Guide to Early Childhood Education/Related Field, Revised August 2016

Total Page：16

File Type：pdf, Size：1020Kb

Guide to Early Childhood Education/Related Field, Revised August 2016 For a college-level course to be considered “Early Childhood Education or a Related Field” (ECE/related), the content must address topics that support the knowledge and competencies of educators working with a birth to five population. The courses are primarily focused on young children and/or their families and emphasize a developmental understanding of young children and developmentally appropriate approaches for the early years. Coursework currently or previously offered at RI institutions of higher education as a part of a degree in early childhood education, elementary education, or special education are acceptable towards the ECE/related requirement. A working document of these courses is available on the BrightStars website. Course titles that contain the following words (appearing on a college transcript) are assumed to contain early care and education related content and are therefore considered ECE/related by BrightStars: Birth – Five Early Childhood Spec. Ed. Toddler Child/Children Early Intervention Preschool Child Development Early Learning Kindergarten Early Childhood Infant Young Children Courses that contain the words or topics listed below in their titles or course description could possibly contain ECE/related content. BrightStars will request and review official course descriptions to make a determination. Please note that a program may request that any course, regardless of title, be reviewed for ECE/related content. Child & Family Studies Family Studies Lifespan Development Child Assessment & Observation Early Learning or Psychology Literacy Child Psychology Field Experiences (placement Montessori Cognitive Development relevant to young children) Parenting Communication Health, Safety & Nutrition Pediatric Nursing Curriculum Home Economics Play Developmentally Disabled Family & Consumer Science Positive Behavior Developmental Language & Human Development Management Communication Instruction Psychology Developmental Psychology Language and/or Speech Public Policy Disabilities Development Recreation Education Language and/or Speech Sociology Educational Psychology Disorders Social Work Family Learning Theory Storytelling .

Copy Link

Recommended publications

Educational Psychology (EDPSY) 1
Educational Psychology (EDPSY) 1 settings. Traditional and alternative practices in schools will be examined EDUCATIONAL PSYCHOLOGY to see which approaches best meet the needs of an increasingly diverse American society. While the course will focus on individual differences in (EDPSY) education, it will not be exclusively oriented toward future teachers. The course will also help students understand how course content relates to parents (or future parents) understand the nature of development EDPSY 10: Individual Differences and Education and individual differences of children and the students as they progress through the educational system. 3 Credits General Education: Social and Behavioral Scien (GS) This course is an overview of the major theories and signiﬁcant research GenEd Learning Objective: Global Learning on the development and explanation of individual differences and GenEd Learning Objective: Soc Resp and Ethic Reason how those differences affect the education of school-age children. Speciﬁc topics include physical, cognitive, language, social-emotional, and cultural development in children and youth ages 3-20. By its very EDPSY 14: Learning and Instruction nature, the course will include a diversity focus, with special attention to ethnic, cultural, and gender issues as well as the needs of special 3 Credits populations. Within each topics area, the course will pay special attention This introduction to educational psychology provides students with an to theoretical and empirical work on how and why variations occur, understanding of the major concepts, principles and theories, and related how they are to be interpreted and measured, and the implications research of learning and teaching. The research on learning and teaching those variations have for society, especially for schooling.
[Show full text]
Education: the Three Disciplines of Educational Neuroscience
MARIAN UNIVERSITY Indianapolis ® School of Education and Exercise Science The Three Disciplines of Educational Neuroscience Educational neuroscience is the discipline that combines neuroscience, pedagogy, and psychology bringing the current research from how the brain learns, behaves, and relates to instructional practices in the classroom. Every class, assignment, and experience shapes the human brain. Understanding how the brain processes information into learning and knowing more about what it takes for students’ brains to be engaged, responsive, and alert are fundamental to the teaching and learning process. Pedagogy is the study of the art and science of the teaching and learning process. Educators need to Neuroscience is the study of the understand how the environment, brain’s development, structure, and NEUROSCIENCE PEDAGOGY poverty, boredom, support systems, function. The goal of educators is to Brain and Individual education substance abuse, and all emotional, have successful students and one of its functioning and learning social, and cognitive facets affect the ways to promote success in our the brain and how it learns, students is to understand how the NEUROEDUCATION relates, and behaves. Educational learning process occurs. The process Mind, brain, and neuroscience is the active of learning involves changing the education science engagement of purposeful strategies brain. The selection of instructional based on the principles derived techniques and the designing from neuroscience and of lesson plans can be aided educational psychology. by understanding how the brain responds and through applying principles from the neuroscience PSYCHOLOGY Educational psychology is the research in the classrooms. Mind and behavior study of developmental mental processes responsible for cognition and behavior.
[Show full text]
Educational Psychology a Contemporary Approach
BORICP01.doc - 1 Second Edition Educational Psychology A Contemporary Approach Gary D. Borich The University of Texas at Austin Martin L. Tombari University of Denver (This publication may be reproduced for student and classroom use without prior written permission of the authors) BORICP01.doc - 2 BORICP01.doc - 3 Contents in Brief Preface Chapter 1: Introduction to Educational Psychology Part I: What Teachers Need to Know About Development Chapter 2: Cognitive Development Chapter 3: Personal-Social Development: The Feeling Child Part II: What Teachers Need to Know About Learning Chapter 4: The Behavioral Science Approach to Learning Chapter 5: Cognitive Learning I: Understanding Effective Thinking Chapter 6: Making Learners Active Thinkers Chapter 7: Motivation and Classroom Learning Part III: What Teachers Need to Know About Instruction and Classroom Management Chapter 8: Group Process in the Classroom Chapter 9: Positive Approaches to Conduct Management Chapter 10: Instructional Management Part IV: What Teachers Need to Know About Assessment Chapter 11: Assessing for Learning: Ability and Standardized Assessment Chapter 12: Assessing for Learning: Objective and Essay Tests Chapter 13: Assessing for Learning: Performance Assessment BORICP01.doc - 4 Part V: What Teachers Need to Know About Learner Diversity Chapter 14: Teaching Exceptional and At-Risk Learners Chapter 15: Multicultural and Gender-Fair Instruction Chapter 16: Family Systems and Home-School Partnerships Appendix: Discussion and Practice Answers Glossary References BORICP01.doc
[Show full text]
Education Specialist Degree in School Psychology
Education Specialist Degree in School Psychology (Ed.S.) and a Master of Arts in Educational Psychology with a Pupil Personnel Services Credential in School Psychology (PPSP) 1 PLO 5 –Family-School Collaboration: Utilize knowledge of family EDUCATION SPECIALIST systems, and social justice in collaboration with families and schools DEGREE IN SCHOOL to enhance the learning, and well-being of students. PSYCHOLOGY (ED.S.) AND Program Learning Outcomes by Optional Emphasis Area: A MASTER OF ARTS IN Autism: Implement evidence-based instructional and behavioral strategies to meet the varied needs of students across the autism EDUCATIONAL PSYCHOLOGY spectrum. WITH A PUPIL PERSONNEL Applied Behavior Analysis: Design, implement and evaluate the effectiveness of a behavioral intervention based on a functional behavior SERVICES CREDENTIAL assessment. IN SCHOOL PSYCHOLOGY Program Start Dates The Education Specialist Degree in School Psychology (Ed.S.) and a (PPSP) Master of Arts in Educational Psychology with a Pupil Personnel Services Credential in School Psychology (PPSP) program starts two times a year Brandman University offers an Education Specialist degree in School in Fall 1 and Spring 1. Applications are accepted on an ongoing basis. Psychology and a Master of Arts degree in Educational Psychology. The School Psychology program prepares students to serve as Consult with an academic advisor for start dates associated with optional school psychologists in public schools for grades K-12 and meets the emphasis areas. requirements for a California State Pupil Personnel Services credential authorizing service as a school psychologist. Candidates enrolled in Admission Requirements the Education Specialist degree in School Psychology program will Acceptance into the graduate program in school psychology is based on also earn a Master of Arts degree in Educational Psychology after the multiple criteria.
[Show full text]
B.S.Ed. Early Childhood Education
Northwest Missouri State University SCHOOL OF EDUCATION B.S.Ed: Early Childhood First Year First Semester Second Semester 10-111 Composition I 3 10-112 Composition II 3 29-102 Fundamentals of Oral Communication 3 17-171 Fundamentals of Math 3 04- 77-101 University Seminar 1 General Biology & Lab 4 102/103 19-201 Enjoyment of Music OR 19-222 American Popular Music OR 32-101 Introduction to Geography 3 19-202 Jazz Appreciation OR 3 13-102 Art Appreciation OR 43-101 Theatre Appreciation Information Technology Requirement: Ed 44-120 or Introduction to Curriculum, Instruction computing & Tech or Computers & 3 62-108 62-130 and Assessment 2 information Tech Ecology and Developmental Foundations 62-107 of Education 2 62-116 Professional Learning Community II 1 62-113 Professional Learning Community I 1 Total Hours 16 Total Hours 16 Second Year First Semester Second Semester: (INFANTS AND TODDLERS) 34-102 Introduction to American Government 3 10-220 Introduction to Literature 3 40-102/103 Physical Science & Lab 4 08-333 Developmental Psychology or 3 08-312 Child Psychology (Prerequisite: Educational Psychology) 08-299 Educational Psychology 3 62-302 Infant/Toddler Early Childhood Curriculum 3 33-155 History: US to 1877 OR US Since 1877 3 62-303 Early Childhood Observation & 3 33-156 Assessment 62-203 Pedagogy of the Reggio Emilia Approach 2 OR (Study abroad experience) OR Communication in a Positive and Inclusive 62-109 2 62-472 OR Capstone Practicum Experience during 2 Classroom semester 7 62-119 Professional Learning Community III 1 62-304
[Show full text]
The Role of Psychological Tests in Education in South Africa: Issues, Controversies and Benefits
DOCUMENT RESUME ED 423 483 CG 028 708 AUTHOR Owen, K. TITLE The Role of Psychological Tests in Education in South Africa: Issues, Controversies and Benefits. INSTITUTION Human Sciences Research Council, Pretoria (South Africa). ISBN ISBN-0-7969-1881-3 PUB DATE 1998-00-00 NOTE 129p. AVAILABLE FROM Human Sciences Research Council, 134 Pretorius St., Pretoria, South Africa 0002. PUB TYPE Books (010) Opinion Papers (120) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Ability Identification; Blacks; *Culture Fair Tests; *Educational Policy; Educational Testing; Elementary Secondary Education; Foreign Countries; Intelligence Differences; Personality Assessment; *Psychological Testing; Schools; Test Bias; *Test Use; *Values IDENTIFIERS *South Africa ABSTRACT This volume examines historic, cross-cultural, and psychometric issues with regard to the use of psychological testing in South Africa. After an introduction in Chapter 1, the following chapters are: "Measurement and Evaluation in Psychology and Education"; "History of the Development of Psychological Tests," which includes intelligence, aptitude, and personality tests; "Approaches to the Assessment of Cognitive Development," which reviews the psychometric, Piagetian, and Soviet approaches, neuropsychologically based instruments, and dynamic assessment. "Psychological Testing: Criticisms, Issues and Controversies," which explores both criticisms and test bias; "Culture and Testing," which discusses the influence of culture on test performance, offers six possible solutions to selection issues,
[Show full text]
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Springer - Publisher Connector Educ Psychol Rev (2012) 24:27–45 DOI 10.1007/s10648-011-9179-2 REVIEW An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks Fred Paas & John Sweller Published online: 6 September 2011 # The Author(s) 2011. This article is published with open access at Springerlink.com Abstract Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s(Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment. Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to process, known as biologically primary information. If biologically primary information is less affected by working memory limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition of secondary information.
[Show full text]
Educational Psychology for Effective Teaching
Educational Psychology for Effective Teaching Chapter 1 from Kenneth Henson and Ben Eller's Educational Psychology 978-0-7575-9680-3 | 2012 Copyright | 2nd Edition | www.kendallhunt.com/henson-eller Property of Kendall Hunt Publishing Co. Henson_Educational_Psychology02E_Ch01_Printer.indd 1 22/03/12 10:12 PM Chapter 1 from Kenneth Henson and Ben Eller's Educational Psychology 978-0-7575-9680-3 | 2012 Copyright | 2nd Edition | www.kendallhunt.com/henson-eller Property of Kendall Hunt Publishing Co. Henson_Educational_Psychology02E_Ch01_Printer.indd 2 22/03/12 10:12 PM Chapter 1 Educational Psychology and the Learning Environment LEARNING OBJECTIVES Upon completing this chapter, you should be able to: 1 6 Identify three ways educational psychology Explain how the three major national relates to today’s and tomorrow’s classroom education reform acts, rosa’ Law, race to environment. the Top, and no child Left behind impact contemporary and future classrooms. 2 7 Explain the concept of proactive teaching . relate three major characteristics of future students and explain how teacher awareness of these characteristics can assist in preparing for classroom instruction. 3 8 compare and contrast the qualities of effective compare and contrast the “artistic” and the teachers with the teaching skills contemporary “scientifi c” characteristics of “good” teachers. educational psychology research suggests will be necessary for future teachers. 4 9 Describe three environmental factors in the Explain the importance of applying the classroom that impact student learning. fi ndings of educational psychology research to the school environment. 5 List four recent changes in U.S. culture and population that will defi ne the characteristics of our nation’s future students.
[Show full text]
PRESENT TENDENCIES in EDUCATIONAL PSYCHOLOGY In
PRESENT TENDENCIES IN EDUCATIONAL PSYCHOLOGY ALFEBD L. HALL-QUEST University of Virginia In the minds of many the claim that education as a college subject is to be termed a science is at present insufficiently sup- ported. Many honestly believe that education in the very nature of things cannot become a science. Exact measurements of mental processes are quite impossible, and without such exactness "science" is a misnomer. If, however, one defines science as truth inductively investigated and carefully organized for the purpose of discovering and stating fundamental laws, then education has the right to this title, for this is exactly what is being attempted, especially in that branch of education called educational psychology. Once a smattering of a priori, philo- sophical theory and emotional exhortations based on traditional viewpoints—themselves the results of points of view held by prominent thinkers—education today is struggling away from untested authority into the laboratory where testing, investiga- tion, experimentation are the main if not the only grounds adequate for educational theory and practice. Granting that at present much of this laboratory work is inexact and subject to constant revision, and admitting also that mental phenomena elude absolutely exact measurements, credit should be given for the conscientious attempts made to ascertain as accurately as present apparatus permits what are the laws of learning and how the educative process can best be realized in a reconstructed system of education. The modern point of view in education seeks to be scientific, i. e., open-minded and receptive to demon- stration and observation of enumerable cases or subjects.
[Show full text]
POWER Learning
1 The Research Basis for P.O.W.E.R. Learning Robert S. Feldman University of Massachusetts Amherst and Christopher Poirier Stonehill College Beginning college students face considerable academic challenges. In fact, the first year of college marks a period of considerable vulnerability for students. Retention rates beyond the first year are often disappointing and sometimes dismal. Nationally, one-third of first-year students drop out after their first year, and in public community colleges, the dropout rate approaches 50 percent. Ultimately, only half of all students who start college complete it. Many, if not most, of the students who fail to graduate from college do not leave because they are intellectually unable to do the work. Instead, they lack basic skills and knowledge of the strategies that lead to success in college, such as time management proficiency, effective writing abilities, understanding of how to read strategically, skills in effective note taking, and knowledge of test-taking strategies. Above all, college students need a systematic approach to tackling the challenges they face, one that provides clear guidance that transfers across educational domains and situations (Barefoot & Gardner, 2005; Feldman, 2005; Jamelske, 2009; Clark & Cundiff, 2011). That’s where the P.O.W.E.R. Learning approach comes in. P.O.W.E.R. Learning facilitates students success by providing a five-step process embodied in the acronym P.O.W.E.R.: Prepare, Organize, Work, Evaluate, and Rethink. Each step in the process provides students with a strategy that will help them achieve success not only in the academic realm but in their careers.
[Show full text]
Master of Science in Educational Psychology
MASTER OF SCIENCE IN EDUCATIONAL PSYCHOLOGY GAIN THE EXPERTISE TO HELP STUDENTS THRIVE—IN THE CLASSROOM AND BEYOND Explore the psychological aspects of how students learn. Purdue University Global’s master’s in educational psychology prepares you to develop, implement, and evaluate instructional programs and student learning in settings ranging from K–12 to higher education and in corporate and government environments. Prepare to oversee program development, conduct research, and train teachers in the best methods to reach students. Gain the skills and techniques to help build successful learning environments and to work effectively with a diverse group of people, ranging from administrators to students. Purdue University Global | Master of Science in Educational Psychology WHY STUDY EDUCATION AT PURDUE GLOBAL? ONLINE FLEXIBILITY FOR WORKING ADULTS Complete your coursework 100% online, while meeting the demands of your career. You can NATIONALLY RANKED also visit one of our regional locations to take advantage of local, onsite support and services. AND RESPECTED Purdue Global is part of the respected COLLABORATIVE LEARNING ENVIRONMENT Purdue University system. One of the Enjoy a user-friendly, interactive online experience. Our learning platform encourages most prestigious research universities students and faculty to share and discuss their experiences and best practices so you can in the world, Purdue University is connect and integrate what you learn into your workplace. ranked in the top 10 best public universities in the U.S. by The Wall Street FACULTY EXPERTISE Journal/Times Higher Education.1 Learn from faculty with extensive experience in psychology and education. All faculty possess a doctorate degree and relevant industry credentials.
[Show full text]
History.Local Education Authorities.1913
1 University of Nottingham School of Psychology D o c t o r a t e i n A p p l i e d £ d u ( " ' ^ ^ ^ Academic Year 2008/9 History and philosophy of developments in Local Authority Educational Psychology Services for Children: 1913 - 2000 Gerv Leyden Summary: While there are many accessible articles in the professional journals detailing recent debates about the role and structure of EPSs, few make explicit links with origins of the profession. This account attempts to fill some of those gaps, providing greater opportunity alongside the accompanying taught session, to discuss recent dilemmas and challenges to the professional application of psychology within children's, educational and community services. This account is intended as a historical background against which subsequent changes and future directions can be more fully understood. When does a 'history' begin? And end? Decisions about dates are often arbitrary. This overview begins with the development of psychometric tests by Binet, and finishes at the end of the 1990s, when current Ep practice and professional issues are covered within the core curriculum of the doctorate training programme. Origins of UK psychological services for children and young people (i) School psychologists and the psychometric movement In 1908 the Paris educational authority invited Alfred Binet and Theophile Simon to devise an instrument for identifying 'slow learning' children for 'remedial education' in special classes. Binet and Simon proposed that any such psychological model of assessment should have a 'before and after', evaluative function. Thus one of its purposes should be to determine whether or not the young person actually benefited from any special provision, other than "that which might be credited simply to the consideration of growth" (Binet and Simon, 1905) - an outcome seriously neglected by subsequent generations of educational psychologists (Eps).
[Show full text]