NC State Courses (ECE)

The North Central State College catalog is neither a contract nor an offer to contract. North Central State College reserves the right to make changes in any material contained herein as deemed necessary without notice.

Provides an overview of early childhood programs, licensing agencies, and regulations. Developing effective programming to support the development of the whole child with consideration for diversity issues will be stressed. The importance of writing objective and detailed observation reports is included. The course requires 8 hours of observation in the North Central State/OSU Mansfield Child Development Center including classrooms for infants, toddlers, and preschool age children.

Covers basic health, safety, and nutrition concepts related to meeting the needs of the young child in group settings. Psychological issues related to feeding children, as well as state and federal regulations will be studied . Students will receive state-mandated training in communicable disease recognition and prevention, and child abuse recognition and training.

Includes the development of movement and musical abilities in young children. Techniques for teaching music and movement to young children will be included. Students will learn to use the autoharp and to use music and movement as an instructional classroom management tool.

Defines play and provides creative play experiences that allow students the opportunity to develop techniques that support children's natural growth process as they experiment with language, writing materials, space and ideas in individual ways to express themselves creatively. Students will be given the opportunity to develop ideas and techniques that will stimulate children's physical, cognitive, social and emotional development while developing the optimum environment for learning by integrating goals, curriculum and interest areas as presented by the Ohio Department of Education Office of Early Learning and School Readiness and Ohio Professional Development Network's Core Body of Knowledge.

Helps the student understand basic management of child behavior. Students will experience parenting techniques, early behavior management techniques, and the skills to observe child behavior from the eyes of the child.

Designed to help teachers create age appropriate active learning environments to support the mathematical development of young children. The Early Learning Content Standards for Mathematics from the Ohio Department of Education Office of Early Learning and School Readiness (Pre-K to grade 3) provide the framework for developing the prekindergarten mathematics curriculum.

Prepares students to use a variety of developmentally appropriate methods to support children‘s intellectual curiosity, problem solving abilities, and critical thinking skills. Current trends and theories in Early Childhood Education will be applied to lesson planning and teacher/child interaction in the preschool classroom.

Provides an opportunity for the student to better understand the communication skills of young children. Students will develop skills that support the child's ability to understand, acquire, and use verbal and nonverbal means of communication. Students will develop a repertoire of developmentally appropriate language arts activities, using the Ohio Department of Education Early Learning Content Standards for Language.

Designed to help teachers create an age appropriate active learning environment to support the science basics in the development of young children. The Early Learning Content Standards for Science established by the Ohio Department of Education Office of Early Learning and School Readiness (Pre K - grade 3) provide the framework for developing the science curriculum.

The needs of infant and toddlers are unique. Infants and Toddlers need to have an environment that is responsive to their needs and allows for safe exploration. This course provides information on the designs for safe yet nurturing environments with an emphasis on best practices.

A ―hands-on‖ experience providing on-the-job opportunities to apply principles acquired in ECE 101, ECE 104, ECE 110, and ECE 109. Students plan and implement activities with individuals and small groups in curriculum areas included in the Ohio Department of Education Early Learning Content Standards. The practicum takes place in a licensed child care facility or a public prekindergarten classroom. Students work a minimum of seven hours per week.

Offered concurrently with ECE130. Critiques the experiences of the student in the facility. Specifically, the seminar will focus on self-understanding, understanding of the work setting and child behavior, helping strategies, and the acquisition of knowledge and skills related to being an effective teacher of young children.

Defines various kinds of routines and experiences that will help to support children's development and learning by using appropriate materials for each age group by thoughtfully observing and responding to each child. The class will discuss ways to engage children in playing with toys, imitating and pretending, enjoying stories and books, connecting with music and movement, creating with art, tasting and preparing food, exploring sand and water, and the importance of going outdoors.

A ―hands-on‖ experience providing on-the-job opportunities to apply principles acquired in ECE 101, ECE 104, ECE 110, and ECE 109. Students plan and implement activities with individuals and small groups based on the Ohio Department of Education Early Learning Content Standards. The practicum takes place in a licensed child care facility, a public pre-kindergarten program or public kindergarten. Students work a minimum of seven hours per week.

Offered concurrently with ECE140. The purpose of the seminar is to critique the experiences of the student in the facility. Specifically, the seminar will focus on self-understanding, understanding of the work setting and child behavior, helping strategies, and the acquisition of knowledge and skills related to being an effective teacher of young children.

Comprehensive coverage in understanding the uniqueness of infant and toddler development and care with special emphasis on developmentally appropriate practices for adults who work with children ages birth to age three. Field/ class observations will cover major developmental milestones in infant and toddler growth. Coverage of the indicators of high-quality care and education for infants and toddlers, domains, principles and components of development as they relate to Piaget‘s stages of cognitive development and Maslow‘s hierarchy of needs. Course will cover Ohio Infant & Toddler Overview Guidelines with qualified trainer. Successful candidates will receive Overview Certificate.

Involves working with infants and toddlers in a child care setting or an infant stimulation program. The ―hands-on‖ experience reinforces the student‘s understanding of the developmental needs of the very young and the importance of providing developmentally appropriate stimulating environments. Students work a minimum of seven (7 ) hours per week in an approved facility.

Offered concurrently with ECE15-. Critiques the experiences of the student in the facility. Specifically, the seminar will focus on self-understanding, understanding of the work setting and child behavior, helping strategies, and the acquisition of knowledge and skills related to being an effective teacher of young children.

A comprehensive study of the importance of motor skills in the development in infancy and toddlerhood and the affects the skills have on the development of other domains. The course is designed to help teachers create age appropriate active learning environments and activities to help promote motor skills from birth to age 3 years. Candidates taking this course will receive Ohio Infant Toddler Guideline Module 5, Motor Development.

Designed for students wanting to receive language and literacy certification and/or wanting to become more proficient in language and literacy skills. Students will continue to perfect teaching skills in language arts and literacy. Activities will be implemented with individual children, as well as small and large groups. Students work a minimum of seven (7) hours per week in an approved facility.

Offered concurrently ECE16-. Critiques the experiences of the student in the facility. Focuses on self-understanding, understanding of the work setting and child behavior, helping strategies, and the acquisition of knowledge and skills related to literacy.

Designed to give the student a foundational outlook on the essential need of gifted education in the public schools. The student will explore the topics of educational instruction, characteristics, identification and assessment, laws that govern gifted education, the parents‘ needs and the emotional well being of the gifted child.

This course is used for transfer credit purposes only.

Designed to familiarize the student with basic administrative issues related to the operation of a licensed preschool and/or child care facility. The student will become familiar with legal requirements, financial operations, enrollment patterns, and staffing considerations.

The needs of infants and toddlers are unique. This course introduces principles of development and planning a stimulating, nurturing environment which enhances language, motor, cognitive, social, and emotional development. Health and safety issues related to the care of infants and toddlers will be discussed. Methods will be introduced in dealing with behaviors related to young children.

Designed to help students develop the ability to understand and support young children‘s social development. The role of the teacher in providing an environment that encourages the development of prosocial attitudes and behaviors will be explored.

Concentrates on a survey of critical study of children's literature including folk literature, modern stories, picture books, and poetry. Students will explore the role of literature in early childhood program development. The selection and use of television, film, and video will be included. Students will design and demonstrate appropriate literacy activities based on the ODE Early Learning Content Standards.

The accommodation of special needs of children in an early childhood environment will be the focus of this course. An overview of handicapping conditions in young children, issues of normalization, least restrictive environment, individualization of learning programs, working with ancillary services (P.T., O.T., SLP), and experiences in segregated and integrated settings will be addressed.

Emphasizes the importance of effective communication between parents and educators. Factors affecting the home/school relationship and the role of the school or center in establishing a strong working relationship are stressed. Emphasis is placed on encouraging active parent participation in the early childhood programs both private and public. The course includes history of education and the impact on families both past and present, the examination of models of the healthy families, diverse families, and the effect of drugs, alcohol, and disabilities on the family unit. The course includes creating written communications with families and any requirements designated by the state and/or school system.

Research indicates that infants as young as four weeks can detect and imitate others' behavior and expressions within the first three months. The course will focus on the child's emerging ability to become secure, express feelings, develop self-awareness and self-regulate that will help to establish secure and trusting attachments with their caregivers. The class will focus on the five domains of emotional intelligence and how to develop strategies that enhance them.

A continuation of ECE 130. Students will perfect teaching skills with 3-5 year old children and will implement science, math, language arts activities, social studies, and the arts (curricular areas as presented by Ohio Department of Education Early Learning Content Standards). Activities will be implemented with individual children, as well as small and large groups. The focus of these activities will be primarily around families' diversities. Students work a minimum of seven hours per week in an approved facility. Students who wish to receive credit for CDA‘s or Career Center credit must attend a one-day seminar prior to the beginning of the quarter.

Offered concurrently with ECE230. Critiques the experiences of the student in the facility. Specifically, the seminar will focus on self-understanding, understanding of the work setting and child behavior, helping strategies, and the acquisition of knowledge and skills related to being an effective teacher of young children with diverse backgrounds.

This practicum provides ―hands-on‖ experience working with preschool aged children with a documented disability. The student will assume responsibility for planning and adapting classroom activities to meet the needs of individual children within least restrictive environments.

Offered concurrently with ECE24-. Critiques the experiences of the student in the facility. Specifically, the seminar will focus on self-understanding, understanding of the work setting and child behavior, helping strategies, and the acquisition of knowledge and skills related to being an effective teacher of young children.

During the student teaching experience the student will function as a staff member of the cooperating agency and will assume major responsibility for planning and implementing the pre-kindergarten program. Students are expected to comply with agency policies and conduct themselves in a professional manner in accordance with National Association of Young Children Code of Ethical Conduct. Students must receive a letter grade of ―B‖ or higher to be eligible for state licensure. Activities will meet Ohio Department of Education Early Learning Content Standards.

Students will be scheduled on campus or online for at least two hours each week in order to discuss, evaluate, and reinforce the directed practice. Current trends and issues in early childhood education will be discussed. Students must receive a letter grade of B or higher to receive state licensure.

A supervised field internship in CDA approved training sites for those students requiring credentials as a Child Development Associate (CDA). Interaction with young children will be observed under controlled settings. Interviews with students and supervisors will take place, and students will become involved with preschool program development.

The student must be employed or volunteer full-time with a preschool or day care program. The Seminar will acquaint the student with the CDA process. Students will complete a self-assessment and begin assembling the documentation needed to complete the CDA process.

A continuation of CDA Seminar I. The student will complete the application process and the documentation necessary to attain a CDA Credential.

The graduate seminar is a capstone course, providing students an opportunity to explore current trends and issues in the field. Students will discuss the implications of the Code of Ethics of National Association for the Education of young Children and synthesize practice and theory into a personal philosophy of education. Students will increase their use of advocacy skills by researching an approved topic and providing an oral presentation of the topic. Must be within 18 credit hours of graduation, 30 hours community service hours completed, and attend an approved professional seminar.

Explores the role of documentation in assessment and decision making. Students will examine and apply strategies for matching various types of documentation to the purpose.

An in-depth study of language development including oral language, reading, and writing. The importance of play and the role of adults in fostering language development and early literacy are examined.

Designed to allow groups of students to study various topics of current relevance on a one-time-only basis.