Academics

Course Catalog

UGRD > ECHD

Early Childhood Education

  • ECHD 101G  Young Children, Play, and Early Childhood Policy

    Description:
    This course explores the meaning and development of play, in our own lives and in the lives of young children. The course also critically examines contemporary debates about the role of play in early childhood programs, and explores the ways early childhood policy shapes children's experiences of play. Play is a major contributor to the cognitive, social, emotional, and physical development of young children. Major theoretical and empirical contributions to the study of play will be examined. Topics to be covered in the course include: the role of play in social, emotional and cognitive development; learning through play; early childhood policy; and the influence of the political and cultural context in children's experiences of play.   More Info

    Offered in:
    • TBA
  • ECHD 201  Foundations of Early Intervention and Education for All Young Children

    Description:
    This introductory course focuses on the principles of early childhood education and early intervention including on facilities, staff, goals, and methodology of various programs such as child care, Head Start, and nursery school. Traditional and contemporary issues in early childhood education and early intervention approaches will be considered, and emphasis will be placed on meeting the needs of all children within the family culture.   More Info

    Offered in:
  • ECHD 208  Introduction to Infant and Toddler Care and Education

    Description:
    This course examines the specialized needs of infants and toddlers with regard to language development, nutrition, motor and social abilities, and family-child relations. Types of programs serving infants, toddlers and their families, focusing on the design of optimum environments and curricula, will be studied. Special topic issues of health and safety, relationship to caring for infants and toddlers, etc. will be explored in depth.   More Info

    Offered in:
  • ECHD 211  Child Growth and Developement, Birth to Age Eight - including Special Needs

    Description:
    The course overviews typical and atypical development from birth through age eight including: theories of development, implications of atypical development on play/learning, understanding early childhood development within an ecological framework, and exploring what brain research tells about the early years. Knowledge of predictable sequences of growth and change in children provides a framework from which teachers prepare the learning environment and plan appropriate experiences for both individuals and groups. 10-hours of clinical experience.   More Info

    Offered in:
  • ECHD 221  Supporting Young Children's Social Interactions and Emotional Growth

    Description:
    In this course students will look at the relationship of physical space, time, curriculum and instruction in creating the positive and effective learning environments for young children, birth to age 12. Introducing practical principles and techniques for providing developmentally appropriate guidance for all children, emphasis is placed on encouraging self-esteem, cultural awareness, effective communication skills, direct/indirect techniques/strategies and observation to understand the underlying causes of behavior. Upon completion, students will demonstrate appropriate interactions with children and families and promote conflict resolution, self-control, self-motivation, and self-esteem in children.   More Info

    Offered in:
  • ECHD 290  Internship in Early Education and Care

    Description:
    This course provides individuals with an opportunity to apply their knowledge of child development and teachings techniques to practice as they delve into early childhood education through a supervised internship. Students will demonstrate their ability to facilitate learning through active involvement and interaction with children, parents, and other professionals as they plan, implement, and evaluate programs for young children. Students mush teach in an early childhood education program a minimum of 20 hours per week for a total of 300 hours per semester and attend weekly seminars. Students must also set up weekly conferences with their cooperating teacher and arrange three on-site supervised visits in which university staff will observe and then conferences with the student and cooperating teacher.   More Info

    Offered in:
  • ECHD 303  Core Competencies for Early Education and Care & Out-of-School Time Educators

    Description:
    This one-credit course is designed to provide early childhood education professionals with the knowledge and skills to assess their own level in terms of the eight core competencies, across the infant-toddler, preschool and out-of-school age range. The eight core competencies include: 1) understanding growth and development of children and youth, 2) guiding and interacting with children and youth, 3) partnering with families and communities, 4) health, safety, and nutrition, 5) learning environments and curriculum, 6) observation, assessment and documentation, 7) program planning and development, and 8) professionalism and leadership. Students will learn about the initial level of each competency, complete and addition online survey to allow the participant to evaluate his/her own knowledge of the competency, and then will develop a plan to extend that knowledge through readings provided and resources that explain the science supporting each competency.   More Info

    Offered in:
    • TBA
  • ECHD 317  Responsibility and Ethics in Early Education and Care

    Description:
    In this course early education and care students will explore ethics and responsibilities inherent in the roles of working with families, young children, and youth. Everyday encounters may present difficult situations in which the right thing is not always clear. Diverse perspectives will be identified to develop and understanding of ethical concepts and safeguards. Ethical codes of conduct will be applied to cases studies to develop a thoughtful process to resolve ethical or legal conflicts, especially in working with diverse populations. Students will reflect on ethical responsibilities to children, families, communities, peers and profession. 10 hours of clinical experience.   More Info

    Offered in:
  • ECHD 320  Incorporating the Massachusetts Early Learning Guidelines for Infants and Toddlers in Practice

    Description:
    This one-credit course covers the first three years of live, a time of rapid brain development and learning. This time is critically important for infants and toddlers as they develop foundations for learning. The purpose of the Early Learning Guidelines (ELG) for Infants and Toddlers is to provide a comprehensive view of the development of infants and toddlers while documenting experiences that support this development. The Guidelines focus on the relationship between the child and all significant adults in the child's world. This course will provide direction on using these Guidelines to support work with infants and toddlers.   More Info

    Offered in:
    • TBA
  • ECHD 325  Massachusetts Preschool Learning Experiences

    Description:
    This one credit course is designed to provide early childhood education professional with the knowledge and skills to teach content area according to the preschool learning guidelines, or state standards. The course is divided into seven modules. Each module will discuss and explain a section of the Preschool Learning Experiences (i.e. Math, English/Language Arts, Art) and give examples of how to teach those concepts within an integrated curriculum. Through presentation, online resources, readings, and assignments, students will gain knowledge of the components of each area: mathematics, English language arts, science and technology/engineering, the arts, health education, and history and social science. In addition, this course will briefly discuss the content of the Early Childhood Program Standards and how to incorporate those standards into daily practice.   More Info

    Offered in:
    • TBA
  • ECHD 420  Instructional Strategies For All Young Children With A Focus On Creative Arts

    Description:
    Integrate understandings of academic disciplines; of relationships with children and families; and of developmentally effective approaches to teaching and learning to design, implement, and evaluate experiences that promote positive development and learning for all children. Explore the central role of play in the education of young children, the multiple intelligences of children and the use of the creative arts to assist learning. Prepracticum experiences will show the central role of play in young childrens learning and also will a wide range of settings.   More Info

    Offered in:
  • ECHD 422  Observing, Documenting & Assessing in Early Childhood

    Description:
    Examine early childhood measurement and assessment techniques. Discuss fundamentals of psychometric theory, structure and uses of standardized tests; skills for alternative classroom assessment techniques for child study. Use systematic observations, documentation, and other effective assessment strategies in responsible ways, to partner 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, child care, Head Start) and medical settings (10 hours of clinical experience).   More Info

    Offered in:
  • ECHD 430  Technology for all Young Children

    Description:
    Examine the learning outcomes, instructional methods and materials used for instructional technology: Early Childhood to Second Grade (PreK-2). Learn how to apply the principles of Universal Design for Learning (UDL) to curriculum, instruction, and assessment to support all children in natural environments. Explore software for early literacy development in young children. Experience hands-on use of hardware (e.g., printer, scanner, and digital camera) and software. Review adaptations for special needs children (e.g., switch options and construction). Learn how to integrate the use of Augmentative of Adaptive Communication (AAC) systems across the curriculum and at home. Learn how to increase family participation and gain knowledge of how to use technology with their child.   More Info

    Offered in:
  • ECHD 435  Family Systems, Support, and Engagement

    Description:
    Students will reflect on how modern families are shaped by changes in society and family structures and how such changes impact parenting. Furthermore such societal shifts impact the relationship between early childhood practitioners and families requiring strong partnership, effective communication and on-going ways to involve families in the education process. Throughout this course practitioners working with children and families will increase skills and knowledge to assist families in supporting their childrens social, emotional, physical, and cognitive development. A strengths-based approach to empowering families will be maintained throughout the course. Students will investigate many factors that influence the healthy development of families and their impact on the parent/child relationship.   More Info

    Offered in:
  • ECHD 440  Language Development & Literacy in Early Childhood

    Description:
    This course explores language development from infants through primary-aged children. Topics include speech and language processes for communication, language development stages, theories of language acquisition, assessment of language development and activities to foster language development. Attention is given to linguistically diverse populations as well as to children who language development is different from the expected norm. Also explored are theory and research on literacy development, including selection and development of pre-reading/pre-writing and reading and writing curricula for preschool, kindergarten and primary grades. Emphasis is on development of literacy in the primary grades. 10 hours of clinical experiences.   More Info

    Offered in:
  • ECHD 441  Science & Mathematics Instruction for all Young Children

    Description:
    Explore the developmental theory and research in each of the curriculum areas, foundation for selection, design of curriculum materials, and activities appropriate for children birth through primary grades. Fundamental concepts and skills for young children will be learned as well as optimum, hands-on pedagogical methods. Implementation of math and science of developmentally appropriate practices for infants, toddlers, preschoolers, and primary children will be presented. Spend 10 hours observing in early intervention, preschool and/or public school programs.   More Info

    Offered in:
  • ECHD 449  Sheltered English Instruction (SEI) for Urban Practioners

    Description:
    This course furnishes all practitioners with instructional strategies, knowledge and practice needed to successfully teach second language learners. The course is designed to equip early education and care practitioners with skills to effectively organize and implement content area instruction appropriate for different levels of English proficiency, be it in public school settings or after-school programs. The myriad student language backgrounds encountered in increasingly diverse urban educational settings are discussed. This is a three-credit course requiring a minimum of 10 hours pre-practicum.   More Info

    Offered in:
    • TBA
  • ECHD 450  Leadership in Early Education & Care

    Description:
    Expand the role of leader and advocate in the movement toward universally accessible, high quality early childhood programs. Explore the role of a broad-based, inclusive leadership to make changes in the early education and care system, as well as, improve the jobs for teachers and providers. Discuss the theoretical frameworks and practice concrete skill development. Implement a leadership action plan as a part of the course requirements.   More Info

    Offered in:
  • ECHD 453  Team collaboration and Service Delivery Models

    Description:
    This 3 credit course will emphasize a systematic, family-centered, collaborative and consultative approach to service delivery. Cases will be used as a focal point for learning how to plan and evaluate individualized family services. Important aspects of consultation, teamwork, service coordination and leadership in early intervention will be covered. This course demonstrates practical approaches to collaboratively setting and evaluation goals within the context of consultation. In addition, students will learn the impact of legal and financial issues on service coordination. Several approaches to service delivery will be addressed.   More Info

    Offered in:
  • ECHD 457  Youth Education in Out-of-School Settings Through Community-Based and Youth Service Organizations

    Description:
    This course explores the praxis of youth education within contexts of neighborhoods, communities, and institutions outside of school. Informed by holistic models of youth, family, and community development, the course provides students with strategies for understanding and engaging effectively with youth in relevant out-of-school contexts and for developing successful collaborations with community partners. Specific attention is given to the social/historical/political profiles and institutional resources of Bostons multicultural, multilingual communities. 10 hours of clinical experience   More Info

    Offered in:
  • ECHD 459  Administration & Supervision of Programs for Young Children

    Description:
    Overview components involved in administering a program for young children. Includes goal setting, facilities, budget and finances, record keeping, staff relationships and training, parent and community involvement, federal state and local agencies, and relevant national trends and their effect on early children programs.   More Info

    Offered in:
  • ECHD 460  Planning Science, Technology, Engineering and Mathematics Experiences Out-of-School Time Classrooms

    Description:
    This on-credit, online course focuses on the research and best practices in STEM (Science, Technology, Engineering, and Math) education, including the Massachusetts Curriculum Frameworks, universal design for learning, thematic curriculum, and project-based learning. The purpose of the course is to provide knowledge and skills in supporting STEM infusion throughout Out-of) School (OST) environments to promote students' higher order thinking. This is an elective, especially for EECIS Youth and Community Outreach concentration.   More Info

    Offered in:
    • TBA
  • ECHD 461  Planning for Diversity and English Language Development in Out-of-School Time classrooms

    Description:
    This one-credit, online course provides the knowledge and skills to support English Language Development 9ELD) across expressive and receptive language domains for school-age children who are English Language Learners (ELL), or have other learning and language barriers. Participants will learn about; the language development and how to integrate best practices into a seamless lesson planning and implementation approaches; to welcome, support, and enhance language and literacy skill development for all children and youth and respond appropriately to the individualized ELD needs of non-native speakers of English. This is an elective, especially for the EECIS- Youth and Community Outreach concentration. As one credit elective, UMB students would take them if they are looking for elective in Early Childhood. They are not needed for the program of study. Sometimes our students transfer in an odd number of credits, due to lab courses, etc.; therefore just need one credit and prefer EECIS courses. Course was developed with funding from the department of Early Education and Care (EEC) in collaboration with BOSTnet. EEC funded these courses to have the content available at three levels: for professional development hours, for CEU and for college credit. Here is a quote from the Scope of Work: "Develop online courses related to school age child care and a plan for the on-going presentation of such courses to educator and providers working with school age children in multiple formats leading to professional development hours, continuing education units, and college credit. EEC is looking for a vendor to develop and offer coursework related to educators and administrators working with school age children. Course work must result in a minimum of 0.5 Continuing Education Units (CEUs) and 1 college credit." (SOW, Nov. 8, 2013)   More Info

    Offered in:
    • TBA
  • ECHD 466  Early Intervention: Curriculum, Methods, and Services

    Description:
    The course covers curriculum and Intervention in Early childhood services including topics/discussions of 1) what is meant by curriculum framework for young children; 2) elements of a curriculum framework for early intervention; 3) overview and comparison of various early intervention curricular models and approaches; 4) current issues and trends related to early intervention curriculum; and 5) strategies for creating effective learning ecologies for diverse groups of young children with special needs. The course also prepares personnel with the skills necessary to be effective members of interdisciplinary teams that operate from a developmental framework and that incorporate a family-guided approach to early intervention service delivery. 15 hours of clinical experience.   More Info

    Offered in:
  • ECHD 474  Developing a Science, Technology, Engineering and Mathematics Empowered Out-of-School Time Program

    Description:
    This one-credit, online course focuses ont he research and best practices to develop and support STEM (Science, Technology, Engineering, and Math) experiences in out-of-school time programs. Designed for group leaders and administrators, the focus includes linking with the Massachusetts Curriculum Fr4ameworks, universal design for learning, thematic curriculum and project-based learning. The purpose of the course is to provide knowledge and skills to support STEM infusion throughout Out-of-School (OST) environments to promote students' higher order thinking. This is an elective, especially for EECIS Administration and Supervision, or Youth and Community Outreach concentration. As one credit elective, UMB students would take them if they are looking for elective in Early Childhood. They are not needed for the program of study. Sometimes our students transfer in an odd number of credits, due to lab courses, etc.; therefore just need one credit and prefer EECIS courses. Course was developed with funding from the department of Early Education and Care (EEC) in collaboration with BOSTnet. EEC funded these courses to have the content available at three levels: for professional development hours, for CEU and for college credit. Here is a quote from the Scope of Work: "Develop online courses related to school age child care and a plan for the on-going presentation of such courses to educator and providers working with school age children in multiple formats leading to professional development hours, continuing education units, and college credit. EEC is looking for a vendor to develop and offer coursework related to educators and administrators working with school age children. Course work must result in a minimum of 0.5 Continuing Education Units (CEUs) and 1 college credit." (SOW, Nov. 8, 2013)   More Info

    Offered in:
    • TBA
  • ECHD 475  Supporting Diversity and English Language Development in Out-of-School Time Programs

    Description:
    This on-credit, online course is built on the research and best practices encompassed within WILDA (World-Class Instructional Design and Assessment), the MA-CF (Massachusetts Curriculum Frameworks), ULD (Universal Learning Design), and TC/PBL (Thematic Curriculum and Project-Based Learning) as well as QRIS (Quality Rating and Improvement System). The purpose of the course is to provide administrators the knowledge and skills to support English Language Development (ELD) across expressive and receptive Language domains for school-age children who are English Language Learners (ELL) or have other learning and language barriers. Administrators will plan to improve practice, creating a shift in policies and programmatic culture to embrace and support diverse learners, welcoming non-native English speaking families and enhancing the ELD progress of students who are learners of English. This is an elective, especially for EECIS Administration and Supervision, or Youth and Community Outreach concentration. As on credit elective, UMB students would take then if they are looking for elective in Early Childhood. They are not needed for the program of study. Sometimes our students transfer in an odd number of credits, due to lab courses, etc; therefore just need one credit and prefer EECIS courses. Course was developed with funding from the department of Early Education and Care (EEC) in collaboration with BOSTnet. EEC funded these courses to have the content available at three levels: for professional development hours, for CEU and for college credit. Here is a quote from the Scope of Work: "Develop online courses related to school age child care and a plan for the on-going presentation of such courses to educator and providers working with school age children in multiple formats leading to professional development hours, continuing education units, and college credit. EEC is looking for a vendor to develop and offer coursework related to educators and administrators worki   More Info

    Offered in:
    • TBA
  • ECHD 479  Massachusetts Early Childhood Guidelines and Core Competencies

    Description:
    This course combines the three, one-credit courses Core competencies, Infant Toddler Guidelines, and Preschool Guidelines. It is designed to provide early childhood education professionals with the knowledge and skills 1) to assess their own level, in terms of the eight core competencies, across the infant-toddler, preschool and out-of-school age range; 2) to explore the development of infants and toddlers while documenting experiences that support this development: and 3) to deepen the knowledge and skills to teach each content area according to the preschool learning guidelines, or state standards. Students cannot receive credit for this course if they have already received credit for ECHD 303 or 320 or 325.   More Info

    Offered in:
    • TBA
  • ECHD 487  Exploring Early Literacy Mentoring

    Description:
    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. Gain an understanding of adult development, stages of teacher development, and establishing mentoring relationships. Practice a number of mentoring roles, and conversations with proteges within the context of current early literacy research. Learn how to connect the observations with the Massachusetts Preschool Curriculum Frameworks.   More Info

    Offered in:
    • TBA
  • ECHD 489  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

    Offered in:
  • ECHD 490  Planning Curriculum in Early Childhood

    Description:
    Students use the states 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. Student 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 for Learning (UDL) approach. Using the Preservice performance assessment tool as guideline for the basic elements of teaching, student identify and collect artifacts that demonstrate their growing understanding of effective classroom practice.   More Info

    Offered in:
  • ECHD 491  Teacher Inquiry/Practicum II - Primary Grade

    Description:
    Fourteen-week, full-time practicum, field experience providing the opportunity to put theory and technique into practice in a kindergarten, first or second grade classroom. Develop teaching competencies, with assistance from both a certified cooperating teacher and a university supervisor. Attend a seminar with the university supervisor, to explore the connections between theory and practice, share practicum experiences, and work on the Teaching Portfolios. Design and implement curriculum, assess individual child and group progress, and observe role of family and community in childrens education. Develop identify as an early childhood profession.   More Info

    Offered in:
  • ECHD 492  Internship in Early Education and Care II

    Description:
    This course explores the application of theory to practice within a fourteen week internship, requiring a minimum of 300 hours of field experience in the students area of concentration. Throughout the internship practitioners will develop leadership in their early education and care setting, use a problem solving approach in the application of theory to real life practice, collect and analyze data to inform practice, and reflect on their internship placement. Seminars with a university supervisor will capitalize on the diversity of program settings to investigate federal and state regulations, research, policy, and practice.   More Info

    Offered in:
  • ECHD 496  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 Department Chair prior to the start of course.   More Info

    Offered in:
  • ECHD 497  Special Topics: Early Education and Care in Inclusive Settings

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

    Offered in:
    • TBA