The Curriculum
Early childhood administrators and directors need a solid knowledge base in the areas of child development, curriculum, guidance, family systems, assessment, social and cultural diversity, and professional ethics. The graduate sequence for the ECA program provides both a review and a higher-level understanding of many of these core concepts, and places an emphasis on self-reflection. Courses also examine how key stakeholders, organizational processes, and the unique culture of each early childhood setting interrelate to impact program outcomes. Assignments are applied to allow for hands-on learning.
The Course Work
Below is a list of the courses and a brief description of what is covered in each course. Each course uses applied assignments for hands-on learning in an early childhood program. Access to an early childhood care/education program is necessary to complete assignments in the ECA program.
CE510 Child, Family, and Community (3 s.h.)
This course presents theoretical structures for examining the dynamics of family life and its impact on the development of children, for understanding the cultural contexts in which children live and for examining the relationship between parents, schools, and community agencies. The current status of children and their families and the economic and social crises that face them will also be discussed. Students will have an opportunity to look at the personal and cultural filters through which they view children and the process of schooling as it relates to health, safety, and child guidance. They will also have an opportunity to study existing community agencies that support children and families and to discuss the issue of public and personal advocacy.
ECE512 Early Childhood Curriculum (2 s.h.)
This course is designed to acquaint students with the basic concepts and principles of the early childhood curriculum. The emphasis of topics and readings is on numerous definitions of curriculum, orientations toward curriculum, curriculum models in early childhood education, and the philosophical underpinnings of approaches to teaching the young child. Emphasis is given to the concept of "developmentally appropriate practices," including an analysis of the historical development and current criticisms of the concept. Finally, students are taught the role of the curriculum planner and approaches to child guidance, assessment, and curriculum evaluation.
ECE515 Financial and Legal Aspects of Child Care Management (3 s.h.)
This course examines the financial and legal issues pertinent to establishing and operating child and family service programs. Emphasis is given to the development of sound fiscal policy that adequately addresses the issues of quality, compensation, and affordability. The course includes a survey of laws and regulations pertaining to licensing, insurance, children's records, affirmative action and employment provisions, inclusion of special needs children, parental rights, child abuse, and custody. Students will also analyze the legal requirements and tax provisions that relate to the operation of programs with differing legal status (e.g., sole proprietorship, partnership, or a not‑for‑profit corporation).
ECE525 Strategies for Supervision and Staff Development (3 s.h.)
This course focuses on the human relations side of administering early childhood programs. It analyzes the objectives and functions of supervision and presents guidelines for recruiting, hiring, training, and evaluating personnel. The course examines different conceptual models for understanding job satisfaction and the career stages through which teachers progress. Students will explore various individual and organizational strategies for reducing stress and promoting optimal performance. The course provides opportunities for students to apply models of supervision and staff development in their respective educational settings.
ECE538 The Early Childhood Administrator: Individual & Organizational Perspectives (2 s.h.)
This course will examine key issues in adult development and job socialization as they relate to the early childhood practitioner within the context of his/her workplace or other professional settings. Life-span and life-course literature from the fields of psychology, sociology, and anthropology will provide the theoretical framework. Topics covered will include personal dispositions and temperament, leadership practices, ethics and moral development, role perceptions, crisis and transition, autonomy vs. inclusion, and the changing nature of relationships over the life-span.
ECE540 Grantswriting and Fundraising for Early Childhood Programs (2 s.h.)
This course examines grantswriting and fundraising as an integral part of an organization’s strategic plan. Participants will develop short-range and long-range fundraising goals as they relate to program mission and philosophy. Topics include potential revenue sources and effective fundraising strategies for early childhood programs. Students will learn the components of an effective grant proposal and the reasons why many proposals fail to get funded. Field experiences will provide an opportunity for students to gain proficiency in conducting a fundraising event or writing a grant proposal for their early childhood programs.
ECE542 Public Relations and Marketing of Early Childhood Programs (1-2 s.h.)
This course introduces the fundamentals of effective marketing, the strategic marketing process, strategic marketing planning, and the components of an organization’s marketing program. The importance of promoting and maintaining a positive public image to parents, supporters, and prospective donors will be stressed. Included will be strategies for writing effective promotional literature, handbooks, newsletters, and press releases. Field experiences will provide an opportunity for students to develop a strategic marketing plan for their early childhood centers.
ECE544 Early Childhood Environments: Design & Facilities Management (2 s.h.)
This course focuses on the physical environment of child care centers and how facility design affects the behavior of both children and adults. The principles of environmental psychology will provide the framework for assessing both indoor and outdoor environments. Topics also include health and safety considerations and the importance of implementing effective facility management systems. Field experiences will provide an opportunity for students to evaluate design elements of different facilities.
ECE582G Writing & Editing for Effective Communication (1 s.h.)
This workshop is designed for early childhood program administrators who want to improve their written communication. Participants will learn how to increase the readability, emphasis, and appeal of letters, memos, reports, handbooks, and promotional literature. A review of grammar, APA format, and editing symbols will also be included.
ECE582I Leadership Connections (2 s.h.)
This course provides a structured opportunity for students to reflect on the knowledge, experience, and insight gained from a professional conference and to achieve specific competencies by implementing a field project. During an on-line discussion group following the conference, participants will share the outcomes of a field project relating to their area of concentration.
EPS500A Contemporary Survey of Child Development (3 s.h.)
This course introduces development from birth through adolescence, with a special focus on early childhood development (birth through eight years old). Students examine and evolve and appreciation of the unique needs of development during early childhood. Emphasis is placed on the physical, neurological, cognitive, linguistic, social, emotional, moral, spiritual, and cultural development of children. Students will reflect critically on implications of early development within and across the various domains for living and learning during and beyond early childhood. Emphasis will be on the typically developing child, however, various developmental patterns will be explored. Contemporary issues relating to the care and education of young children will be critically examined relative to the developmental domains.
EPS526 Organizational Theory, Group Dynamics, and Leadership Applications (3 s.h.)
An analysis of social interaction in groups using Systems Theory as an integrating paradigm, this course is designed to deepen the student's awareness of how he/she affects and is affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Includes an analysis of leadership style and principles of organizational climate as they relate to the organizational context of early childhood education. Provides opportunities for students to apply the concepts of group dynamics and models of leadership to their respective educational settings.
ESR505 Educational Inquiry and Assessment (3 s.h.)
Students explore research paradigms and methodologies by studying their own educational settings and contexts. Students investigate topics that are of interest to them and learn how to retrieve, critique, and summarize published research. They produce and evaluate their own data to understand their classrooms and their students’ achievement, behaviors, and attitudes. Working collaboratively and independently on small projects and assignments, students learn different approaches to data collection and evaluation, considering issues of credibility, reliability, and validity.
FND503 Historical and Philosophical Foundations of Early Childhood (3 s.h.)
This course explores the rich historical and philosophical antecedents of programs for young children. Its scope extends from Plato to the present day with comparisons and contrasts made between earlier educators and leading theorists of the present era. Some cross-cultural comparisons are included. Early childhood educators are provided with the context for developing a coherent personal philosophy as the basis for ethical professional practice and decision making.
CE510 Child, Family, and Community (3 s.h.)
This course presents theoretical structures for examining the dynamics of family life and its impact on the development of children, for understanding the cultural contexts in which children live and for examining the relationship between parents, schools, and community agencies. The current status of children and their families and the economic and social crises that face them will also be discussed. Students will have an opportunity to look at the personal and cultural filters through which they view children and the process of schooling as it relates to health, safety, and child guidance. They will also have an opportunity to study existing community agencies that support children and families and to discuss the issue of public and personal advocacy.
ECE512 Early Childhood Curriculum (2 s.h.)
This course is designed to acquaint students with the basic concepts and principles of the early childhood curriculum. The emphasis of topics and readings is on numerous definitions of curriculum, orientations toward curriculum, curriculum models in early childhood education, and the philosophical underpinnings of approaches to teaching the young child. Emphasis is given to the concept of "developmentally appropriate practices," including an analysis of the historical development and current criticisms of the concept. Finally, students are taught the role of the curriculum planner and approaches to child guidance, assessment, and curriculum evaluation.
ECE515 Financial and Legal Aspects of Child Care Management (3 s.h.)
This course examines the financial and legal issues pertinent to establishing and operating child and family service programs. Emphasis is given to the development of sound fiscal policy that adequately addresses the issues of quality, compensation, and affordability. The course includes a survey of laws and regulations pertaining to licensing, insurance, children's records, affirmative action and employment provisions, inclusion of special needs children, parental rights, child abuse, and custody. Students will also analyze the legal requirements and tax provisions that relate to the operation of programs with differing legal status (e.g., sole proprietorship, partnership, or a not‑for‑profit corporation).
ECE525 Strategies for Supervision and Staff Development (3 s.h.)
This course focuses on the human relations side of administering early childhood programs. It analyzes the objectives and functions of supervision and presents guidelines for recruiting, hiring, training, and evaluating personnel. The course examines different conceptual models for understanding job satisfaction and the career stages through which teachers progress. Students will explore various individual and organizational strategies for reducing stress and promoting optimal performance. The course provides opportunities for students to apply models of supervision and staff development in their respective educational settings.
ECE538 The Early Childhood Administrator: Individual & Organizational Perspectives (2 s.h.)
This course will examine key issues in adult development and job socialization as they relate to the early childhood practitioner within the context of his/her workplace or other professional settings. Life-span and life-course literature from the fields of psychology, sociology, and anthropology will provide the theoretical framework. Topics covered will include personal dispositions and temperament, leadership practices, ethics and moral development, role perceptions, crisis and transition, autonomy vs. inclusion, and the changing nature of relationships over the life-span.
ECE540 Grantswriting and Fundraising for Early Childhood Programs (2 s.h.)
This course examines grantswriting and fundraising as an integral part of an organization’s strategic plan. Participants will develop short-range and long-range fundraising goals as they relate to program mission and philosophy. Topics include potential revenue sources and effective fundraising strategies for early childhood programs. Students will learn the components of an effective grant proposal and the reasons why many proposals fail to get funded. Field experiences will provide an opportunity for students to gain proficiency in conducting a fundraising event or writing a grant proposal for their early childhood programs.
ECE542 Public Relations and Marketing of Early Childhood Programs (1-2 s.h.)
This course introduces the fundamentals of effective marketing, the strategic marketing process, strategic marketing planning, and the components of an organization’s marketing program. The importance of promoting and maintaining a positive public image to parents, supporters, and prospective donors will be stressed. Included will be strategies for writing effective promotional literature, handbooks, newsletters, and press releases. Field experiences will provide an opportunity for students to develop a strategic marketing plan for their early childhood centers.
ECE544 Early Childhood Environments: Design & Facilities Management (2 s.h.)
This course focuses on the physical environment of child care centers and how facility design affects the behavior of both children and adults. The principles of environmental psychology will provide the framework for assessing both indoor and outdoor environments. Topics also include health and safety considerations and the importance of implementing effective facility management systems. Field experiences will provide an opportunity for students to evaluate design elements of different facilities.
ECE582G Writing & Editing for Effective Communication (1 s.h.)
This workshop is designed for early childhood program administrators who want to improve their written communication. Participants will learn how to increase the readability, emphasis, and appeal of letters, memos, reports, handbooks, and promotional literature. A review of grammar, APA format, and editing symbols will also be included.
ECE582I Leadership Connections (2 s.h.)
This course provides a structured opportunity for students to reflect on the knowledge, experience, and insight gained from a professional conference and to achieve specific competencies by implementing a field project. During an on-line discussion group following the conference, participants will share the outcomes of a field project relating to their area of concentration.
EPS500A Contemporary Survey of Child Development (3 s.h.)
This course introduces development from birth through adolescence, with a special focus on early childhood development (birth through eight years old). Students examine and evolve and appreciation of the unique needs of development during early childhood. Emphasis is placed on the physical, neurological, cognitive, linguistic, social, emotional, moral, spiritual, and cultural development of children. Students will reflect critically on implications of early development within and across the various domains for living and learning during and beyond early childhood. Emphasis will be on the typically developing child, however, various developmental patterns will be explored. Contemporary issues relating to the care and education of young children will be critically examined relative to the developmental domains.
EPS526 Organizational Theory, Group Dynamics, and Leadership Applications (3 s.h.)
An analysis of social interaction in groups using Systems Theory as an integrating paradigm, this course is designed to deepen the student's awareness of how he/she affects and is affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Includes an analysis of leadership style and principles of organizational climate as they relate to the organizational context of early childhood education. Provides opportunities for students to apply the concepts of group dynamics and models of leadership to their respective educational settings.
ESR505 Educational Inquiry and Assessment (3 s.h.)
Students explore research paradigms and methodologies by studying their own educational settings and contexts. Students investigate topics that are of interest to them and learn how to retrieve, critique, and summarize published research. They produce and evaluate their own data to understand their classrooms and their students’ achievement, behaviors, and attitudes. Working collaboratively and independently on small projects and assignments, students learn different approaches to data collection and evaluation, considering issues of credibility, reliability, and validity.
FND503 Historical and Philosophical Foundations of Early Childhood (3 s.h.)
This course explores the rich historical and philosophical antecedents of programs for young children. Its scope extends from Plato to the present day with comparisons and contrasts made between earlier educators and leading theorists of the present era. Some cross-cultural comparisons are included. Early childhood educators are provided with the context for developing a coherent personal philosophy as the basis for ethical professional practice and decision making.