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Discover an innovative teacher training program that will set you on the path to career success in connection with the Bachelor of Early Childhood Education (Pre K – Grade 5) program offered by Notre Dame College.
Notre Dame College helps you achieve your dream of becoming a professional educator for young children. Our Early Childhood Education includes relevant courses that prepare you for the skills you need most.
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In addition, the program requires more than 100 hours of field experience, as well as student training. This provides hands-on training where you can apply your knowledge immediately in the classroom.
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When you graduate, you’ll be ready for various roles in early childhood education. If you choose the licensing route, be prepared to sit for the Ohio Pedagogical Assessment (OAE) և to earn your teaching license. If you choose the unlicensed route, be prepared for an entry-level career in childcare, educational guidance or related professions. Both routes prepare you for further postgraduate study.
Notre Dame College is proud to offer more than 90 years of history in successful teacher training. Today, we are proud to pass on that tradition of excellence to the classroom. Because early childhood education is offered in a fully digital format, you will have the flexibility you need to get the qualifications you need at a time that suits you.
Your training course will help you gain the certification you need to take the next step in your career. Our B.A. In education Early childhood education (Sentence – 5th grade) requires a total of 128 credit hours in 21 core curricula, 45 hours of general content, 13 hours of prerequisites, 12 hours of core vocational education և 37 hours of early childhood education . the core.
Basic Studies courses offer students a comprehensive introduction to a range of subject areas, helping to develop the skills needed for academic and personal success. 8-10 of those credits will be made major.
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An introduction to the historical, sociological and philosophical foundations of education, including an understanding of the moral, social and political aspects of school teaching. The focus is on education as a profession. Designed to facilitate a career search.
Field placement element for ED 202. Twenty hours of observation, one-to-one instruction or other classroom activities during three separate visits to ECE, MCE AYA licensing classrooms. It should be taken at the same time as ED 202.
Development, teaching ուսումնասիր study learning theory և its practical application for effective education of different populations. Explores the psychological basis of student diversity, behavioral-cognitive learning theories, information processing, motivational theories, assessment practice, assessment of student learning. Research Findings Best practice in the above areas is explored to create a positive classroom learning environment. Prerequisite: PY 201 or equivalent.
An overview of the lives of students with special educational needs. It will focus on the characteristics of mental, emotional, physical, communicative, social-emotional development that affect learning-adaptive behavior. Discuss issues of education, family life, federal and state law. The focus will be on thirteen law disabilities and how they adapt to those students. Prerequisite: PY 201
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Approximately 10 hours of observation at the appropriate location as determined by the instructor և / or director of field placement. This course provides time to organize and reflect on the field experience in classrooms with students with learning disabilities. It should be taken at the same time as ED 205.
This course introduces the science of human behavior and mental processes. The emphasis is on the principles, methods and theories of modern psychology. Key topics include research design, lifecycle development, personality, learning, memory, bioscience, and psychopathology. There are no preconditions. (Student Learning Outcomes 1, 2, 3, 4)
An intermediate course for integrating technology in the classroom, which includes assistive technologies aimed at students with different special needs. Teacher candidates are exposed to the basic technological operations of personal and professional use, address the social, ethical, and human problems of living in a digital society, apply teaching methodology that promotes technology as a tool in the educational process.
Explore curriculum principles that affect student planning activities. The emphasis is on the concept of backward design. Prerequisites. Complete ALL other educational courses 90 90% content work. The student should be prepared to teach for one or two semesters upon completion of this course. YD 341 precedes YD 342.
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A study of the principles and applications of classroom management techniques. This course will cover the causes of student misconduct and how to respond effectively to general behavior problems. Practical experiences, case studies, and exercises will help develop skills to assess the environment, the student, inappropriate behavior, the impact of an individual teacher’s style / philosophy on classroom management, and skills assessment. Through field experience in the licensing field (Pre-K-3, MCE or AYA-Secondary), students of this course will learn how to evaluate intervention strategies, design a classroom management plan that makes sense to their classmates . Content will include parent / child collaboration strategies. The information provided will enable participants to immediately implement strategies in various school, mental health, human services, and learning about the social, behavioral, and academic needs of undergraduate students. This course includes ten (10) hours of fieldwork in the course.
An integrative seminar focusing on the role of the professional educator in understanding and responding to current issues affecting education and educational practice in the United States. Students are required to complete և submit an e-portfolio by the end of this course. Higher status required. It must be received immediately before teaching the student.
Understand the role of literacy:. This course analyzes phonological awareness, phonological awareness, phonology, structural analysis և interpreting morpheme units, spelling, reading and writing their application. It also explores how to evaluate and intervene in word recognition through informal assessments. This course should be the first reading course. Prerequisite: ED 202, 203, 204, 205, 206.
This introductory course includes an overview of teaching history, philosophy, and goals of pre-K-9 students. It emphasizes the study of curriculum development appropriate for development, the need for curriculum integration, and evaluation of student performance strategies. Prerequisite: ED 202.
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The course explains how to create a literate classroom environment for students, using children’s literature to teach, delete, distribute and enjoy books. Different types of literature will be studied and evaluated for young children, elementary, middle, high school, high school reading levels. Books will be appreciated for their genre և classroom use in Language Arts rhwng inter-school settings. This course does not meet the basic curriculum requirement. They will learn reading strategies to successfully incorporate literature into the classroom.
Diagnostic study և reading rehabilitation assessment և classroom intervention procedures. Methods and materials are used for correcting reading problems. Latest course in reading core ECE, MCE, MMIS. Prerequisite: ED 221, ED 332 և ED 376 Must be taken with ED 380.
A comprehensive approach to reading development, focusing on language development, oral communication darllen reading / writing skills, young child development, age appropriate individual activities. Emphasis on children’s literacy development, a comprehensive approach to relevant teaching methodologies և literature for young learners cynnwys content materials. Prerequisites: ED 202, 203, 204, 205, 206, 221.
This course focuses on assessing art, music, physical activity, and integration into the classroom learning environment. Students will learn strategies and methods to meet the needs of students from different cultural backgrounds in the context of relevant developmental practices. Five hours of fieldwork are included in this course. Prerequisite: ED 204, ED 265.
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Field setting component for all required reading kernels. Thirty hours of observation / activity at the appropriate location as determined by the instructor և or director of field placement. Study և Managing multiple grades of non-formal reading list for middle, high school students և Management. Must be received with ED 355. Prerequisites. This is the last major reading course.
Fifteen weeks of student training in a charter school in early childhood (Pre K – 3) under the supervision of a college supervisor co-teacher ղեկ. Prerequisite: departmental approval. All courses cynnwys Content courses must be completed before the student can teach. The formal application was submitted one semester prior to teaching the student.
This course is intended to prepare the early childhood education professions for the successful teaching of math and science into the fourth to fifth grades. During the course, pedagogy directly related to the nature of the երեխայի fourth-grade fourth grade child’s needs will be discussed, relating to math and science. Children’s developmental needs are addressed in the fourth
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