Course Descriptions

ER 2300 Young Children’s Development and Learning in Context (3 credits)
Fall and Spring

Examines the characteristics and needs of young children from birth to eight and the multiple interacting influences on their development and learning. Explores the interrelated domains of children’s development – physical, cognitive, social, emotional, linguistic and aesthetic – and how children learn. Reviews the child development knowledge base, research and theoretical perspectives. Focuses on the development of observational skills and strategies that inform teaching. Emphasizes the many influences on children’s development and learning and how developmental knowledge is used to create learning environments that are healthy, respectful, supportive and challenging for all children. Requires 10 observation/participation hours in an approved early childhood setting.

ERSE 2500 Supporting Young Children with Exceptional Learning Needs (3 Credits)
Fall and Spring

Introduces the models, theories and philosophies that form the basis for special education practice and the special education laws and policies that affect young children, families and programs for children from birth through age eight. Emphasizes the rights and responsibilities of caregivers, teachers, young children, their parents and other professionals related to exceptional learning needs. Explores trends and issues in definition and identification of children with exceptional learning needs, including those from culturally and linguistically diverse backgrounds, as well as issues related to assessment, eligibility and placement within a continuum of services.  Prerequisite: ER 2300 Young Children’s Development and Learning in Context

ERSE 3600 Infant and Toddler Care and Education (4 credits)

Focuses on providing individually and developmentally appropriate, responsive care for children from birth to age three in group care settings. Emphasis on creating and advocating for healthy, supportive, respectful and challenging learning environments for all infants and toddlers. Examines the cultural contexts of child-rearing practices and prepares students to work closely with families in promoting the development of all infants and toddlers. Requires practicum of two to three hours per week in an approved infant/toddler setting.

ERSE 3100 Early Intervention (3 credits)

Introduction to the philosophy, theories, and models that form the basis for early intervention systems and practice and the laws and policies that affect young children (birth to three) with disabilities and their families. Emphasizes the family-centered approach, natural learning opportunities, community inclusion and transdisciplinary team practice. Focuses on identification of very young children with disabilities and those at risk for disabilities, eligibility evaluation, developmental assessments, family involvement, and options for supports and services. Prerequisite: ERSE 3600 Infant and Toddler Care and Education

ERSE 3300 Assessment and Evaluation in Early Intervention (3 credits)

Introduction to the role of assessment and evaluation in early intervention. Emphasizes a family-centered, transdisciplinary approach incorporating a variety of developmental assessment and evaluation tools for infants and toddlers. Focuses on observation and documentation skills, implementation of assessments with fidelity, analyzing data, and making recommendations and reporting. Prerequisite: ERSE 3100 Early Intervention