Academics

Course Catalog

GRAD > ECHD

Early Childhood Education

  • ECHD 601  Foundational Understandings of Early Childhood/Early Intervention and Special Education

    Description:
    This course explores the historical background of legislation, policies and procedures influencing childrens educational services (Birth-2nd grade). There is a comprehensive review of educational services for children, including community services, health services, families, informal and formal group settings; such as home childcare and public schools. The tenets of Universal Design for Learning (UDL) are explored in their impact on instruction delivery and modes of assessment. A philosophical viewpoint, including moral and ethical perspectives, is developed and strengthened with appropriate literature. The basic tenets of teacher inquiry are reviewed and practiced. This course requires 10 hours of observation in early intervention, preschool or public school programs that serve students with special needs and from diverse ethnic/language backgrounds.   More Info

    Offered in:
  • ECHD 611  Development and Characteristics of All Young Learners Including Those with Special Needs.

    Description:
    This course covers the span of physical, cognitive, social, emotional, and moral development of children from birth through second grade. Implications for curriculum and instruction from brain research findings and their significance for learner differences are explored. The appropriate technical terminology used to convey those concepts is addressed. The significance of the sociocultural and political contexts for the implications of the codifications of development along with the consequences of medical and health access are discussed. The course is delivered utilizing Universal Design for Learning (UDL) level-appropriate strategies and assessments.   More Info

    Offered in:
  • ECHD 620  Instructional Strategies for All Young Children

    Description:
    This course allows students to integrate understandings from their academic discipline backgrounds in their relationships with children and families. Students strengthen their understanding of developmentally effective approaches to designing, implementing, and evaluating experiences that promote positive development and learning for all children utilizing a Universal Design for Learning (UDL) approach. Students understand the central role of play in the education of young children. A 10 hour field experience provides evidence of the central role of play in young childrens learning, as well as specific activities that foster early learning.   More Info

    Offered in:
    • TBA
  • ECHD 621  Creating Effective Learning Environments and Fostering Positive Social Interactions

    Description:
    Students explore the relationship of space, time, curriculum and instruction in creating the most positive and effective learning environments for young children. Careful consideration is given to the supports young children need to develop skills in learning and social interactions, including self control, attention, initiative, separation issues appropriate to age and development. Field experiences include observations in medical settings, early intervention and home and group educational facilities.   More Info

    Offered in:
  • ECHD 622  Observing, Documenting and Assessing in Early Childhood/Early Intervention

    Description:
    This is an introduction to early childhood measurement and assessment techniques. The course covers fundamentals of psychometric theory, structure and uses of standardized tests and skills for alternative classroom assessment techniques for child study. The principles of Universal Design for Learning (UDL) in assessment are identified and practiced. Candidates learn about goals, benefits, and uses of assessment. They systematically observe, document, and use effective assessment strategies in responsible ways-in partnership with families and other professionals- to positively influence childrens development and learning. This course requires 10 hours of clinical observation in various settings, including natural settings (home, day car, Head Start) and medical settings.   More Info

    Offered in:
  • ECHD 640  Language Development and Literacy in Early Childhood/Early Intervention

    Description:
    This course looks at language development from infants through primary-aged children. Topics will include speech and language processes for communication, language development stages, theories of language acquisition, assessment of language development and activities in order to foster language development. Special attention will be paid to linguistically diverse populations as well as to children whose language development is different from the reference group with regards to the most recent advances in the field. Selection and development of prereading/prewriting and reading and writing curricula for preschool, kindergarten and primary grades will be addressed. The will be an emphasis on development of literacy in the primary grades that employs a Universal Design for Learning (UDL) approach. The course includes 10 hours of clinical experiences.   More Info

    Offered in:
  • ECHD 641  Science and Mathematics Instruction for All Young Children

    Description:
    This course reviews developmental theory and research as related to the curriculum areas. A foundation for selection and design of curriculum materials and activities appropriate for children in kindergarten and primary grades is discussed and documented via student products. Fundamental concepts and skills for teaching math and science to young children are practiced, as well as optimum, hands-on pedagogical methods and those derived from Universal Design for Learning (UDL). Math and science developmentally appropriate activities for infants, toddlers, preschoolers, and primary children are practiced during a 10 hour clinical experience.   More Info

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  • ECHD 654  Infant/Toddler Care and Education

    Description:
    This course examines the issues of providing care and education in group settings for infants and toddlers with and without disabilities. Through readings, students begin to articulate the role of parent involvement, environment, and adult/child interaction to delivering high quality care in inclusive settings. Students define what constitutes education for infant and toddlers, especially in relationship to the development of early literacy skills, early math skills and the development of positive social emotional attributes. Discussion of special issues such as health and safety in relationship to caring for infants and toddlers are highlighted.   More Info

    Offered in:
    • TBA
  • ECHD 659  Administration and Supervision of Programs for Young Children

    Description:
    This course offers an overview of the components involved in administering a program for young children. It includes goal setting for administrators and lead teachers, basics around facilities guidelines, budge and finances, record keeping, staff relationships and training, and parent and community involvement. Students are exposed to guidelines stemming from federal, state and local agencies. The role of professional associations in impacting change on early childhood/early intervention programs, as well as other organisms such as think tanks, is highlighted.   More Info

    Offered in:
    • TBA
  • ECHD 687  Exploring Early Literacy Mentoring

    Description:
    This course is designed to explore the various dimensions of the mentoring role with a focus on enhancing critical early literacy knowledge, skills and understandings for teachers of young children. Students gain an understanding of adult development, stages of teacher development, and establishing mentoring relationships. Students also practice a number of mentoring roles, and conversations with mentees within the context of current early literacy research. The course is designed to help students connect observations with the Massachusetts Preschool Curriculum Frameworks.   More Info

    Offered in:
    • TBA
  • ECHD 689  Early Childhood Pre-Practicum PreK-2

    Description:
    This one-credit field experience is organized around the Preservice Performance Assessment (PPA) tool, which guides both candidates observations of experienced teachers at work, and candidates own lesson delivery later in the semester. University supervisors hold two organizational meetings during the semester (beginning and end) to discuss general issues stemming from field placements and to ensure candidates have a solid grasp of the PPA tool with which their lesson delivery is assessed. Students spend one day a week in a PreK-2nd grade public school classroom where they start observing and incrementally taking responsibilities. From helping one single student to small group monitoring, the experience leads to the teaching of a lesson to the whole class that is assessed by the university supervisor. Such assessment is discussed with each individual student and a plan to identify areas and strategies for improvement is completed.   More Info

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  • ECHD 690  Planning Curriculum in Early Childhood

    Description:
    Students use the state's curriculum frameworks and related resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children. They learn about curriculum theory and other professional standards related to early childhood education organization and practice. Students become collaborative learners who make informed decisions that integrate knowledge from a variety of sources and geared towards maximizing service to a wide diversity of children, employing a Universal Design of Learning (UDL) approach. Using the Preservice performance assessment tool as guideline for the basic elements of teaching, students identify and collect artifacts that demonstrate their growing understanding of effective classroom practice.   More Info

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  • ECHD 692  Teacher Inquiry/Capstone Portfolio

    Description:
    This course is intended to assist students in the final Core IV of the masters degree in early childhood (both licensure and non-licensure) to complete their Capstone Portfolios. The Portfolio is a sequence of student-made products that evidence the proficiencies gained through previous coursework regarding curriculum planning, lesson deliver and assessment, classroom management, issues, related to equal access for exceptional and otherwise underserved school children, and aspects of teachers careers as professionals involved in life-long learning, community building and empowerment, and the promotion of 21st century skills. The course can be taken for 3 credits or extended for an additional 3 (total of 6) when a given topic of additional research, resulting in a formal paper of no fewer than 20 pages is negotiated with the instructor.   More Info

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  • ECHD 693  Practicum II - PreK-2

    Description:
    This is the second of a two-course practicum sequence that requires students to complete a 14 week, full-time practicum field experience. The experience provides the opportunity to put theory and technique into practice in a kindergarten (one third of total time), and first or second grade classroom (two thirds of total time) under the guidance of a Massachusetts licensed teacher. Students develop teaching competencies, with assistance from both a licensed supervising practitioner and a program supervisor. They also attend a weekly seminar with the university supervisor to explore the connections between theory and practice and share practicum experiences. Students design and implement curriculum, assess individual child and group progress demonstrating a command of Universal Design of Learning (UDL) techniques, and observe role of family and community in childrens education, and develop identity as an early childhood/early intervention professional. This 3 credit course builds on knowledge gained and activities completed through ECHD 689-Pre-Practicum PreK-2.   More Info

    Offered in:
  • ECHD 696  Independent Study: Early Education and Care in Inclusive Settings

    Description:
    This is a directed study of a particular topic in education. The work is guided and assessed by the instructor. A proposal or outline of study, signed by the instructor, must be submitted for approval to the Graduate Program Director before the beginning of the semester in which the project is to be undertaken. On approving the proposal, the Graduate Program Director will authorize registration.   More Info

    Offered in:
    • TBA
  • ECHD 697  Special Topics: Early Education and Care in Inclusive Settings

    Description:
    This advanced course offers intensive study of selected topics in the field of early childhood education and care. Course content and credits vary according to topic and are announced prior to the advance -pre-registration period.   More Info

    Offered in:
    • TBA
  • ECHD 701  Early Education and Care Policy and Practice

    Description:
    In this course, students will examine early care and education (ECE) policies, programs, and practices. Particular attention is focused on analyses of national and state ECE policies and systems, including the implications of the current knowledge base and research to policies and practices at the federal, state, and program levels. Analyses are guided by several complementary conceptual frameworks and will be informed by the science of early childhood on developmentally appropriate practice, parenting, family support, parent engagement and empowerment, the importance of relationships, and the ecology of child development. Issues related to comprehensive services, the workforce, quality, costs and affordability, funding and return on investment, child outcomes, and advocacy are included. Implications of the ECE field will be identified and analyzed with a focus on advocacy for change.   More Info

    Offered in:
    • TBA
  • ECHD 702  Advanced Child Development and Early Learning

    Description:
    Through this advanced course in child development, student will examine theories related to human development and contemporary research findings in areas of child development and early learning. The course offers an opportunity to investigate selected topics in cognitive, social, emotional, and physical development from conception through late childhood. Diverse perspectives will be used to understand development, both typical and atypical, in these various domains of development. Emphasis will be given to understanding individual and cultural difference while interpreting child development and assessment.   More Info

    Offered in:
    • TBA
  • ECHD 703  Translating Early Education Research into Practice

    Description:
    This course provides students with a comprehensive conceptual understanding of qualitative and quantitative research methods with an emphasis on linking theory to practice, and interpreting and applying research findings. The course examines connections among theoretical frameworks, research questions, design, methods of data collection, and analysis and reporting. Students will critique research and explore methods for evaluating research and translating research findings for use in early education settings. The course will help learners to become better consumers of research, and to understand the ways education research relates to practice and early care and education quality improvement.   More Info

    Offered in:
    • TBA
  • ECHD 704  Leadership and Change in Early Education and Care

    Description:
    This course explores multidisciplinary approaches to leadership, change, and leading for change applied to the early care and education context. We will examine the theory and practice of change to gain an understanding of what contributes to the carrying out of successful and lasting change. Participants will analyze the forces that drive change, examine impediments to change, and survey a range of approaches for making change more effective. In addition, the course focuses on leadership in its many forms (in teaching, administration, policy, research, ethics). Participants will gain a deeper understanding of themselves as developing leaders and change agents, and explore ways to improve professional practice, early education quality, and promote social justice and caring in programs and systems serving young children and families.   More Info

    Offered in:
    • TBA
  • ECHD 705  The Science of Early Learning

    Description:
    This course is designed to provide an overview of the learning sciences in regards to children birth to age eight. The learning sciences is a relative new field that draws upon interdisciplinary research from cognitive science, sociology, neuroscience, educational psychology, and education. Class readings and discussions will examine the physical, cognitive, and social aspects of learning environments including how learning interactions unfold in those settings. It will also address the design of effective learning environments for young children in diverse education settings including center, home, and school-based programs for young children.   More Info

    Offered in:
    • TBA
  • ECHD 706  Historical and Theoretical Foundations of Early Childhood Education and Care.

    Description:
    This course will introduce the major curricular theories and ideologies that influence teachers' concepts of instruction in early childhood. Class readings and discussions will explore the history of the American education system, including theoretical perspectives on the purposes of schooling, the conceptions on the nature of knowledge, and the role of the "hidden curriculum" or other social constructs in curricula. Emphasis will be placed on historical and political contexts in relation to theories of learning for young children and both traditional and non-traditional models of instruction for children birth through age eight.   More Info

    Offered in:
    • TBA
  • ECHD 707  Teaching Early Childhood Education and Care in Higher Education

    Description:
    This course prepares students in the ECEC Ph.D. program to be effective facilitators of learning for college and university students and other adult learners specializing in early childhood education and care. Topics include research on early childhood professional development in preservice and inservice settings, including adult learning, effective content and pedagogy, and assessment. Students will gain skills in course design, syllabus development, alignment of assignments and assessments with student outcomes, and adaptations to the learning needs of diverse adult learners. Reflective approaches to teaching and learning will be emphasized throughout. The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.   More Info

    Offered in:
    • TBA
  • ECHD 708  Early Childhood Education and Care (ECEC) Research Team Seminar

    Description:
    This course involves participation in a research team with a core faculty member within the ECEC PhD program. The specific area of research will vary and be specific to each faculty member's team.The course fulfills a requirement int he Ph.D. program in Early Childhood Education and Care   More Info

    Offered in:
    • TBA
  • ECHD 709  ECEC Doctoral Seminar I

    Description:
    This course develops the ability of students in the ECEC Ph.D. program to integrate and synthesize transdisciplinary and global perspectives on critical issues in early childhood education and care. Topics of this course include issues of social justice, diversity, policy and leadership, and special education to which multiple perspectives may be brought to bear. Taken in students' second semester, the course offers opportunities for students to interact with members of the ECEC Graduate Group from different concentrations as well as other experts. The course provides multiple perspectives on selected core issues, with students considering these perspectives in light of their own experiences and probably research interests. The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.   More Info

    Offered in:
    • TBA
  • ECHD 710  ECEC Doctoral Seminar II

    Description:
    This seminar course develops the ability of students in the ECEC Ph.D. program to plan and conduct research leading to the dissertation, and to broaden their knowledge of, and readiness for careers within or beyond academia. Depending on individual students' dissertation status, the seminar provides structured support as students plan the proposal, gather and analyze data, and write the dissertation. The course is designed as a semi-structured working group to assist students in various stages of the dissertation process. Students will learn from and critique one another's research plans, present work-in-progress to the group, and support fellow students in making progress. The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.   More Info

    Offered in:
    • TBA