Specializations

Core Courses - 18 credits (required of all students)

ECED 550 Foundations in Early Childhood and Inclusive Education (4 credits) - (every Fall)

Focus on foundations of and approaches to inclusive early childhood education. Learn about developmental and inclusive practices, develop foundational knowledge and examine and challenge assumptions about inclusive teaching and learning.

OR (with adviser approval and prior ECE coursework/experience) 

ECED 553 Contemporary Issues in Early Childhood and Inclusive Education (4 credits)*

Study contemporary issues related to inclusion in early childhood programs for children of all ability levels. Identify and respond to critical issues in contemporary early childhood education as it relates to inclusion. Analyze those issues from a variety of perspectives. 

ECED 552: Social Justice and Transformative Practice in Early Childhood Inclusive Education (4 credits) (every Winter - new course)

Explore the cultural histories and social identities of self and colleagues to gain insight into diverse lived experiences and the impact of bias and privilege. Recognize how young children are actively constructing meaning about differences and similarities in communities and society. Learn about transformative teaching practices framed by a culturally sustaining model, anti-bias education goals, and a vision of social justice. Develop learning experiences to ensure equity for children and their families in diverse settings.  (You can not take this course if you previously completed ECED 576)

ECED 551 Child Development and Critical Perspectives in Inclusive Early Childhood Education (4 credits) - (every Spring)

Critically examine theories of development and how those theories apply to young children with differing and emerging abilities, contexts, and identities. Unpack the dominant narratives regarding child development and explore counter narratives and alternative perspectives regarding learning and development across culture. Explore differing domains of development (cognitive, social-emotional, etc.) in the early childhood years with a focus on the implications for educational practice guided by equity and a strong and complex image of the child.

ECED 590 Action Research Proposal (3 credits)  (only Fall) (this course previously had the CI prefix)

In this course, students will write their three-chapter proposal. Chapter one includes a problem statement, research question(s) about your problem and a rationale for study; chapter two is a literature review around your problem; and chapter three explains your context for the study, your methodological approach, data collection instruments, timelines, data analysis procedures and limitations and ethical dilemmas for conducting your research. Designed to help educators see themselves as researchers, in order that they may conduct research in educational settings that contribute to the improvement of education. Research questions and methods appropriate for practicing educators will be covered. Must take this course before ECED 591 Action Research Implementation, when you implement your research project proposal.

ECED 591 Action Research Implementation (3 credits) (only Spring) (this course previously had the CI prefix)

Implement your proposal by utilizing your proposed methods. Write your last two chapters. Chapter four consists of your data results as they related to your questions and chapter five reports your conclusions and implications of your research study. Prerequisite: Must take this course after ECED/CI 590 Action Research Proposal, when you propose your research project.

Specialization Courses: 18 credits (these courses can also be used to meet elective requirements)

Constructivism Specialization (Inquiry-Focused Education)

This specialization focuses on teaching and learning (for children and adults) as play, inquiry, divergent thinking, and the active construction of knowledge through engaging with collaborators and diverse social and cultural environments. Grounded in social constructivist theory and practice, including inspirations from Reggio Emilia and culturally-sustaining pedagogies, this specialization challenges you to bridge theory and practice through environmental design, the use of symbolic languages, and curriculum development.   

ECED 571 Play: Curriculum in Early Childhood Education (3 credits)  (Every Winter & alternating Summers)

Inquiry into theory and research on play, including cultural contexts and meaning of play in early childhood. Develop a theoretical and working understanding of adult roles in the facilitation of play, including the role of development, culture, gender, and ability. Practice observation of children’s play as a context for assessment and documentation. Review, develop, and implement curriculum with a focus on play in child-centered inclusive approaches that draw on children’s diverse strengths and contexts. Also offered for undergraduate-level credit as ECED 471 and may be taken only once for credit.

ECED 573 Assessment and Technology in Early Childhood Education (3 credits)  (Every Fall)

Critically examine and experience culturally and developmentally appropriate documentation, assessment and technology strategies for use in diagnostic, formative, and summative evaluation of learning and development of young children and for making educational decisions in early childhood settings. Using an equity and inclusion lens, consider how a competent and participatory image of children can frame classroom assessment and technology. Create and share a portfolio and digital gallery of assessments for collaborative reflection. Also offered for undergraduate-level credit as ECED 473 and may be taken only once for credit.

ECED 577 Learning Designs: Environments in Early Childhood Education (3 credits) (every Spring)

Study of quality learning environments and design, emphasizing the roles of children’s learning, adult engagement, and the environment as the third teacher. Investigate space planning, program layout, design theories, and aesthetic values. Also offered for undergraduate-level credit as ECED 477 and may be taken only once for credit.

ECED 578 Constructivist Curriculum: Big Ideas in Early Childhood Education (3 credits) (every Winter)

Examines the possibilities of exploring big ideas deeply over time and across the curriculum with preschool and primary age children. Focuses on the ways that integrated curriculum and project work support children's learning and foster the connections necessary for them to construct knowledge. Students have the opportunity to develop resources and design classroom experiences related to big ideas. Also offered for undergraduate-level credit as ECED 478 and may be taken only once for credit. 

Choose 2 of the following curriculum courses (6 credits total) (the other courses can be electives):

ECED 526 Mathematical Thinking in Early Childhood (3 credits) 

Examine ideas and practices that help young children learn mathematics in diverse contexts.  Students consider how mathematical ideas emerge from children’s real-life experiences in cultural settings and how to support math acquisition through play. Reflect on and create activities that are grounded in research about children’s development in numeracy and other math concepts. Explore how to nurture mathematical understanding through reflection, environmental design, the use of literature and games, and responsiveness to cultural diversity. Also offered for undergraduate-level credit as ECED 426 and may be taken only once for credit.

ECED 529  Art as Languages of Childhood (3 credits). 

Consider children’s engagement in artistic and representational processes as a means of co-constructing knowledge. Challenge the assumption that children’s art is product-based and reframe the way we understand how the creative process contributes to learning and identity. Develop ways to facilitate creative expression and incorporate the arts into early childhood curriculum. Learn techniques for introducing children to drawing, painting, clay, wire, three dimensional and digital media as tools for exploring ideas and creating theories. Also offered for undergraduate-level credit as ECED 429 and may be taken only once for credit.

ECED 572 Language and Literacy in Early Childhood Education (3 credits) 

Understand, assess, and promote language and literacy experiences that support young children’s learning and meaning-making in diverse socio-cultural contexts. Explore how children develop communication skills and abilities during the early years. Build understanding of language development for monolingual and multilingual language learners, including how to choose literature and multi-modal materials that promote inclusive learning environments reflecting and affirming children’s identities. Also offered for undergraduate-level credit as ECED 472 and may be taken only once for credit.

ECED 579 Young Child as a Scientist (3 credits)

Explores developmentally appropriate science for preschool and primary age children, focusing on experimentation and problem-solving. Students experience and design activities for young children around three questions that derive from traditional science content: can I make it move, can I make it change, and how does it fit? In the process, students will learn more about constructivist teaching and curriculum, particularly as applied to science education. Also offered for undergraduate-level credit as ECED 479 and may be taken only once for credit.

Infant Toddler Mental Health Specialization (ITMH)

SPED 587 Introduction to Infant Toddler Mental Health (3 credits)

Introductory course linking theory, research, and practice with interdisciplinary principles and collaboration. Key concepts of mental health of children (birth through 36 months) and their families including attachment, temperament, social-emotional development, context of family, culture and community, risk and resilience. Practices related to observation, screening, assessment, diagnosis; treatment.

ECED 585 Dynamic Models of Infant/Toddler Development (3 credits)

This course provides information on typical infant/toddler mental health development and strategies for working with young children and their families within a culturally sensitive context. Content includes prenatal, perinatal and postnatal development, brain development as well as theories of development, including attachment, resiliency, and self-regulation. Course reading and handouts reflect recommended practices across disciplines when working with young children and their families. Learn to gather and document intake information from families of various ethnic and socioeconomic backgrounds. Become a link for families to community resources.

COUN 520 Development and Utilization of Collaborative Partnerships to Support Infants, Toddlers, and Their Families (3 credits)

Gain understanding of the family and cultural contexts in which child development occurs. Identify cultural, political, and socioeconomic biases within which mainstream research and theory have emerged. Understand and apply system-of-care concepts and values as they engage in relationship-based consultation. Content includes information about the roles and knowledge bases of specific disciplines as they apply to infant/toddler social/emotional development (e.g., child care, pediatrics, nursing, early intervention, mental health, allied health, child welfare). Learn about the roles and knowledge bases of informal family and community supports as they apply to infant/toddler social/emotional development. Gain knowledge and training related to infant/toddler key transitions from one setting to the next (e.g., from home to community child care, child care to preschool).

 COUN 597 Strengths and Risk Factors (3 credits)

Focus on infants, toddlers and their families, and how they cope successfully with life tasks and external stressors. Examine what happens when coping breaks down and problems emerge in families with young children. Be able to:

• • •  Identify relevant strengths and resiliency factors for infants, toddlers, and their families

    • Understand developmentally relevant risk factors, especially parental mental health issues, and their potential impact on infants, toddlers, and their families

    • Gain knowledge of major forms of psychopathology within infant/toddler mental health

SPED 594 Assessment Methods (3 credits)

Develop knowledge and skills to complete the assessment process through multiple sources of information within a culturally relevant context. Topics include selection of tools and methods for information collection, methods for screening and assessment, and use of classification systems. 

SPED 595 Prevention and Intervention (3 credits)

Develop an appreciation of the concepts of early intervention and prevention. Examine the range of interventions used in the field of infant mental health. Emphasis is on the importance of treating infants and toddlers in the context of their families and communities. Discuss intervention strategies, including those targeted at children with psychosocial/relational and developmental disturbances as well as those determined to be at risk. Review international, national, and regional programs, established and pilot, in early intervention and prevention. Improve ability to assess and critically evaluate the current science around treatment efficacy of various interventions.

Special Education Specialization

(courses offered every other year)

ECED 528 Educational Rights and Inclusive Environments in Early Childhood (3 credits) 

Explores the collaborative bridge between the work of the early childhood classroom teacher and the intervention services needed to establish a truly inclusive classroom. Students will draw on social constructivist perspectives in developing classroom environments, pedagogy and curricula that ensure full access for all children and that recognize children’s strengths and educational "rights" (not needs) in order to ensure equity. Also offered for undergraduate-level credit as ECED 428 and may be taken only once for credit.

ECED 560 Inclusive Early Childhood Models (3 credits)

Presents different approaches to early childhood education with a focus on inclusion and consultation in typical early childhood settings. Provides a framework for recommended practices for supporting young children with disabilities in early childhood settings. Discusses the underlying concepts and application of developmentally appropriate practice. Also offered for undergraduate-level credit as ECED 460  and may be taken only once for credit.

SPED 580 Introduction to Early Intervention/Early Childhood Special Education (3 credits)

Provides historical, social, and legal foundations for early intervention and early childhood special education and other services to young children with special needs. Introduces concepts and processes for screening and assessment, family-centered planning, blending developmentally and individually appropriate practices, providing learning opportunities in natural early childhood settings, planning environments and activities to include all children, and transition planning. Also offered for undergraduate-level credit as SPED 480 and may be taken only once for credit.

SPED 581 Family Guided Early Intervention (3 credits)

Develops knowledge and skills necessary for providing early intervention services to infants and toddlers with developmental delays/disabilities and their families.

SPED 579 Literacy in Early Childhood Intervention (3 credits)

Knowledge and skill development of early literacy, including early writing and spelling, for children, birth through age 5, with special needs. Focuses on strategies to support early foundations of literacy, language concepts, vocabulary, phonologocal awareness, alphabetic understanding, letter-sound correspondence, phonics, reading comprehension. Emphasizes collaboration of families and professionals.

[OR, if available:

SPED 582 Specialized Techniques: EI/ECSE (3 credits)

Develops specialized knowledge and skills necessary for providing early intervention and early childhood special education services to infants, toddlers, and preschool children with severe and multiple disabilities, including children with physical and sensory impairments, children with health impairments, and children with autism.]

SPED 587 Introduction to Infant Toddler Mental Health (3 credits)

Introductory course linking theory, research, and practice with interdisciplinary principles and collaboration. Key concepts of mental health of children (birth through 36 months) and their families including attachment, temperament, social-emotional development, context of family, culture and community, risk and resilience. Practices related to observation, screening, assessment, diagnosis; treatment.

Elective Credits (9 credits) (may also use any specialization course)

(Elective courses are offered every other year)

ECED 510 Competent Infants and Toddlers: Approaches to Learning (3 credits)

Participate in an opportunity to explore a social constructivist perspective for developing curriculum that honors infants and toddlers as theory builders and competent learners. Students will study relevant theories about cognitive development and how infants and toddlers learn. Additionally, they will consider how the environment and materials set the stage for learning. The role of teachers as researchers who learn from and about infants and toddlers through careful observation will be examined, as well as their potential for making infant and toddler learning visible through documentation. Also offered for undergraduate-level credit as ECED 410 and may be taken only once for credit.

ECED 524 Creating Communities: Guiding Young Children  (2 credits) 

Students focus on fostering children’s sense of belonging through the course by examining four central themes: framing community, supporting emerging identities, establishing a classroom culture, and developing problem-solving strategies. Students will draw on social constructivist and critical perspectives in designing equitable classroom communities and in developing practical approaches as they guide children in their own learning. Also offered for undergraduate-level credit as ECED 424 and may be taken only once for credit.

ECED 525 Culture and Language in Early Childhood Families (3 credits)

Students construct a complex understanding of children and families in early childhood settings grounded in diverse cultural and political contexts. Students explore the role of theory in providing frameworks for understanding and interpreting child and family development in the early childhood classroom, including the identity development of immigrants and refugees. Explore the role of language acquisition from a strength-based perspective, including understanding the relationship between language and culture and bilingual development. Also offered for undergraduate-level credit as ECED 425 and may be taken only once for credit.

ECED 510: Culture of Materials and Early Childhood Ecology: Working in the Reuse Way  (3 credits)

Considering the world’s ecological challenges, this class will explore innovative ways to scale back and repurpose materials in classroom and school communities. Students will explore and examine materials in relation to sourcing and exhibition; cultural and ecological contexts; and social constructivist approaches to identity studies in order to consider the challenges they create in real-world problem solving and children's representational thinking. Students will learn to create and care for reuse and found materials spaces—virtually visiting and touring several schools with “reuse centers”. In teams and as a course final, students will examine the cultures of materials in pairs and learn to co-construct social identities. Also offered for undergraduate-level credit as ECED 410 and may be taken only once for credit.

ECED 410/510 Documenting Children’s Learning: Tools and Strategies (4 credits)

Explore documenting young children’s group learning experiences, emphasizing the relationships between the children’s learning and adult engagement through collaboration and teacher reflection. Students will expand their current views and ideas about children’s education by investigating and discussing the images of children, teachers, and families in relation to teaching and learning. Students will also learn to pay close attention to details in group learning in order to capture, collaborate on, and reflect on children’s learning. Students will investigate group learning techniques by directly observing project work, finding ways to collect and share documents of children’s group learning experiences, and reflecting on creativity in classroom teaching and learning.

Students will have many opportunities to consider their teaching style and philosophy about documentation design, collaborative techniques and style, and journal writing exercises through readings, presentations, videos, and group discussions. Students will be challenged to examine their own assumptions and commonly held ideas about their pedagogy of teaching and learning through the act of documenting young children’s experiences. Also offered for undergraduate-level credit as ECED 410 and may be taken only once for credit.

ECED 530 The Emotional Life of Toddlers (3 credits)

Explore diverse caregiving practices designed to support learning during the toddler years, a critical period of social and emotional development. Links are made between theories and brain development research to the activities that educators implement every day with toddlers. Topics include observing, establishing nurturing relationships, planning secure environments, designing learning experiences to engage and reflect very young children from diverse cultural contexts, and implementing positive guidance strategies to support emotional well-being and identity development. Also offered for undergraduate-level credit as ECED 430 and may be taken only once for credit.

ECED 527 Inspirations in Early Childhood Education: The Reggio Emilia Approach  (1 credit) 

Explore educational inspirations central to the infant, toddler and preprimary schools of Reggio Emilia, Italy, and unpacks the implications of this cultural and political context. Through readings, video, and dialogue, examine core concepts including image of the child, the hundred languages of children, the atelier, the environment as third teacher, project work, pedagogical documentation, and the role of family and civic participation. Engage in in-depth exploration of an issue or topic of particular relevance. Also offered for undergraduate-level credit as ECED 427 and may be taken only once for credit.

NOTE: This course is not to be confused with the Reggio Study Abroad 3-credit spring course. Although this course offers students an initial opportunity to learn more about their system of education.

ECED 510: In-Depth Inquiry: The Reggio Emilia Approach (1 credit)

Graduate seminar-style course that engages learners in an in-depth consideration of the role of the "teacher" in co-constructing learning and relationships with young children.  Explore the philosophical and theoretical issues that frame this view of pedagogy through thoughtful discussion of readings and video by Reggio Emilia educators. (prereq: ECED 427/527 OR other RE-focused course OR familiarity/experience with the RE approach)

SpEd 510 Introduction to Childhood Mental Health (2 credits)

This introductory course links theory, research, and practice with interdisciplinary principles and collaboration in strength-based relationships for early childhood mental health. Context includes key concepts of social and emotional development, attachment and caregiver relationships, understanding concerning behaviors, risk and resiliency, spheres of influence, all within the context of family and culture. Students will gain knowledge on child development, positive parenting supports, and home visiting strategies. Also offered for undergraduate-level credit as SpEd 410 and may be taken only once for credit.

ECED 523 Leading in Early Childhood Education Programs (4 credits)

Develop a strong sense of early childhood leadership identity through multiple lenses of directing, teamwork, and/or coordinating classroom pedagogy and practice. Explore leadership roles in schools for young children including teachers, supervisors, children, and parents. Collaborative and relational dimensions of the early childhood profession are also explored. Also offered for undergraduate-level credit as ECED 423 and may be taken only once for credit.

ECED 510 Reflexive ECE Practicum: Communities of Practice (3 credits)

Engage in reflexive cycles of documentation and dialogue grounded in video excerpts of critical classroom moments from your own classroom and early childhood classrooms at the PSU Helen Gordon Child Development Center. This practicum requires participants to collect and exchange documentation based on at least 30 hours of practice during the term (remote or face2face) in an early classroom or family childcare setting (Infants-Grade 3). Taking a social constructivist perspective, discussions and class materials will focus on a culturally responsive anti-bias approach to inquiry-based education, and draw on the questions and emergent issues posed by our community of practice. 

ECED 510: In-Depth Inquiry: The Reggio Emilia Approach (1 credit)

Graduate seminar-style course that engages learners in an in-depth consideration of the role of the "teacher" in co-constructing learning and relationships with young children.  Explore the philosophical and theoretical issues that frame this view of pedagogy through thoughtful discussion of readings and video by Reggio Emilia educators. (prereq: ECED 427/527 OR other RE-focused course OR familiarity/experience with the RE approach)

ECED 510 Reggio Emilia Study Tour: Dialogues with Educators (3 credits) (typically alternating years near Spring Break)

Participate in  a study tour trip to Reggio Emilia, Italy and focus learning within a dialogue framework with Reggio and U.S. Educators. The study tour offers participants time to observe classrooms in action, visitations to many schools, daily dialogue with parents, teachers, and other educators, and reflection about one’s own practice. This class picks up on the students participation by asking them to look deeply at their own practices and beliefs and professionally develop amidst innovative early childhood inspired principles and practices. Also offered for undergraduate-level credit as ECED 410 and may be taken only once for credit.

ECED 510: Strength-based Practices in Social Emotional Development (2 credits) 

(previously "Big" Emotions and Well-Being in ECE Settings)

Young children bring challenging emotions into early childhood settings often reflecting adverse experiences, including trauma and the effects of social oppression. Examine the developmental meaning and causes of "big" emotions and how strength-based strategies can promote the development of social-emotional skills and resiliency for our most vulnerable children. Learn the role early childhood educators play in promoting well-being, equity, and a sense of belonging for children, families, and their communities.  Also offered for undergraduate-level credit as ECED 410 and may be taken only once for credit.

ECED 531 Young Children as Citizens: Global Perspectives on Rights (2 credits)

Explore the history and diverse meanings of children’s rights, including the UN Convention on the Rights of the Child, through a global and culturally inclusive lens. Develop a deeper understanding of how young children can be viewed as citizens with rights to access, participate in, and contribute to their communities in meaningful and equitable ways. Learners will consider policies and strategies to support a rights perspective in early childhood settings and develop their own applications.