Child and Family Development (Comprehensive)

1. General Education (see General Education section of catalog) - Specific General Education Requirements: PSY 121(3); SOC 150(3); BMS 105(4) or 110(4) or BIO 102(4)

2. Major Requirements – Students may select from an area of emphasis with approval of a CFD advisor: early childhood, school age, child life, or family studies.

   1. Core Courses: CFD 150(1), 155(3), 160(3), 163(3), 563(3), 466(6)

   2. Related Requirements: CFS 120(2) or PED 253(2) or PED 257(2); CFS 373(3); HRA 130(3); PSY 441(3), PSY elective (3)

   3. Child and Family Development Electives: With advisor approval complete 25 hours of the following courses: CFD 250(3), 256(1), 257(3), 260(4), 300(1-3), 301(3), 303(1), 304(3), 305(2), 350(2), 354(3), 360(4-5), 361(3), 365(3), 400(1-3), 454(3), 455(4), 499(1-6), 500(1-3), 532(3), 533(4), 560(3), 562(3)

   4. Support Courses: With advisor approval complete 21-24 hours of selected electives to meet the university requirements of 40 credit hours of upper division course work with a total of 125 hours to graduate

3. General Baccalaureate Degree Requirements - see “Academic Programs and Requirements” section of catalog

Early Childhood Education

The curriculum for early childhood teaching leads to the degree of Bachelor of Science in Education and carries with it an initial professional certificate (PCI) to teach in the state of Missouri. Holders of this early childhood certificate may be employed to teach from birth through grade 3.

Admission Requirements: The Early Childhood Education program has a selective admission policy. In addition to meeting all requirements for admission to the Teacher Education Program, those wishing to pursue a degree in Early Childhood Education must complete a separate application while enrolled in ELE 302. In addition to the application form, students will write a one-page essay describing their interest in a career in Early Childhood Education. More details are available on the application form itself which is available in the Education Advisement Center, Hill Hall 202, and in the department office in Hill Hall 300. Applications for the program must be submitted during the semester of enrollment in ELE 302 by October 1 for fall semesters, March 15 for spring semesters, and June 15 for summer sessions. As this is a competitive program, admission is not guaranteed.

Transfer students and post-baccalaureate students must also apply for admission to the Early Childhood Education program. Transfer students must meet with advisors in the Education Advisement Center and post-baccalaureate students must meet with staff from the Teacher Certification Office in Hill Hall 203 to determine when they are eligible to complete the application and essay. All students must adhere to the deadlines stated above.

The application and essay will be reviewed by a committee appointed by the Department Head. Criteria for selection will be based on GPA and written essay. Students will be notified of the decision in writing by November 1 for fall semesters, April 1 for spring semesters, and July 1 for summer sessions. Students who are not accepted into the program may reapply in the following semester.

Program Requirements: In order to meet Missouri state teacher certification requirements, candidates for the Bachelor of Science in Education degree are required to meet the following grade point average requirements: at least a 2.50 GPA on all course work attempted at all colleges attended; at least a 2.50 GPA in the certificate subject area (major field of study) which includes all courses listed under B and C; at least a 2.50 GPA in any additional certificate subject area; at least a 2.50 GPA in the professional education courses; and no grade lower than a “C” in all professional education courses. All GPA requirements include both Missouri State and transfer grades. Additional State Board of Education certification rules require passing scores (scores of 265 required by Missouri State) on all portions of the College Basic Academic Subject Examination (C-BASE) and successful completion of the appropriate Praxis Examination (National Teachers Examination (NTE) Specialty Area Test) with a score equal to Missouri’s qualifying score. Praxis must be completed before Supervised Teaching.

All students must be admitted to the Teacher Education Program and to Supervised Teaching in order to earn this degree (see application procedures in the "Teacher Certification, Teacher Education" section of catalog.)

1. General Education (see General Education section of catalog) (43-51 hours)
   Specific courses required for major and/or certification which may be used to satisfy General Education Requirements:
   1. Basic Required Courses:

      1. English Composition (6 hours): ENG 110(3) and ENG 210(3)

      2. Mathematics: Completion of general education requirement with a grade of “C” or better. MTH 130(3) recommended.

      3. Public Speaking: COM 115(3)

   2. Areas of Inquiry:

      1. Natural World: PHY 101(4) and BIO 100(4)

      2. Self-Understanding/Social-Behavioral Perspective: PSY 121(3)

      3. Courses used to meet the Humanities and the Creativity and Vision Perspectives must have two (2) different course codes to meet state certification requirements. ART 200 or MUS 241 recommended.

   3. Public Affairs/American Studies:

      1. HST 121(3) or HST 122(3)

      2. PLS 101(3)

2. Other courses required for degree (4 hours): GRY 135(4) or GRY 142(4) or GRY 240(4)

3. Degree Requirements for Teacher Certification (25 hours):

   1. Child Development: CFD 160(3), CSD 312(3); PED 545(3)

   2. Home-School-Community Relationships: CFD 560(3)

   3. Program Management: CFD 260(4), 563(3); HRA 130(3)

   4. Mathematics: MTH 320(3)

4. Professional Education (53 hours): NOTE: A grade of “C” or better in each course is required for state certification.

   1. Foundations of Teaching: EDC 150(1), 350(3); ELE 302(3); SPE 310(3)

   2. Teaching Methods: IMT 365(3); ECE 301(3), 302(2), 303(3), 304(1), 401(3), 402(2); CFD 455(4); ENG 334(3); RDG 318(3); 420(3), 421(2)

   3. Clinical Experiences: choose 2 of the following 3 courses: ECE 490(6), 491(6), or 492(6)

5. Specific Requirements for Bachelor of Science in  Education degree - see “Academic Programs and Requirements” section of catalog

6. General Baccalaureate Degree Requirements - see “Academic Programs and Requirements” section of catalog

Elementary Education

Admission Requirements: All students must be admitted to the Teacher Education Program and to Supervised Teaching in order to earn this degree (see application procedures in the "Teacher Certification, Teacher Education Program" section of the catalog.)

Program Requirements: In order to meet Missouri state teacher certification requirements, candidates for the Bachelor of Science in Education degree are required to meet the following grade point average requirements: at least a 2.50 GPA on all course work attempted at all colleges attended; at least a 2.50 GPA in the certificate subject area (major field of study) which includes all courses listed under B, C, and D; at least a 2.50 GPA in any additional certificate subject area; at least a 2.50 GPA in the professional education courses; and no grade lower than a “C” in all professional education courses. All GPA requirements include both Missouri State and transfer grades. Additional State Board of Education certification rules require passing scores on all portions of the College Basic Academic Subject Examination (C-BASE), and further requires a minimum score of 265, and successful completion of the appropriate Praxis II Examination Specialty Area Test prior to Supervised Teaching with a score equal to Missouri’s qualifying score.

The curriculum for elementary teaching leads to the degree of Bachelor of Science in Education and carries with it an initial professional certificate (IPC) to teach in the state of Missouri. Holders of this elementary certificate may be employed to teach in grades 1-6.

To assure an optimal pre-service teacher training experience and adhere to quality standards established by the Missouri State Department of Education and the National Council for Accreditation of Teacher Education, all students seeking the Bachelor of Science in Education – Elementary (grades 1-6 certification) are required to enroll in a 7 credit hour block of courses in the semester preceding supervised teaching. This block of courses is taken two days per week and includes ELE 500(5) and 510(2). An extensive field experience in area public school classrooms is included in this block and students must commit to two full school days that semester which equates to 7:30 a.m. to 4:00 p.m. This time commitment may fall on Monday-Wednesday or Tuesday-Thursday, depending on scheduling for that particular semester.

1. General Education (see General Education section of catalog) (43-51 hours):
   Specific courses required for major and/or certification which may be used to satisfy General Education Requirements:
   1. Basic Required Courses:
      1. English Composition (6 hours required): ENG 110(3) and ENG 210(3)
      2. Mathematics: Completion of general education requirement with a grade of “C” or better. MTH 130(3) recommended.
      3. Public Speaking: COM 115(3)
   2. Areas of Inquiry:
      1. Natural World: PHY 101(4) and BIO 100(4)
      2. Culture and Society Social Sciences Perspective: GRY 100(3)
      3. Self-Understanding Social-Behavioral Perspective: PSY 121(3) or CFD 155(3)
      4. Courses used to meet the Humanities and the Creativity and Vision Perspectives must have two (2) different course codes to meet state certification requirements with one (1) course from either Art or Music to meet state certification requirements. ART 200 or MUS 241 recommended.
   3. Public Affairs/American Studies:
      1. HST 122(3) recommended
      2. PLS 101(3)
2. Degree Requirements for Teacher Certification (13 hours):
   1. Mathematics: MTH 320(3) and MTH 360(3)
   2. Health and Physical Education: PED 400(1)
   3. Earth Science: GRY 240(4)
   4. Economics: ECO 318(2)
3. Area of Concentration (minimum 21 hours):
   Elementary education majors are required by DESE to have a 21 hour area of concentration. The elementary education program has been structured to include an area of concentration with a minimum of 21 hours in communication arts. Therefore, no additional hours will be required to meet the area of concentration.
4. Program Emphasis or a Minor (minimum of 12 additional semester hours). Select at least one of the following program emphases or a minor:
   1. In consultation with an advisor, complete a minimum of 12 semester hours additional coursework in one of the following areas: Early Childhood Education, Middle School Education, Special Education, Reading Education, Communication Arts, Science, Mathematics, Social Studies, Cultural and Linguistic Diversity, Instructional Technology, Foreign Language, Psychology, Art, Music, or Physical Education. Courses may be selected only with advisor approval. At least one course must be taken at the upper-division level. No courses utilized to satisfy other requirements on this degree may be utilized to meet this option. This option will not necessarily meet requirements for an additional endorsement certification.
   2. In consultation with an advisor, earn a minor offered under the BSED degree in Biology, English, French, General Consumer and Family Studies, Geography, German, History, Linguistics, Mathematics, Music, Political Science, Psychology, Sociology, Spanish, Teaching English to Speakers of Other Languages, or Writing. Courses taken to satisfy requirements in A and B above may also be utilized to meet a portion of this option; however, a minimum of 12 new hours additional coursework must be completed to meet the program option. At least one course must be taken at the upper-division level. An earned minor will not necessarily meet requirements for an additional endorsement certification.
5. Professional Education (64-65 hours): Note: A grade of “C” or better in each course is required for state certification.
   1. Foundations of Teaching: EDC 150(1), 350(3); ELE 302(3); PSY 385(3) or CFD 257(3); SPE 310(3)
   2. Teaching Methods: ECE 501(3); ENG 334(3); ELE 410(3), 425(3), 429(3), 434(3), 438(3), 500(4-5), ELE 510(2); IMT 365(3); PED 400(1); RDG 318(3), 420(3), 421(2)
   3. Supervised Teaching: ELE 495(6), 496(6)
6. Specific Requirements for Bachelor of Science in Education degree (see “Academic Programs and Requirements” section of catalog)
7. General Baccalaureate Degree Requirements (see “General Baccalaureate Degree Requirements” section of catalog)

Child and Family Development

1. Select six hours from the following, with approval of a CFD advisor: CFD 155(3), 160(3), 163(3)
2. Select twelve hours from the following: CFS 373(3); HRA 130(3); and any CFD course with approval of a CFD advisor to bring total to at least 18 hours. Up to 3 credit hours of CFD 197 may be taken.

Child and Family Development Courses

CFD 150 Introduction to Child and Family Development 1(1-0), F,S

The scope of this course is a study of the field of child and family development. Professional opportunities and analysis of personal proficiencies will be the focus.

CFD 155 (CFS) Principles of Human Development 3(3-0), F,S

General Education Course (Self-Understanding/Social-Behavioral Perspective) Basic principles that govern human development from the prenatal period to death; developmental tasks and interrelations of family members through the life span.

CFD 160 (CFS) Principles of Development in Early Childhood 3(2-2), F,S

Development of the child from conception through 8 years of age including weekly laboratory experience with preschool children.

CFD 163 (CFS) Relationships in Today's Families 3(3-0), F,S

Personal and family living in the early stages of family life cycle. Concepts and methods used in initiating, building, maintaining and enriching relationships.

CFD 197 Introductory Topics in Child and Family Development 1-3, D

Variable content course for introductory concepts in Child and Family Development.  May be repeated to a total of 6 hours when topics change.

CFD 250 (CFS) Parenting in Contemporary Society 3(3-0), F

Explores parenting and child rearing in today's society.

CFD 254 Childhood Illnesses, Injuries, Diseases and Disorders 3(3-0), F,S

Provides an overview of the common childhood illnesses, injuries, diseases and disorders for non-medical professionals who work in the health care field. Topics will assist the person in developing the skills and knowledge for working with ill and hospitalized children. This course is an introduction to pediatric care in heath care settings. It is designed to educate non-medical professionals (Child Life Specialists, Social Workers, Chaplains, Patient Advocates, etc.) who will work in the health care field on medical issues.

CFD 255 (CFS) Principles of Development in Infancy 3(2-2), D

Prerequisite: CFD 160. Child from conception through two years, including prenatal environment. Two hours laboratory experience weekly in infant-toddler child development laboratory.

CFD 256 Supervised Experience in the Infant Toddler Center 1(0-2), D

Experience in applying effective techniques that optimize infant toddler development with 2-hours per week of participation in the infant toddler laboratory.

CFD 257 (CFS) Principles of Development in Middle Childhood 3(3-0), S

Development of the child from six through twelve years in cognitive, physical, social, emotional aspects. Contact with groups of children in this age range is arranged.

CFD 260 (CFS) Supervised Experience in the Child Development Laboratories 4(2-4), F,S

Prerequisite: CFD 160. Experience in applying the most effective techniques for maximum growth in the physical, social, emotional and mental development of the whole child. Influences of a safe and healthful environment upon the child's development.

CFD 300 Special Topics in Child and Family Development 1-3, D

Prerequisite: permission of department. Selected topics of contemporary interest in Child and Family Development, offered when resources and demand allow. May be repeated to a total of 6 hours when topics change. Variable Content Course.

CFD 301 Play as Development 3(3-0), S

A study of play and its relationship to typical and atypical development in the physical, cognitive, language, moral, social, and emotional domains.  Factors that influence play such as environment, adults, children, attitudes, and beliefs are discussed.  The role of play for all people throughout the lifespan is examined.

CFD 303 Service Learning Child and Family Development 1, D

Prerequisite: 30 hours and concurrent enrollment in a designated service learning offering within one of the major areas of study in Child and Family Development. A service learning course incorporates a community service experience with classroom instruction to provide an integrative learning experience which addresses the practice of citizenship and promotes awareness of and participation in public affairs/service. Requires 40 hours of service to a community organization, agency, or public service provider. The community service placement and assignment will vary, depending on the specialization area and learning objectives. A list of approved placements will be available from the instructor and the Citizenship and Service Learning Office. Students are required to participate in a service learning training session(s) prior to beginning their service placement. May be repeated, but no more than 2 hours of service learning credit may count toward graduation.

CFD 304 Outdoor Play 3(3-0), F,S

Provides information on the importance of outdoor play, how to choose materials and equipment, adult roles and current research on outdoor play. Students will learn how to evaluate outdoor play environments.

CFD 305 Multicultural Studies in Child and Family Development 2(2-0), D

A study of multicultural education for young children and their families. Emphasizes communication processes, recognizes cognitive and affective development, presents effective techniques and strategies that meet the needs of young children and families with diverse backgrounds.

CFD 306 Separation and Loss 3(3-0), D

This online course will provide a broad overview of the psychological aspects of separation and loss in our society. Topics include attitudes toward and preparation for death; the understanding of and care for terminally ill patients, burial, mourning, and grief practices, grief counseling, suicide and euthanasia. This course covers how to assist children with loss, great or small, from divorce, moving, hospitalization, trauma or death. Readings and classroom activities will be supplemented by students' self-exploration and writing on feelings, attitudes, and beliefs about separation and loss.

CFD 350 (CFS) Seminar in Child and Family Development 2(2-0), D

Readings, discussion and analysis of trends in child and family development.

CFD 354 Working with the Hospitalized Child 3(3-0), F

Prerequisite: CFD 260. Principles, concepts, techniques, and skills in the provision of programs and services to hospitalized children. Areas of emphasis include: reactions of children to hospitalization, importance of play, planning a play program and preparing children for medical encounters.

CFD 360 Planning and Implementing Curriculum for Child Development Centers 5(2-6), F,S

Prerequisite: CFD 260. Planning and implementing curriculum to meet the cognitive, emotional, physical, creative and social development needs for young children. Using literacy techniques learned and practiced in class and at the Child Development Center, the students will also share information within the community at libraries and in low-income child care facilities. Supporting young children, their families and teachers/caregivers in their environment is the focus of this course. This enhances our mission to encourage literacy in all parts of children's lives.

CFD 361 (CFS) Principles of Family Development 3(3-0), S

Prerequisite: CFD 163 or permission. Development trends occurring in family units from premarital interactions to death and/or divorce. Lectures and discussions will apply developmental principles to today's family life styles.

CFD 365 Families in Later Life 3(3-0), F

Prerequisite: CFD 155 or CFD 163 or 45 hours or permission. Examination of the structure and function of families in later life. Topics of interest include demographic trends impacting the structure of the family, marriage, sibling relations, parent-adult child relations, grandparenthood, widowhood, and retirement. The application of family theories and their relevance to later life families will be discussed. Identical with GER 365. Cannot receive credit for both CFD 365 and GER 365.

CFD 400 Problems in Child and Family Development 1-3, D

Prerequisite: 90 hours and permission. Independent study for those who wish additional work in specific subject areas.

CFD 454 Therapeutic Play Activities for Hospitalized Children 3(3-0), S

Prerequisite: CFD 260 and CFD 354. The focus is to develop skills needed for working with ill and hospitalized children in developmental activity programs. This course explores ways in which Child Life Specialists serve children in different developmental stages and from diverse cultural environments. Hospital tours will be required for this course. A current tuberculin skin test is required.

CFD 455 Infants and Toddlers: Development and Program Planning 4(3-3), F,S,Su

Prerequisite: CFD 260 and 60 hours. A study of the infant from conception through two years with a 3-hour weekly laboratory in an infant toddler center. Application of developmentally appropriate practice through laboratory participation, portfolios, and curriculum planning. Negative tuberculin test and completion of the Family Care Safety Registry required.

CFD 463 (CFS) Preschool Centers 3(2-2), S

Prerequisite: CFD 360. Types, purposes and administration of preschool centers.

CFD 466 Practicum in Programs for Children, Youth, Adults, and Families 6(0-12), F,S

Prerequisite: CFS 120 and CFD 163 and CFD 360 and HRA 130. Supervised active learning experiences with children, youth, or families in human service agencies; observation, discussion, and evaluation of the student's experiences plus seminar. Advance registration with course instructor required. May be repeated for up to 12 hours credit.

CFD 499 Internship in Child and Family Development 1-6, D

Prerequisite: permission of subject matter professor. Off-campus, supervised experience in a cooperative program with business, government, community, or related establishments within any of the specialized areas of child and family development. In addition to the outline agency involvement, the student is (1) required to attend a beginning orientation and a follow-up seminar, and (2) complete assignments appropriate to subject matter specialization. May be repeated up to 12 hours credit.

CFD 500 Issues in Child and Family Development 1-3, D

Prerequisite: senior or graduate standing; or permission. Advanced inquiry into specialized areas of study in Child and Family Development. May be repeated to a total of 6 hours when topics change. Variable Content Course.

CFD 532 (CFS) Family Advocacy 3(3-0), D

A study of the advocacy process in both the public and private sectors for directing change to benefit families and children. The course involves field trips to locations where decisions are being made that impact families and children.

CFD 533 Principles of Family Life Education 4(4-0), D

Prerequisite: Junior/Senior standing. A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course.

CFD 560 Family Involvement in Early Childhood Programs 3(2-2), F,S

Prerequisite: CFD 260 or permission of department. A study of family involvement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Family Care Safety Registry required.

CFD 562 (CFS) Prevention of Child Abuse and Neglect 3(3-0), F

The primary and secondary prevention of physical, emotional, and sexual abuse and neglect of children. Designed for professionals who work with children and families and are required by law to report suspected incidences of child abuse and neglect.

CFD 563 (CFS) Administration of Programs for Children and Families 3(2-2), S

Prerequisite: CFD 360 or permission. Types, purposes and administration of programs for children, youth and families.

CFD 650 (CFS) Seminar in Child and Family Development 3(3-0), S

Prerequisite: graduate standing. Analysis of theories and trends in child and family development.

Early Childhood Education Courses

ECE 301 Emerging Literacy and Communication Arts 3(3-0), F,S

Prerequisite: ELE 302 and CFD 160; concurrent enrollment with ECE 302 and ECE 303; admitted to Teacher Education Program and Early Childhood Education Program. This course will focus on the broad areas of emerging literacy and communication arts with particular attention to the early childhood years. The development of listening, oral language, and written comprehension skills as well as an understanding of the contribution of appropriate children's literature to literacy development will be the essential components of this course. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology. Monthly workshops jointly taught by College of Arts and Letters and College of Education faculty covering content of creative arts will occur. Field experiences including creative arts are a part of the course.

ECE 302 Social Studies and Sociomoral Development 2(2-0), F,S

Prerequisite: ELE 302 and CFD 160; concurrent enrollment with ECE 301 and ECE 303; admitted to Teacher Education Program and Early Childhood Education Program. This course will combine the concepts found in the sociomoral domain of Project Construct as well as concepts taught in an elementary social studies curriculum. Students will develop activities, materials, and lessons that focus on the building of relationships with adults and peers, negotiating and applying rules, demonstrating confidence and creativity. Additionally, the curriculum sequences for grades Kindergarten through third, including self, home, school community, school and family, neighborhoods, and communities will be part of this course. Monthly workshops jointly taught by College of Arts and Letters and College of Education faculty covering content of creative arts will occur. Field experiences including creative arts are a part of the course.

ECE 303 Mathematics and Science for Young Children 3(3-0), F,S

Prerequisite: ELE 302 and CFD 160; concurrent enrollment with ECE 301 and ECE 302; admitted to Teacher Education Program and Early Childhood Education Program. This course will teach the student methods for the active involvement of young children in the areas of mathematics and science. Students will develop problem solving experiences and hands-on activities of these two areas. The areas of beginning mathematics concepts such as classification, seriation, and counting, as well as problem solving, applications, communication and reasoning will be part of the course. Additionally, the development of concepts in both physical, biological, and earth/space sciences and active student involvement and discovery will be included. Developmentally appropriate methodology will be presented. Monthly workshops jointly taught by College of Arts and Letters and College of Education faculty covering content of creative arts will occur. Field experiences including creative arts are a part of the course.

ECE 304 The Early Childhood Education Professional 1(1-0), F,S

Professionalism in the early childhood education field; being a reflective practitioner, formatting and beginning professional materials such as their teaching portfolio, developing their philosophy, and lesson plans; exploring the early childhood professional code of ethics.

ECE 401 (ELE 422) Curriculum For Early Childhood Education 3(3-0), F,S

Prerequisite: ELE 302 and ECE 301 and ECE 302 and ECE 303; concurrent enrollment in ECE 402; and admitted to Teacher Education Program. Curriculum for early childhood education; underlying principles and applications; relationship to the skills of reading, writing, numbers, spelling, the creative arts, social studies, science. Field experiences are a part of the course.

ECE 402 (ELE 420) Assessing Young Children 2(2-0), F,S

Prerequisite: ELE 302, ECE 301, ECE 302, ECE 303; concurrent enrollment with ECE 401; and admitted to Teacher Education Program required. An overview and analysis of screening and diagnostic techniques and procedures for use by general classroom teachers in determining instructional programs for children from birth-grade three. Procedures for helping teachers develop programs for children from different cultural backgrounds and exceptional students integrated in general classrooms are included. Field experiences are a part of the course.

ECE 490 Supervised Teaching (Infant/Toddler Settings) 6, F,S

Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; a grade of "C" or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. Students will observe and then teach under the supervision of cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and supervisor will be expected. Students will be involved in the development of lessons, materials, and units for infants and toddlers. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee.

ECE 491 Supervised Teaching (Preschool/Kindergarten Settings) 6, F,S

Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; a grade of “C” or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for preschool and Kindergarten children. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee.

ECE 492 Supervised Teaching (Primary Settings) 6, F,S

Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; a grade of “C” or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee.

ECE 499 Clinical Experiences in Teaching II 4, F,S

Prerequisite: EDC 199; admission to the Teacher Education Program; a grade of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2. This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MOSTEP quality indicators and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on B.S. in Education or appropriate master's-level certification programs. Students who receive credit for this course will not receive credit for AGE 499, AGT 499, ART 469, BSE 499, CFS 498, COM 493, ECE 499, ELE 499, ENG 434, HST 499, MCL 491, MID 499, MTH 496, MUS 499, PED 498, SCI 499, SPE 499, THE 493.

ECE 501 Home/School/Community Relationships with Young Children and Their Families 3(3-0), D

Prerequisite: Elementary Education undergraduate students must take ELE 500 concurrently. This course offers a transdisciplinary approach designed to enhance the student's understanding of the transactional relationship between the school, child and family. Particular emphasis is placed on family development and dynamics within a pluralistic society including the role that family functioning has on the child's total educational experience.

ECE 605 Field Experiences in Early Childhood Education 1-3, D

Students participate in Field Experiences in area schools and other educational settings. This course will provide field experiences with three different age groups (birth-3; 3-5; 5-8). Course is designated for graduate students needing field experiences to meet certification requirements in Early Childhood Education. Students will attend weekly scheduled class discussion sessions on campus in addition to the required field work of 15 clock hours for every credit hour. May be repeated for a maximum of three hours of credit.

ECE 624 Foundations of Early Childhood Education 2(2-0), D

Course will focus on the historical, psychological, philosophical, and social foundations of early childhood education. Theories and research are integrated with practical knowledge. Students will examine philosophy, curriculum, methodology, service delivery systems, and family involvement issues.

ECE 625 (ELE) Trends and Issues in Early Childhood Education 3(3-0), F

A study of current trends, issues and theories related to early childhood education. Emphasis will be given to major developmental theories and research findings related to the education of young children. Included will be the application of theory and research to current practices in early childhood education.

ECE 626 (ELE) Advanced Curriculum Development for Early Childhood Education Programs 3(3-0), S

Analysis of programs, methods, materials, and activities appropriate for early childhood education programs. Emphasis will be on developing and/or selecting teaching strategies for a variety of programs such as day care centers, public school kindergartens and primary grades, Head Start Programs, private preschools, etc.

ECE 627 Children and Families in a Diverse Society 3(3-0), F

Examination of diverse cultures in American society. An analysis of racism, sexism, and other diversity issues within the school and community. Discussion of child development within different cultures and identifying changing family and community structures.

ECE 628 The Educational Role of Play 3(3-0), D

A study of the social, emotional, cognitive, and language development of young children through play. Attention is given to the use of play in the organization and development of the early childhood classroom and curriculum. Current models of early childhood curriculum and their relationship to support of play will be explored.

ECE 629 Literacy in Early Childhood 3(3-0), D

Develops awareness of and support for children's literacy knowledge as it grown and changes in the years from birth through early elementary school. This course emphasizes the supportive nature of the adult's role in young children's literacy learning. Descriptions of relevant, meaningful literacy events and suggestions for classroom or home support will be presented. Current research that has a bearing on methodology will be explored.

ECE 630 Family Literacy 3(3-0), D

Introduction to the philosophy and theory behind family literacy, as well as discussion on the development and implementation of a family literacy program. The four-component model of adult education, early childhood education, parent and child together (PACT), and parenting will be covered, both in theory and practical application. Explores the rationale for and characteristics of comprehensive family literacy, focusing upon the families being served, services being provided, outcomes being achieved, and the role and responsibilities of individuals, organizations, and communities involved.

ECE 671 Proposal Development/Early Childhood and Family Development Seminar 1(1-0), F,S

Development of proposal for seminar paper. Proposal must be approved prior to data collection. Human subjects review will also be completed.

ECE 672 Seminar in Early Childhood and Family Development 3(3-0), F,S

Prerequisite: all required core classes in masters degree in Early Childhood and Family Development, and permission of advisor. Guided development of research paper focused on field of Early Childhood and Family Development.

Early Childhood and Elementary Education Courses

EEM 305 (EAS) Field Experiences in Education 1(0-2), F,S

Prerequisite: admitted to Teacher Education Program. Student attends scheduled discussion sessions on campus and participates in field experiences at Greenwood Laboratory School and/or area schools. Designed for transfer students who have partially completed the field experiences requirement and students working on a certification which requires a second field experience.

EEM 399 (EAS) Problems in Education 1-3, F,S

Prerequisite: admitted to Teacher Education Program and permission of department head. Independent research conducted on topics relevant to the field of education. The student and instructor mutually agree upon the direction and extent of the project. Credited only on the B.S. in Education degrees. May be repeated to a maximum of 3 hours credit.

EEM 576 (EAS) Topical Issues in Education 1-5, D

Prerequisite: permission may be required, see schedule. To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. A maximum of 3 hours may be used on a degree program. Variable Content Course. Approved recurring course topic: B.E.A.R.S. Seminars. 1(1-0) F.A series of seven (7) seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six (6) of these seminars is required for credit. Participants will receive an "I" grade for the course due to the course extending through the spring semester. Grades will be changed at the end of the spring semester as requirements are met. This course is available to both beginning and veteran educators and satisfies the initial certification requirement of attending a beginning teacher assistance program with a college or university. Variable Content Course.

EEM 596 Orientation for Intensive Language and Cultural Experience for Educators 1(1-0), S

Prerequisite: previous foreign language experience, participation in Hispanic Educational Access Initiative, and permission of instructor; students selected by application and interview process. Prepare for international travel and exposure to the people, cultures and primary language of the host country. Students develop an introspective case study proposal to be carried out during and/or after the experience abroad. Field trips outside class are required.

EEM 597 Intensive Language and Cultural Experience for Educators 4(3-2), Su

Prerequisite: EEM 596 and permission of instructor. Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conducted an introspective case study, keep a journal, and create a portfolio.

EEM 598 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators 1(1-0), F

Prerequisite: EEM 596, EEM 597 and permission of instructor. Post-travel seminar deconstructs experience abroad. Students discuss strategies used as a learner and analyze effective teaching techniques. Participants compare cultural and language differences that teachers need to consider in teaching students in a new language. Introspective case study research and portfolios will be shared.

EEM 696 (EAS) Problems in Education 1-3, D

Specific problems in education related to needs and interests of the student. May be repeated to a total of 3 hours.

EEM 699 Thesis 1-6, D

Prerequisite: SFR 690. May be repeated to a maximum of 6 hours credit.

Elementary Education Courses

ELE 300 Service Learning in Elementary Education 1, D

Prerequisite: EDC 150 and completion of 30 hours; and concurrent registration in an ELE course designated as a service learning offering. This service component for an existing course incorporates community service with classroom instruction in Elementary Education to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of an participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the specific course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service Learning Office. No more than 2 hours of service learning may count toward graduation.

ELE 302 Introduction to Elementary Education and Clinical/Field Experience 3(2-2), F,S

Prerequisite: initial CBASE taken, EDC 150 or concurrent enrollment if 30 hours completed and all requirements met. An overview of elementary school organization, management techniques, and personalized teaching styles for use with children including those from various cultural backgrounds and exceptional children who are mainstreamed in regular classrooms. Students will participate in a 30 clock hour field experience at Greenwood Laboratory School and/or area elementary schools. A grade of "C" or better is required in this course to student teach.

ELE 400 Elementary Integrated Methods and Practicum 2-3(1-3), F,S

Prerequisite: Concurrent enrollment in PED 400 required when enrolling in ELE 400 for 2 credit hours. SPE 310 and concurrent enrollment in ELE 425 and/or ELE 429 and/or ELE 434 and/or ELE 438; and admitted to Teacher Education Program. Comprehensive practicum application of techniques and materials for promoting learning in the arts and physical education with language arts, mathematics, science, social studies, in area school classrooms where students will plan, teach, and assess integrated learning opportunities in the elementary core and integrated arts curriculum.

ELE 410 Teaching and Learning in the Elementary Classroom 3(3-0), F,S

Prerequisite: admitted to Teacher Education Program. This course introduces approaches to instruction and assessment and supporting learning and motivation theories; physical, social, emotional, and cognitive characteristics of children; methods of designing instruction to meet diverse learner needs; and educator's professional code of ethical conduct. Required first portfolio checkpoint will occur in this course.

ELE 425 Methods of Teaching Communication Arts in Elementary Schools 3(3-0), F,S

Prerequisite: ELE 302 and SPE 310 and RDG 318; 6 hours of English; admitted to Teacher Education Program; and permission of department head. A study of the development of language and communication abilities, procedures and instruments for assessing language development, and techniques and materials for promoting development in communication skills for elementary and middle school programs.

ELE 429 Methods of Teaching of Mathematics in Elementary Schools 3(3-0), F,S

Prerequisite: ELE 410 and ELE 425 and MTH 320 and MTH 360; admitted to Teacher Education Program; and permission of department head. Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs.

ELE 434 Methods of Teaching Science in Elementary Schools 3(3-0), F,S

Prerequisite: ELE 410 and ELE 425; 8 hours of science of science (one biology and one physical science); admitted to Teacher Education Program; and permission of department head. Recommended: concurrent enrollment in GRY 240. Current issues and approaches in teaching elementary school science to children, including exceptional children who are mainstreamed in regular classrooms.

ELE 438 Methods of Teaching Social Studies in Elementary Schools 3(3-0), F,S

Prerequisite: ELE 410 and ELE 425; 8 hours of history and/or social science; and admitted to Teacher Education Program. Emphasis upon teaching social studies, skills generalizations, attitudes, and values and the development and use of appropriate learning materials and evaluation instruments for elementary and middle school programs.

ELE 440 Classroom Management and Assessment in the Elementary Classroom 2(1-2), F,S

Prerequisite: ELE 302 and SPE 310 and concurrent enrollment in ELE 425 and/or ELE 429 and/or ELE 434 and/or ELE 438 and admitted to Teacher Education Program. Planning, constructing, using, and analyzing a variety of assessment practices to support reflective decision making in the elementary classroom. Theoretical foundations of current approaches and application of best practices in classroom management including management of time, space, transactions and activities effectively with an emphasis on approaches to prevent and/or manage disruptive behavior. A 30 hour field experience in area school classrooms is required as a part of this course.

ELE 458 Theory Into Practice 2(2-0), F,S

Prerequisite: concurrent enrollment with ELE 495. Experiences to integrate knowledge of methodology in practical teaching situations. Individual experiences designed to supplement previous coursework will be provided. Professional development plans, placement activities and sources of professional assistance will be examined.

ELE 495 Supervised Teaching (Elementary) 6, F,S

Prerequisite: a grade of “C” or better in all professional education courses; current pre-professional liability insurance and approval for supervised teaching. Student observes then teaches under the direction of the cooperating teacher and university supervisor. Students participate in extra-curricular activities and attend both individual and group conferences. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee.

ELE 496 Supervised Teaching (Elementary) 5-6, F,S

Prerequisite: concurrent enrollment in ELE 495 or SEC 493 or SPE 495. Student observes then teaches under the direction of the cooperating teacher and university supervisor. Student participates in school-related activities and attends both individual and group conferences. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee.

ELE 499 Clinical Experiences in Teaching II 4, F,S

Prerequisite: EDC 199; admission to the Teacher Education Program; a grade of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2. This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MOSTEP quality indicators and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on B.S. in Education or appropriate master's-level certification programs. Students who receive credit for this course will not receive credit for AGE 499, AGT 499, ART 469, BSE 499, CFS 498, COM 493, ECE 499, ELE 499, ENG 434, HST 499, MCL 491, MID 499, MTH 496, MUS 499, PED 498, SCI 499, SPE 499, THE 493.

ELE 500 Current Issues and Applications in Elementary Education 4-5, F,S

Prerequisite: ELE 425 and ELE 429 and ELE 434 and ELE 438. Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, English language learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required.

ELE 510 The Reflective Practitioner 2(2-0), F,S

Prerequisite: ELE 425 and ELE 429 and ELE 434 and ELE 438. Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Must be taken concurrently with ELE 500. Requires an intensive field experience in area elementary school.

ELE 601 Communication Arts Instruction in the Elementary School 3(3-0), F,S

Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office. Study of the development of language and communication abilities, procedures and instruments for assessing language development, and techniques and materials for promoting development in communication skills for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning. Course limited to certification students only.

ELE 602 Social Studies Instruction in the Elementary School 3(3-0), F,S

Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office. Current issues and approaches in teaching elementary school social studies to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching. Course limited to certification students only.

ELE 603 Mathematics Instruction in Elementary Schools 3(3-0), F,S

Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office. Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning. Course limited to certification students only.

ELE 604 Science Instruction in the Elementary School 3(3-0), F,S

Prerequisite: ELE 302; and 10 hours of science (one course in biology, one course in physical science and one course in earth science); and permission of Director of Graduate Program in consultation with Teacher Certification and Compliance Office. Current issues and approaches in teaching elementary school science to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching. Course limited to certification students only.

ELE 610 Elementary School Curriculum 3(3-0), F

The purpose of this course is to analyze the philosophical and theoretical frameworks that guide elementary curriculum for the assumptions that each makes with regard to teaching and learning. Students will be introduced to the development of curriculum and curriculum materials for use in elementary educational settings. Students will examine the social, political and institutional contexts in which curriculum is developed and used, curriculum development methods and process, and various methods for the implementation, evaluation and distribution of curriculum materials.

ELE 611 Contemporary Issues in Elementary Curriculum 3(3-0), S,Su

Contemporary issues confronting the modern elementary school; current problems, innovations and proposed changes which affect the total elementary school program. Trends and issues that are developing at the national level.

ELE 613 Advanced Theory and Practice in the Teaching of Communication Arts 3(3-0), F

Materials, methods and procedures for effective classroom presentation of communication arts. Selection, organization and development of content materials; current issues and trends in the field.

ELE 614 Advanced Theory and Practice in the Teaching of Social Studies 3(3-0), S

Materials, methods and procedures for effective classroom presentation of social studies. Selection, organization and development of content materials; current issues and trends in the field.

ELE 615 Advanced Theory and Practice in the Teaching of Mathematics 3(3-0), S

Materials, methods and procedures for effective classroom presentation of elementary mathematics. Selection, organization and development of content materials; current trends and issues in the field.

ELE 616 Advanced Theory and Practice in the Teaching of Science 3(3-0), F

Materials, methods and procedures for effective classroom presentation of elementary science. Emphasis is placed on teaching science as inquiry and experimentation. Selection, organization and development of content materials; current trends and issues in science education.

ELE 617 Advanced Theory and Practice in the Teaching of Economic Education 3(3-0), F

Materials, methods, and procedures for effective classroom presentation of economic education. Selection, organization, and development of curriculum materials, current issues and trends in the field of economics. Presents students with a framework for proper scope and sequencing of economics concepts to develop an awareness of appropriate benchmarks for economic education instruction.

ELE 620 Advanced Theory and Practice in Student Assessment and Evaluation 3(3-0), S

Materials, methods, and procedures for effective assessment and evaluation of students. Planning, selection, construction, use, and analysis of a variety of assessment practices including formal and informal approaches. Application of knowledge learned throughout course will help students make judicious and reflective decisions while teaching.

ELE 621 Standards-Based Integrated Curriculum, Learning, and Teaching 3(3-0), F

Analysis and application of current theories and research on integrated curriculum and learning, performance assessment, and standards-based education. Develop classroom, school-wide and/or district-wide curricula based on state standards. Focus is on deciding what is essential to teach and on improving learners' math and literacy skills across the curriculum.

ELE 622 Differentiated Instruction for Early Childhood, Elementary, and Middle School 3(3-0), S

Materials, methods, and procedures for effective differentiation of instruction and evaluation of students. Planning, selection, construction, use and analysis of a variety of differentiate instructional practices across grade levels and disciplines, paying close attention to elementary and middle school learners. Application of knowledge learned throughout course will help students made judicious and reflective decisions while teaching.

ELE 672 Research Seminar in Elementary Education 3(1-4), F,S

Prerequisite: SFR 690 and ELE 611. Guided development of a research paper or a creative project.