Early Childhood Professional Development Courses
Advance your career while fulfilling your professional development requirements
with Early Childhood courses at Edinboro University. EU’s wide range of course
offerings allows you to choose the course you want that best matches the
core knowledge competency you need.
ECED 110 – Child Development I
ECED 150 – Child Development II
Course Description: This course engages students in studying the
characteristics and needs of children birth through age 5. Students
study theories of physical, cognitive, language, social, and emotional
development. Emphasis is placed on knowing and understanding
multiple influences on development and learning. This course
includes 10 hours of observation for Level I field.
Course Description: This course engages students in studying
the characteristics and needs of children ages 6 through 10. Theories
of cognitive, social, emotional, and physical development related
to education, socialization, and cultural contexts are examined. This
course includes 10 hours of observation for Level I field experiences.
Course Objectives: By the end of the course, the students will know
and understand multiple influences on development and learning.
Students use observation techniques to collect and analyze data to
evaluate learning environments are healthy, respectful, supportive,
and challenging.
Core Knowledge Competency:
K1.1 C1, 2, 3
K1.3 C1, 2
K1.2 C1, 2, 3
K.4 C1, 2, 3
K1.5 C1, 2
K1.7 C1, 2
K1.8 C1
K1.10 C1
K2.12 C1
ECED 120 – Introduction to Early Childhood Education
Course Description: This course examines the historical and
contemporary perspectives of early childhood education (Pre-K
through grade four). It addresses developmentally appropriate
practices, diverse populations, models of early childhood education,
and lesson planning for diverse populations. This course includes 10
hours of observation for Level I field experiences.
Course Objectives: By the end of the course, students will learn
the meaning of developmentally appropriate practices, diverse
populations, models of early childhood education, and lesson
planning for diverse populations. Students also learn to plan for
inclusive learning environments and apply models of child guidance
through observation and analysis.
Core Knowledge Competency:
K1.2 C1, 2
K2.3 C1, 2
K1.3 C1, 2
K2.5 C1
K1.5 C1, 2
K2.6 C1, 2
K2.1 C1
K2.7 C1
K5.13 C1, 2
K6.1 C1, 2
K6.2 C1
K6.5 C1
K6.7 C1
K6.10 C1, 2
K7.1 C1
Course Objectives: By the end of the course students will be able to
demonstrate knowledge of the domains of development for children
5-12 years of age. Students use observational techniques and case
study to collect and analyze data as they explore the theoretical
foundations of child development.
Core Knowledge Competency:
K1.3 C1, 2, 3
K1.7 C1, 2
K1.8 C1
K1.4 C1, 2, 3
K1.5 C1, 2, 3
K1.9 C1
K1.10 C1
K7.1 C1, 2, 3
K7.3 C1
K7.10 C1
K7.12 C1
ECED 200 – Planning, Designing and Managing the
Early Childhood Learning Environment
Course Description: This course prepares candidates to construct
cohesive lesson plans aligned with Academic Standards, and select
appropriate resources and materials.
Course Objectives: By the end of this course, students will be able
to design a classroom environment that addresses social, economic,
and cultural diversity and their implications on planning and student
learning. The importance of establishing effective management
strategies and routines is stressed.
Core Knowledge Competency:
K2.1 C1, 2, 3
K2.6 C1, 2
K2.2 C1, 2, 3
K2.9 C1
K2.3 C1, 2, 3
K2.10 C1
K2.4 C1, 2
K3.6 C1
K2.5 C1, 2
K3.8 C1
Early Childhood Professional Development Courses
K4.2 C1, 2
K4.4 C1, 2
K4.8 C1, 2
K4.10 C1
K5.4 C1, 2, 3
K6.9 C1, 2
K8.8 C1
K8.14 C1, 2, 3
K8.16 C1
ECED 210 – Play and Active Learning Approaches to Early
Childhood Education
Course Description: The rationale and value of play-centered and
active learning approaches for young children, as well as the dynamics
and categories of play as defined by classical and contemporary
theories, are examined. Motor skills, cognitive abilities, creativity, and
social emotional factors influencing children’s play are presented.
Course Objectives: By the end of the course, students will be able
to plan and create play and projects to integrate into the curriculum
of preschool through fourth grade. This course requires six hours of
Level II field experience.
Core Knowledge Competency:
K1.2 C1, 2, 3
K1.9 C1, 2
K1.5 C1, 2, 3
K2.4 C1, 2, 3
K2.6 C1, 2
K1.8 C1, 2, 3
K2.10 C1, 2
K2.11 C1, 2, 3
K2.14 C1, 2, 3
K2.15 C1, 2
ECED 242 – Integrating Math/Science in the Early Years
Course Description: 3 semester hours. This course examines natural
integration of mathematics and science in early childhood education.
Course Objectives: By the end of the course, students will be
prepared as prospective preschool and kindergarten teachers to
make informed decisions regarding theories, content, instructional
methodologies, curricular resources, management procedures, and
practical applications for implementing instruction for diverse learners
in preschool and kindergarten classrooms.
Core Knowledge Competency:
K1.2 C1, 2, 3
K2.4 C1, 2, 3
K1.5 C1, 2
K2.5 C1, 2, 3
K2.1 C1, 2, 3
K2.7 C1, 2, 3
K2.9 C1
K2.11 C1, 2
K3.10 C1, 2
K5.6 C1
K5.8 C1, 2
K6.2 C1, 2
ECED 243 – Creative Expressive Arts
ECED 240 – Children’s Literature
Course Description: This course provides students with a knowledge
base of children’s books, authors, and illustrators, including all genres
of traditional and contemporary literature. Students participate in a
variety of opportunities for active involvement in literary experiences
and activities that integrate children’s literature into the classroom
and curriculum.
Course Objectives: By the end of the course, students will be able to
plan and create play and projects to integrate into the curriculum of
preschool through fourth grade. This course requires six hours of
Level II field experience.
Core Knowledge Competency:
K1.6 C1, 2
K2.11 C1, 2
K2.16 C1, 2
K1.10 C1
K2.8 C1, 2
K3.1 C1, 2
K3.6 C1, 2
K3.10 C1, 2
Course Objectives: By the end of the course, students will be able
to incorporate lessons in the arts and assessment-based instruction
to promote artistic activities as well as adapting activities for special
needs and ELL students.
Core Knowledge Competency:
K1.5 C1, 2
K2.5 C1, 2
K2.1 C1, 2
K2.7 C1, 2
K2.3 C1, 2
K2.10 C1, 2
K2.11 C1, 2
K2.4 C1, 2, 3
K2.14 C1, 2
K2.15 C1, 2
K3.10 C1, 2
K4.2 C1, 2
K5.5 C1, 2
K5.11 C1, 2
K4.7 C1, 2
K4.8 C1, 2
K5.6 C1
K5.8 C1, 2
K6.2 C1, 2
ECED 245 – Advocacy and Guidance: Supporting
Positive Experiences for Children
ECED 241 – Language and Literacy
Course Description: 3 semester hours. This course examines
language as the basis of all learning and provides a comprehensive
study of children’s literacy acquisition from birth through age 10.
Course Objectives: By the end of the course, students will be able
to name the psychological and socio-cultural factors that affect
development and acquisition of literacy. Students will understand the
conceptual, experimental, and language foundations for learning to
read and write.
Core Knowledge Competency:
K1.2 C1
K1.8 C1, 2
K1.3 C1, 2, 3
K2.1 C1, 2, 3
K1.4 C1
K2.4 C1, 2, 3
K1.5 C1, 2
K2.5 C1, 2, 3
K2.7 C1, 2, 3
K1.6 C1, 2, 3
Course Description: 3 semester hours. This course presents the
rationale and value of integrating the arts into the classroom
curriculum. Students examine the nature of creativity, the elements
of music, and the elements and principles of art.
K2.9 C1
K2.11 C1, 2
K3.10 C1, 2
K5.5 C1, 2, 3
K5.6 C1
K5.8 C1, 2
K6.2 C1, 2
Course Description: 3 semester hours. This course prepares
candidates to be advocates for children and quality early education
experiences. Practices and procedures for effective advocacy are
addressed.
Course Objectives: By the end of the course, students will be able
to create and apply appropriate guidance classroom management
strategies consistent with quality learning experience are stressed.
Core Knowledge Competency:
K2.1 C1, 2, 3
K2.5 C1, 2, 3
K2.3 C1, 2, 3
K2.6 C1, 2, 3
K2.4 C1, 2, 3
K3.4 C1, 2
Early Childhood Professional Development Courses
K3.6 C1, 2, 3
K3.7 C1, 2, 3
K3.10 C1, 2
K5.6 C1
K5.8 C1, 2
K6.2 C1, 2
ECED 281 – Observation, Documentation and
Assessment in Early Childhood Education
Course Description: This course identifies appropriate assessment
strategies used to evaluate cognitive, physical, and psychosocial
development of children, birth through age 7, and considers
implications for curriculum planning.
Course Objectives: By the end of the course, students will be able
to utilize systematic observations, documentation and other effective
assessment strategies.
Core Knowledge Competency:
K1.2 C1, 2, 3
K2.11 C2
K1.5 C1, 2, 3
K3.10 C1, 2
K1.8 C1, 2, 3
K4.4 C1, 2, 3
K2.7 C3
K4.8 C1, 2, 3
K4.9 C1, 2, 3
K4.10 C1, 2
K4.11 C1, 2
K5.9 C1, 2
K6.2 C1, 2
K8.15 C1
ECED 340* – Methods in Social Studies
Course Description: 3 semester hours. This course introduces teacher
candidates to social science content knowledge and procedures used
to teach children from Pre-K to fourth grade.
Course Objectives: By the end of the course, students will be able
to complete lesson plans and unit plans which include philosophy of
social studies education, curriculum planning, organization, standards,
effective instruction and assessment. Emphasis will be placed on
choosing resources that differentiate instruction to meet the needs
of all learners.
Core Knowledge Competency:
K2.4 C1, 2, 3
K2.8 C1, 2, 3
K2.5 C1, 2, 3
K2.9 C1, 2
K2.6 C1, 2, 3
K2.11 C1, 2, 3
K2.7 C1, 2, 3
K2.16 C1, 2, 3
K3.10 C1, 2
K5.3 C1, 2
K5.4 C1, 2, 3
K5.6 C1
K5.8 C1, 2
K6.2 C1, 2
ECED 320* – Literacy Foundations for Grades 1-4
Course Description: 3 semester hours. This course is designed
to provide candidates with a research and standard-based
understanding of reading instruction essential for success for
children from grades one through four.
Course Objectives: By the end of the course, students will be
able to identify and plan for the major areas of reading, effective
programs, materials, approaches, and a variety of strategies for a
diverse population.
Core Knowledge Competency:
K1.1 C1
K2.11 C1, 2, 3
K2.5 C1, 2
K2.15 C1, 2
K2.9 C1, 2
K2.16 C1, 2, 3
K5.5 C1, 2, 3
K5.6 C1
K5.8 C1, 2
K6.6 C1
K8.12 C1, 2
ECED 330* – Language Arts for Grades 1-4
Course Description: 3 semester hours. This course focuses on literacy
instruction involving listening and speaking, writing, spelling and
grammar skills.
Course Objectives: By the end of the course candidates will have a
research and standard-based understanding that the use of language
arts is essential in all academic areas for children from grades one
through four.
Core Knowledge Competency:
K1.10 C1
K2.11 C1, 2, 3
K2.5 C1, 2
K2.15 C1, 2
K2.9 C1, 2
K2.16 C1, 2, 3
K5.5 C1, 2, 3
K5.8 C1, 2
K6.6 C1
K8.12 C1, 2
ECED 350* – Learning and Teaching Mathematics
in Grades 1-4
Course Description: 3 semester hours. This course prepares
prospective teachers of mathematics to make informed decisions
regarding theories, content, instructional methodologies, curricular
resources, classroom management procedures, assessment
techniques, and practical applications when designing, developing,
and implementing instruction for diverse learners in Pre-K through
grade four classrooms.
Course Objectives: By the end if the course, students will be able to
devise lesson plans and implement instruction in Math, grades 1-4,
with appropriate assessment to measure learning.
Core Knowledge Competency:
K1.2 C1, 2, 3
K2.7 C1, 2
K2.3 C1
K2.9 C1, 2, 3
K2.4 C3
K2.10 C1, 2, 3
K2.5 C1, 2
K2.11 C1, 2
K2.15 C1, 2, 3
K4.1 C1, 2, 3
K4.6 C1, 2, 3
K4.8 C1, 2
K5.6 C1
K5.8 C1, 2
K6.2 C1, 2
K6.6 C3
ECED 360* – Teaching Science in Grades 1-4
Course Description: 3 semester hours. This course utilizes national
and state standards, and hands-on, minds-on inquiry investigations to
effectively prepare teacher candidates to use accurate subject matter
content and assessment techniques when designing, developing, and
implementing instruction for diverse learners in grades one through
four classrooms.
Course Objectives: By the end of the course, students will be able to
devise lesson plans and implement instruction in Science, grades 1-4,
with appropriate assessments to measure learning.
Core Knowledge Competency:
K1.2 C1, 2, 3
K2.7 C1, 2
K2.3 C1
K2.9 C1, 2, 3
K2.4 C3
K2.10 C1, 2, 3
K2.5 C1, 2
K2.11 C1, 2
Early Childhood Professional Development Courses
K2.15 C1, 2, 3
K4.1 C1, 2, 3
K4.6 C1, 2, 3
K4.8 C1, 2
K5.6 C1
K5.8 C1, 2
K6.2 C1, 2
K6.6 C3
ECED 370* – Differentiated Reading Instruction
for Grades 1-4
Course Description: This course presents candidates with an
understanding of how to help students who are experiencing
difficulties in achieving reading success and enhance programs
for advanced students. Candidates will become knowledgeable of
differentiated instruction, a variety of assessments, evidence-based
instructional practices, and programs for intervention.
Course Objectives: By the end of the course, students will become
knowledgeable of differentiated instruction, a variety of assessments,
evidence-based instructional practices, and programs for intervention.
They will be able to assess needs of individual students and to plan
and implement activities to address the needs of the individual students.
Core Knowledge Competency:
K4.7 C1, 2
K2.7 C1, 2, 3
K2.11 C1, 2, 3
K4.8 C1
K2.12 C3
K4.9 C1, 2
K2.15 C1, 2, 3
K4.10 C1, 2, 3
K5.6 C1
K5.8 C1, 2
K6.1 C1
K6.2 C1, 2
K6.3 C1, 2
K6.8 C1
ECED 480* – Data-Driven Assessment for Student Learning
Course Description: 3 semester hours. This course investigates
the nature and scope of assessment practices used in classrooms
with primary-age children. Guiding principles and discussions of
assessment types provide a framework for the development of
effective practices in ECED 495 and SPED 495.
Course Objectives: By the end of the course, students will apply
knowledge to the use of data as an informative source in planning
and teaching. Attention is given to the collection and interpretation
of data for instruction, grouping and administrative purposes.
Prerequisites: ECED 320 and 330, completion of the PK/K block field
experience and concurrent enrollment in ECED 495 and SPED 495.
Core Knowledge Competency:
K4.4 C1, 2
K3.7 C3
K4.1 C3
K4.7 C2
K4.2 C2
K4.8 C2
K4.10 C2
K4.13 C2
K4.14 C2
K6.6 C3
ECED 495* – Student Teaching
ECED 375* – Classroom Guidance/ Clinical
Experience Grades 1-4
Course Description: 3 semester hours. This clinical experience with
related seminars prepares candidates to work with young children
in a variety of settings in grades one through four. Seminar content
focuses on pedagogy, diversity, and appropriate guidance techniques.
Candidates are responsible for the assessment, planning, instruction,
and classroom management of children under the supervision of a
certified teacher. Pre-requisites: Candidacy and a completion of the
Pre-K/K Block is required. This course requires a minimum of 75 hours
of Level III field experience.
Course Objectives: By the end of the course, students will be able
to: establish and maintain a purposeful environment for learning;
make plans and set learning goals; demonstrate a knowledge of
content, pedagogy and skill in delivering instruction; demonstrate
qualities that characterize a teaching professional; discuss and
explain the difference between a guidance approach and a discipline
approach; list behaviors that demonstrate respectful teacher/student
interactions; and identify ways to address challenging behaviors
based on the cause.
Core Knowledge Competency:
K2.1 C1, 2, 3
K2.9 C1, 2
K2.3 C1, 2, 3
K2.10 C1, 2
K2.5 C1, 2, 3
K2.11 C1, 2
K2.6 C1, 2
K2.13 C1, 2
K2.7 C1, 2
K2.15 C1, 2
K2.8 C1, 2
K2.16 C1, 2, 3
K5.9 C1, 2
K5.10 C1
K5.12 C1, 2, 3
K5.14 C1, 2, 3
K6.7 C1
K6.9 C1, 2
Course Description: This culminating experience is coordinated and
supervised by University faculty and provides opportunities for teacher
candidates to display competency in teaching young children (Pre-K
through grade four) under the direct daily supervision of a qualified
cooperating teacher.
Course Objectives: By the end of the student teaching experience,
the teacher candidates will be able to competently teach young
children (grades PreK-4) after having been under the direct daily
supervision of a qualified cooperating teacher. This course is part
of professional block and provides the Stage 4 Field Experience.
Prerequisite: candidacy and concurrent enrollment in ECED 480.
Core Knowledge Competency:
K2.11 C1, 2, 3
K1.2 C1, 2, 3
K2.16 C2, 3
K1.5 C1, 2, 3
K3.4 C1, 2, 3
K1.8 C1, 2, 3
K3.6 C2
K2.1 C1, 2, 3
K3.9 C1, 2, 3
K2.2 C1, 2, 3
K3.10 C1, 2
K2.6 C1, 2, 3
K2.7 C1, 2, 3
K4.1 C1, 2
K4.2 C1, 2
K2.8 C1, 2
K4.3 C1, 2
K2.9 C1, 2, 3
K2.10 C1, 2, 3
K4.4 C1, 2
K4.7 C1, 2
K4.10 C2
K4.14 C1, 2
K4.16 C2
K5.2 C1, 2
K5.3 C1, 2
K5.4 C1, 2, 3
K5.7 C1, 2
K5.11 C1, 2
K5.12 C1, 2, 3
K6.10 C1
K6.11 C1, 2
K6.12 C1
K2.12 C1, 2
K6.6 C1, 2
K6.1 C1, 2, 3
K6.3 C1
Register online at www.edinboro.edu/advance
For more information, contact:
Professor Robin Howell | Edinboro University | Early Childhood and Reading Department
(814) 732-1453 | rhowell@edinboro.edu
Early Childhood Professional Development Courses
K6.2 C1, 2
K6.3 C1
K6.4 C1, 2
K6.6 C2
K7.1 C1, 2
K8.8 C1
K8.12 C1, 2
K8.15 C1, 2
K8.16 C1, 2
*Requires teacher candidacy