Early Childhood Development and Education (B.S.Erly.Chldhd.Dev.Ed.)
NOTE: This program has pending changes that are under review by the State Board of Education. This version of the program is not yet final.
Coursework will prepare students to be recommended for Idaho Early Childhood Education/Early Childhood Special Education (ECE/ECSE) Blended Teacher Certification. Students will be certified to teach children birth through grade three.
Required course work includes the university requirements (see regulation J-3) and:
|COMM 101||Fundamentals of Oral Communication||2|
|EDCI 302||Teaching Culturally Diverse Learners||3|
|EDCI 320||Teaching Reading and Literacy||3|
|EDCI 321||Literature for Children||3|
|EDCI 322||Teaching Writing/Language Arts||3|
|EDCI 325||Elementary Art Education||3|
|EDCI 327||Elementary Math Education||3|
|EDCI 328||Elementary Social Studies Education||3|
|EDCI 329||Elementary Science Education||3|
|EDCI 401||Internship Seminar||1|
|EDCI 408||Integrated Elementary Methods Practicum I||3|
|EDCI 409||Integrated Elementary Methods Practicum II||1|
|EDCI 410||Technology, Teaching and Learning||2|
|EDCI 483||Elementary Internship I||7|
|EDSP 300||Educating for Exceptionalities||3|
|EDSP 325||Supporting Student Behaviors in the Classroom||2|
|EDSP 350||Language and Communication Development and Disorders||3|
|EDSP 484||Special Education Internship II||7|
|FCS 205||Concepts in Human Nutrition||3|
|FCS 210||Introduction to Early Childhood Education||2|
|FCS 234||Infancy and Early Childhood||3|
|FCS 235||Principles and Methods of Child Observation||3|
|FCS 333||Developmental Curriculum for Young Children||4|
|FCS 340||Parent-Child Relationships in Family and Community||3|
|FCS 435||Feeding Young Children in Group Settings||1|
|FCS 436||Theories of Child and Family Development||3|
|FCS 480||Assessment: Early Childhood/SPED||3|
|FCS 481||Early Childhood SPED Curriculum||3|
|FCS 490||Infant & Toddler SPED Internship||1-7|
|FCS 497||INTERN: Preschool||8|
|PEP 350||Elementary Health and Physical Education||3|
|Select a General Education Humanities elective||3|
|Select a General Education Mathematics elective||3|
|Select an English Literature elective||3|
|Select 8 credits of Natural science electives||8|
|Select 9 credits of Social Science Electives||9|
|Select one US History or US Government course||3|
Courses to total 139 credits for this degree
- Idaho Teacher Certification Standard 9: Professional Commitment and Responsibility - The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.
- Idaho Teacher Certification Standard 10: Partnerships - The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.
- National Association for the Education of Young Children Standard 2: Building Family and Community Relationships - ...understand that successful early childhood education depends upon partnerships with children's families and communities. ...know about, understand, and value the importance and complex characteristics of children's families and communities. ...use understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children's development and learning.
- National Association for the Education of Young Children Standard 6: Becoming a professional - ...identify and conduct self as members of the early childhood profession. ...know and use ethical guidelines and other professional standards related to early childhood practice. ...continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. ...informed advocates for sound educational practices and policies
- Council for Exceptional Children Standard 10: Collaboration - ...routinely collaborate with families, other educators, related service providers and personnel from community agencies in culturally responsive ways. ...embrace role as advocates for individuals with exceptional learning needs. ...promote and advocate the learning and well being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences. ...serve as a resource to colleagues in understanding the laws and policies relevant to individuals with exceptional learning needs. ...use collaboration to facilitate the successful transitions of individuals with exceptional learning needs across settings and services.
- Council for Exceptional Children Standard 9: Professional and Ethical Practice- ...guided by ethical and professional standards. ...ongoing attention to legal matters. ...engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth. ...view self as lifelong learner and regularly reflect on and adjust their practice. ...understand that culture and language can interact with exceptionalities and are sensitive to the many aspects of individuals with exceptional learning needs and their families. ...actively plan and engage in activities that foster professional growth and keep current with evidence-based best practices. ...know their own limits and practice within them.