Education - Theological Research Institute
Descriptions and credit recommendations for all evaluated learning experiences
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: articulate the creative process; describe the role of play in a child’s growth and development and developmental sequences for creative arts; analyze the role of the teacher in enhancing creativity; describe concepts taught using the creative arts and components of creative environments; and plan, implement, and assess child-centered activities for music, movement, visual arts, and dramatic play.
This is an advanced course that uses creative arts and play as central approaches to teaching and learning. The aim of this course is to explore an integrated approach to what a creative-focused curriculum looks like and how it functions.
In the lower division baccalaureate/associate degree category, up to 6 semester hours in Education, Early Childhood Education, Special Education, or Art Education (8/21).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: identify significant factors that have influenced curriculum development in early childhood education; examine curriculum models that have been used in early childhood programs; critique early childhood curriculum models and curricula in light of issues of culture, philosophy, content, and implementation; generate an early childhood curriculum framework that reflects best practices to promote the growth and development of all children; describe distinguishing features of major early childhood curricula models and programs; demonstrate leadership ability as a professional educator for analyzing curriculum materials and models with particular attention to assessment, content, and alignment to state and national standards; synthesize knowledge of evaluation research involving the comparisons of curriculum models; and examine the relationship among theory, research, and practice regarding major curriculum models.
This course explores various models and underlying theories utilized in designing early childhood curriculum. Additionally, factors that influence curriculum development in early childhood education will be examined. Moreover, certain factors that have influenced the development of a variety of curriculum models that have shaped the present curriculum in early childhood education will be explored.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education, or Pre-K to 6 Education (8/21).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the philosophical, historical, and social foundations of education; articulate the governance structure of education and the responsibilities of schools in a 21st century, diverse society; implement the process of instruction and learning; explain the roles of teachers and parents in education; and describe field observations as they relate to course content.
This course provides an overview of the social, philosophical, and historical foundations for education and the implications for its role in today’s society. It also examines the profession of teaching, the diverse population with whom teachers work, and the impact of curriculum, technology, and school organization on the classroom and profession. Fieldwork is intended to provide opportunities for students to learn through observation, data collection, research, assessment, and evaluation, as well as written and oral communication.
In the lower division baccalaureate/associate degree category, 6 semester hours in Education, Early Childhood Education, Special Education, Educational Leadership, Middle Education, or Secondary Education (8/21).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: coordinate space, time, and materials to plan developmentally-appropriate experiences that encourage children’s play, exploration, and learning; articulate an understanding of the principles of child growth and development to serve as a foundation for working effectively with young children; design and implement a safe environment for young children and promote the development of safe practices; create a healthy environment and promote the development of good health habits; apply policies and practices needed to meet the nutritional needs of young children; design and implement strategies and techniques for providing a supportive environment in which children can develop self-control and interact positively with others; describe strategies for establishing and maintaining positive and productive relationships with families; identify the existence of possible special needs and make program adaptations to provide an appropriate program for all children; advocate for quality care in early childhood programs and take advantage of opportunities to improve competence, both for personal and professional growth and for the benefit of families and children; recognize ways to utilize community resources to assist children with diverse abilities, their families, and early care and education professionals; and interact with children with an awareness of the importance of respecting diversity in programs for young children.
Major topics include characteristics and needs of children in a variety of early care and education settings, the role of the professional, and requirements for employment in the field.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education or Pre-K to 6 Education (8/21).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: define literacy and describe emerging literacy in early childhood education; articulate language development in young children; identify factors that influence language development; describe adult behaviors that promote the language development of young children; implement developmentally appropriate and culturally diverse activities that promote language and literacy acquisition for English and non-English speaking children; identify various forms of children’s literature; describe the interconnectedness of listening, speaking, reading, and writing; articulate how to plan and implement a curriculum that promotes listening, speaking, reading, and writing interest and abilities; identify phoneme, phonological awareness, and alphabetic principle activities; and outline ways schools and families can work together to strengthen children’s literacy development.
This course provides an introduction to language and literacy development in the young child. Students explore the early childhood language arts curriculum, including speaking, listening, writing, and reading skills, the teacher’s role and methods of creating a literacy-rich environment that engages children in creative, developmentally appropriate language arts experiences. Students create plans and materials for use with children.
In the lower division baccalaureate/associate degree category, 6 semester hours in Education, Early Childhood Education, Special Education, or Educational Leadership (8/21).
