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Southern Oregon University

ED 309 Advanced Practicum
(2 credits)

Supervised teaching of children in a lab school or community setting, applying what has been learned through coursework and previous lab experiences. Students will take on the role of a lead teacher for a portion of the experience as well as work closely with the parents and other staff. In collaboration with the cooperating teacher, students will plan, implement, and evaluate developmentally appropriate activity lesson plans, which will be used for portfolio development. Seminar will serve as an open forum to self-assess, discuss, and reflect what has been learned from student teaching experience.

ED 348 Children with Disabilities
(3 credits)

Explores ways teachers can make changes to include children with disabilities in the classroom. Covers adapting the indoor and outdoor environment, adapting activities, and working with parents to enhance the development of children with a variety of special needs. Applies understandings of disabilities and research based best practices into classroom setting to provide meaningful experiences for children with special needs in collaborating with parents and other professionals.

ED 365 Children at Risk
(3 credits)

Explores the stressful issues that impact the development of the whole child, including poverty, divorce, child abuse, moving, death of family members, changes in family system, and cultural differences. Students will research and apply information for crises to specific early childhood settings, including planning curriculum and modifying classroom environments. A case study of a child dealing with at least one of the stressful issues is required.

ED 399 Orientation to ECD Online
(1 credit)

This course will provide stuents that are entering the online degree completion in Early Childhood Development an orientation to the online environment, review of the program expectations, and practice working in the online environment.

ED 385 The Early Childhood Professional
(3 credits)

Explores issues related to professional conduct and the development of professional philosophy. Topics include professionalism, historical and current factors, early childhood education programs, parent interaction, job opportunities, ethical and legal issues, and community resources. Students will research and apply information to a particular early childhood issue. A project that enables the students to directly participate in professional activities in the early childhood community will be required.

photo of girl hammering pegsED 407 Social/Emotional Needs of Talented & Gifted
(3 credits)

This is a foundations course in gifted and talented education designed for the regular classroom teacher, administrator, or parent who wishes to know more about the social and emotional needs, and education of gifted children. Topics include: review of historical perspectives, definitions of giftedness, characteristics of gifted/talented students, brain research,   creativity, principles of acceleration and enrichment, parenting issues, counseling, legal issues, underachievers or selective consumers, being a gifted education teacher, creating a gifted-friendly classroom.

ED 407 Talented & Gifted
(3 credits)

 This foundations course is designed to give individuals the knowledge and skills necessary to develop a planned program that will meet the needs of academically talented and intellectually gifted students within a framework of Oregon's state requirements. Students will gain an understanding of the characteristics and needs of TAG students, current legislation as it relates to the education of talented and gifted children, identification procedures, assessment options, programs and services models, and curriculum differentiation options.

ED 407 Differentiated Curriculum in the Inclusive Classroom/TAG
(3 credits)

This course is designed for the inclusive classroom teacher, emphasizing models and methods of differentiating curriculum for students with a focus on the talented and gifted, and addressing a variety of exceptionalities including dual exceptionalities, and high/low incidence disabilities recognized by federal law. The educational needs of the inclusive population will be framed within the requirements of Oregon state and federal law. Strategies and techniques of differentiating and individualizing instruction and resource utilization are examined in depth. The topics of community involvement and parent education are included. Emphasizes methods of adapting the regular classroom curriculum to mainstreamed gifted or talented students. For regular or special classroom teachers.

ED 407 Whole Child Development
(3 credits)

Explores the study of child development from a holistic perspective. Students will gain an appreciation and respect for children as unique individuals of intrinsic worth, inspiration, and dignity. Emphasis will be on the skills of observation, critical reflection and interpretation as tools to learn about children and their holistic development.

ED 407 Atypical Child Development
(3 credits)

Atypical Child Development explores the reasons why some children develop "atypically".  Students will have a chance to explore what is typical in a developmental sequence as well as what is not.  Motor, Cognitive, Language, Social/Emotional and Adaptive domains will all be covered. Students will have an opportunity to explore the developmental sequences of a specific disability.  Students will also research the subsequent impact of that disability's characteristics on children's needs.

ED 407 Health/Safety/Nutrition in ECE
(3 credits)

Examine the physical and health issues of children from birth to age eight. Explore the multitude of decisions that families make regarding their child's health and well-being. Study the importance of prevention with regards to a child?s health and safety. Heighten awareness of early signs, both visible and invisible, in children that may indicate a need for health interventions. Discuss the appropriate nutrition for children as well as the influences that school, home and society have on children's dietary habits.

ED 407 Creativity & Learning: An Early Childhood Approach to the Arts
(3 credits)

This course will guide students to develop a playful, open-ended approach to presenting the arts in the early childhood setting. A developmental approach to children's creativity and self-expression will be emphasized, along with a growing understanding of how the arts can support cognitive, physical, emotional and social development in all children.

ED 407 Mind in the Making
(3 credits)

This course will explore the essential skills that children will need in order to grow as holistic individuals who can become integral part of the complex world today. Every child has unique talents and gifts, and incredible human potential to become best she or he can be. The importance of focus and self control, perspective taking, communicating, making connections, critically thinking, taking on challenges, and self directed and engaged learning skills will be examined and analyzed. The roles of parents and teachers will be discussed in their nurturing of children and understanding who they are and what they can become in providing maximum opportunities and environment to fulfill their potential.

ED 409 Capstone Practicum/Portfolio
(6 credits)

This course provides students an opportunity to expand and refine skills and knowledge that are important in educating children. Students will spend time in educational settings where they can observe and interact with children and their families. Capstone Practicum is a major culminating experience for the Early Childhood Development Program students as a part of graduation requirements. This course offers opportunities for students to apply what has been learned through the previous years of course work and practicum experiences. Students will be engaged in Community-Based Learning (CBL) by planning, implementing, and reflecting on a developmentally appropriate CBL service project for children and their families in their practicum and community. In this class, students will also be required to develop and present a professional electronic portfolio during the course of the two terms. Weekly class meetings will serve as an open forum for students to self-assess their growth, discuss critical perspectives in their Capstone practicum, and reflect on their professional development in CBL and portfolio experiences.

ED 426 Bullies & Victims in the Schools - Intervention & Prevention
(3 credits)

Designed to provide understanding of the bully/victim syndrome, policy guidelines, and strategies and methods to intervene and curb bullying in the schools. Provides teachers with a system of preventing and dealing with bullying abuse in the schools. Examines the identified types of bullying and their manifestations, as well as applicable state and federal laws.

ED 427 Child Abuse & Neglect
(3 credits)

Designed to give participants a foundation in the subjects of child abuse and neglect. Includes materials to create an awareness of child abuse and neglect and how to recognize the signs of abuse and neglect in students, as well as ways to respond, including awareness and requirements of the law. Examines society's role in abuse and neglect, the types of abuse and neglect children encounter, preventive measures a teacher can utilize, incidence in diverse populations, the role of the school, mandated reporting, working with parents and social service agencies, and the role of court-appointed special advocates.

ED 436 Science & the Young Childphoto of child carrying zucchini
(3 credits)

Scientific Inquiry in Teaching explores how adults can be challenged to uncover their own scientific understandings and viewpoints through science discoveries designed for children in elementary school. These scientific explorations will be a vehicle by which students develop an understanding of their own conceptual framework on research, experimentation, and knowledge construction as they consider the developing mind of the young child. Using scientific inquiry to study cognitive development in adults and children will highlight research-based best practices in teaching. An overarching goal for this course is to demonstrate how students with a developmental foundation in science and the ability to use inquiry as a method for answering questions will make educated decisions affecting society. The online format of this course integrates computer technology into the realm of science pedagogy.

ED 438 Children Around the World
(3 credits)

Students will study the unique characteristics, conditions, and inherent human wisdom of early education practices around the world with the goal of preparing early childhood professionals who can understand, respect, and honor these differences. This course emphasizes the significance of cultural, historical, social, political, and economical contexts on beliefs about child development (age ranges from pre-birth to eight). Students will build an understanding of differing practices in different times and places and apply their knowledge to promote nurturing curricula and relationships with young children in their particular settings. Students will reflect upon and apply the awareness gained from this course to an educational philosophy that seeks to support all children in their care to reach their holistic developmental potential.

ED 454 Leadership & Advocacy in Early Childhood Education
(3 credits)

Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. Explores and critiques the rationale for multiple perspectives on controversial topics. Students develop and defend their own philosophy of working with young children related to their specific career goals and context. Integrates reflection and small group processes to promote personal strength and model effective leadership in a collaborative environment.

ED 480 Foundations in Early Childhood
(3 credits)

Introduces students to the field of early childhood education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE programming. Considers relevant issues in the field of early childhood and analyzes early education from a cross-cultural perspective.

ED 481 From At-Risk to Resiliency
(3 credits)

Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Includes chemical abuse, physical and sexual abuse, dysfunctional families, suicide, and socioeconomic status. Addresses the use of community agencies and development of classroom resources.

ED 484 Curriculum Design in ECE
(3 credits)

Examines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals.

ED 485 Assessment/Planning in Early Intervention
(3 credits)

Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, and preschool children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for preschool children.

ED 486 Curriculum Content in ECE
(3 credits)

Uses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through the visual and performing arts. Explores the role of teacher as facilitator and examines ways to integrate health, safety, and nutrition instruction.

ED 487 Families, School, Community Relations
(3 credits)

Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Explores ways to build positive relationships and strengthen communication between school and family and examines conferencing techniques.

children silhoutted jellyfish aquariumED 488 Early Language & Literacy
(3 credits)

Examines the process of language development and the emergence of literacy. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials.

ED 489 Interpersonal Relations and Group Guidance
(3 credits)

Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults.

ED 493 Observation and Evaluation of Teaching
(3 credits)

Provides an opportunity for experienced teachers to observe contemporary trends in education and applied learning theories as demonstrated in the schools. Analyzes learning theories, investigates trends and their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction.