 099, BIO 139 strongly recommended
Study of the factors affecting the health and nutrition needs of young children. Students will apply the basic principles of nutrition, food handling, and meal planning to meet the nutritional needs of children in care and education programs.
CD 213 Infant/Toddler: Care/Education
Term 2 (Monday)
Prerequisites: CD 241, CD 240 or equivalent experience
Study and review of knowledge related to the growth and development of infants to three years old. Students will study the current research and resources to learn about optimal methods of care and education for children in this age group. Course requirements include observation in an infant/toddler program.
CD 240 Developmental Psychology
Term 1, 2 (Monday and Wednesday)
Prerequisite: PSY 205
An overview of human development and factors that influence development. Course covers physical‚ intellectual‚ social and emotional development from infancy through adolescence.
CD 326 Administration of Developmental Centers
Term 2 (Monday)
Prerequisites: CD 241, CD 213, CD 240, CD 350, CD 333, CD 375, BIO 141
Study of the requirements for establishing and operating child care centers. Course work focuses on understanding and applying State of Michigan licensing rules. Course requirements include a field experience in a child care center.
CD 399 Child Development Practicum
Term 2 (Thursday)
Prerequisites: EDU 205; CD 241, CD 213,CD 223, CD 240, CD 326, CD 333, CD 350, CD 375; CD 420, or permission of instructor
Course requires participation in on-going structured and supervised field experiences in an infant/toddler or preschool program under the direction of a qualified cooperating teacher. The practicum experience will provide students with opportunities to apply what they have learned, become a member of a collaborative community, and deepen their understanding of their role as members of the early childhood profession. During the practicum experience, students will have opportunities including, but not limited to: creating and implementing curriculum, creating and implementing student assessment, analyzing and applying assessment data, partnering and communicating with families, and demonstrating the ability to partner and guide the work of other adults in the educational setting. Seminar required.
CD 496 Senior Seminar
Term 1 (Thursday)
Prerequisites: EDU 205, CD 241, CD 213, CD 223, CD 240, CD 326, CD 333, CD 350, CD 375;
CD 399, CD 420 Senior status, child development; or permission of the instructor; ENG 312
Study and exploration of the major types of research design. Students will use comprehensive knowledge and understanding of the central concepts, inquiry tools, and structures in child development to support their selection of a research topic related to early childhood care and education. Students will identify articles from a selection of scholarly journals related to their chosen topics. Students will write a literature review based on identified key ideas in the literature. Students create a plan of action based on their research. Students will design, implement, and evaluate their plan and report their findings in a Case Study format. Students will report their findings in an in-class presentation. Students will begin to develop a specific area of expertise and experience the link between research and practice. This course provides a foundation for students who elect to continue their studies in Child Development at the Graduate level.
CD/ECE 223 Professional Partnerships in Early Childhood Education: Child, Family, School, and Community
Term 2 (Tuesday)
Prerequisites: CD 241, CD 240, or equivalent experience
Study and exploration of theory and research on the impact of the multiple influences of children’s environments including the influence of culture, language, economic factors, health status, learning needs, family, technology, media, and community. Students will use their knowledge of children’s physical and psychological health to learn what constitutes child abuse and neglect and about their legal responsibilities to report suspected abuse. Students will explore their role as advocates for children, families, and the early childhood profession. Students will have opportunities to observe and interact with multiple stakeholders during field experiences.
CD/ECE 241 Developmentally Appropriate Practice in Early Childhood Education
Term 1 (Wednesday)
(This is the foundational/first course in the Child Development major).
Introduction to a foundational understanding of children’s development and learning processes. Knowledge gained provides as a basis for creating and promoting learning environments that affirm the diversity of children, their families, and community contexts. Students will learn about the appropriate use and interpretation of data derived from a variety of assessment tools, and ways to use assessment data in positive partnerships with families and other professionals. In order to foster children’s social competence, students will learn ways to build community within care and learning environments. Students will use as their primary resources state and national guidelines and standards that represent what is known to represent best practices for diverse learners in care and educational settings for young children. Students will apply developmentally appropriate approaches to teaching and learning during field experiences.
CD/ECE 333 Math/Science Methods for Early Childhood
Term 1 (Monday)
Prerequisites: EDU 205,CD 241, CD 213, CD 223, CD 240, CD 350
Study of the central concepts, inquiry tools, and structures in the content areas of math and science. Students will use their knowledge to create challenging learning environments using curricular interactions and learning materials designed to promote children’s cognitive development, positive social skills, and self-motivation. Students will create learning environments that include spontaneous activity and guided investigations appropriate to the needs of diverse learners. Students will learn to use a systematic approach to assessment to inform planning, implementing, and evaluating math and science curriculum. Students will create, implement, and assess math and science activities and curriculum during field experiences in early childhood care and educational settings that serve diverse learners.
CD/ECE 350 Play Theory and Aesthetics
Term 2 (Thursday)
Prerequisites: CD 241, CD 213, CD 240
Study of the theories of play and aesthetic development. Students will build an understanding of the characteristics and development of young children in play and aesthetic domains (including art, music, and drama), and will use their knowledge to create challenging and supportive environments and curriculum for diverse learners. Students will use (and adapt) appropriate assessment measures to guide them in evaluating children’s development. Students will model and teach positive social skills during play interactions to facilitate children’s development of self-control, self-motivation, and self-esteem. Students will create, implement, and assess play and aesthetic activities and curriculum during field experiences in early childhood care and educational settings that serve diverse learners.
CD/ECE 375 Language and Literacy in Early Childhood Education
Term 1 (Tuesday)
Prerequisites: EDU 205, CD 241, CD 213, CD 223, CD 240, CD 350
Study of the central concepts, inquiry tools, and structures in the content areas of language and literacy development. Students consider the impact of children’s cultural, linguistic, and economic contexts on their language and literacy learning. Students will learn ways to create supportive and challenging language and literacy learning environments (using curriculum interactions, teaching practices, and learning materials) to meet the needs and interests of diverse learners. Students will learn to appropriately and effectively use assessment methods to design, implement, and evaluate children’s experiences in language and literacy learning environments and will have opportunities to apply this knowledge in early childhood care and educational settings that serve diverse and exceptional learners.
CD/ECE 420 The Exceptional Child in Early Childhood Education
Term 2 (Wednesday)
Study of children’s typical and atypical developmental characteristics and needs in learning domains including physical, cognitive, social, emotional, language, and aesthetic development. Students will gain specific knowledge about developmental disabilities, sensory impairments, physical disabilities, health problems, and learning and behavior disorders. Students will understand the teacher’s role in initiating and developing Individualized Education Programs (IEP) and Individualized Family Services Plans (IFSP), and will explore the responsibilities of all stakeholders in the process of developing and implementing educational plans to meet the needs of diverse learners. Students will explore the use of assessments for specific disabilities and the use of adaptive and assistive devices. Students will have opportunities to apply this knowledge during field experiences in early childhood care and educational settings that serve diverse and exceptional learners.
ECE 320 Literacy, Language, and the Social World in Early Childhood Education
Exploration of personal experiences and assumptions about diverse cultures, languages, family contexts, and communities to facilitate critical thinking and reflection. Students will use this knowledge in creating and implementing curriculum linked to children’s languages, cultures, and communities and based on their needs and interests. Developmentally and culturally appropriate children’s literature will be used as a primary resource in learning and applying the central concepts of social studies and world languages. Students will model and affirm anti-bias perspectives and will develop the necessary dispositions to create positive, respectful relationships with children whose cultures and languages differ from their own. Students will apply anti-bias approaches to teaching and learning during field experiences.
EDU 205 Children’s Literature
Term 1, 2 (Thursday)
Prerequisites: CD 241, CD 240, ENG 108
Interpretive and critical study of literature for children and adolescents is provided. An historical and categorical survey of children’s books, stressing significance in classrooms and the home, is outlined.
ECE 499 Student Teaching: Preschool
Prerequisites: CD 241, CD 223, CD 333, CD 350, CD 375, ECE 320, ECE 420, or permission of instructor
Students will participate in on-going structured and supervised field experiences in at least two of the three early childhood periods (i.e., infant/toddler, preschool, and early elementary through grade 3) under the direction of a qualified cooperating teacher. Students will have opportunities to demonstrate knowledgeable, reflective, and critical perspectives on their work and make informed decisions. During the student teaching experience students will have opportunities, including but not limited, to: creating and implementing curriculum, creating and implementing student assessment, analyzing and applying assessment data, partnering and communicating with families, and demonstrating the ability to partner and guide the work of other adults in the educational setting. Senior status. Seminar required.