Childhood Education Program at SUNY Plattsburgh - Major in Childhood Education Course Sequence & Course Descriptions

Childhood Education Program

• Overview
• About Childhood Education
• Careers in Childhood Education
• Field Experience

Programs of Study

• Childhood Education Major
• Childhood Education Master's
• Latin American Studies for the Professions Program
• Certification Requirements
• Reciprocal Certification Agreements
• Suggested Course Sequence for Major Program
• Unit Claims & Themes

Resources

• For Childhood Education Students
• Academic Advisement
• Financial Assistance
• Branch Campus at ACC

Contact Us

• Faculty & Staff Directory

Take the Next Step

• Apply for Admission
• Request Information
• Quick Facts
• Visiting & Open Houses
• Virtual Tour
• Register for Courses

E-mail this page

Childhood Education Major Course Sequence & Course Descriptions

Suggested Course Sequence

Note:

• (AWR) Writing across the curriculum will be approached developmentally across three semesters. In compliance with AWR rules, multiple drafts and peer review will be required for written projects that will serve as artifacts in portfolios.
• Field Experience: Field experiences in this model (115 hrs) are developmental and begin during the first semester and continue until student teaching.

Course Descriptions

EDU 118: Human Growth and Development

A study of cognitive, social, physical, and emotional development across the life span. Factors affecting development and learning will be investigated, such as cultural and family variables. Major theoretical perspectives will serve as frameworks for developing links between theory and experience.

EDU 120 Exploring Teaching, Learning, and Human Development

Exploring teaching as a profession with field-based experiences that investigate teaching, learning, and human development.

EDU 130 Ethics, Relationships, and Multicultural Competencies in Education

Investigating, thinking critically, and reflecting on ethics, relationships, and multicultural competencies in education. Exploration of the ethical and practical dimensions of teaching within the diverse contexts which teachers and their students bring to the classroom community. Students will be expected to develop an understanding of multicultural teaching competencies and engage in self-reflection to identify and monitor their strengths and areas in need of improvement. Field-based component includes series of conversations with allied professionals (e.g., reading specialists/literacy coaches, speech-language pathologists, school counselors, school psychologists) as well as a series of immersion experiences.

EDU 230 Social Contexts in Learning I

Students will analyze social contexts for learning including organization of students for learning (whole class, small groups, one-to-one instruction), instructional practices, use of technology, and classroom and behavior management. Language and literacy connected to human growth and development. Field component includes observations of social contexts in schools and community, and assisting a teacher in grades 1-3 or 4-6.

EDU 240 Social Contexts in Learning II

Introduction to curriculum design, lesson design, integrating knowledge of child development into instructional planning, technology to support learning, meeting individual student needs, assessment, classroom management, and strategies for creating positive social contexts for learning. Field-based component assisting teachers in schools and community.

EDU 325 Foundations: Pedagogy in Reading and Writing, Technology, and Special Education

Building a foundation for best practices in teaching and learning through theories and practices, planning, and multicultural competencies. Introduction to pedagogy in reading and writing, special education and technology. Field-based component includes assisting a teacher and implementing lessons in grades 1-3 or 4-6. Students will engage in a variety of professional writing experiences (e.g., lesson plans, field notes, analysis of teaching and learning).

EDU 335 Application: Connecting Pedagogy, Methods, and Integrated Literacy to Disciplines (Science, Social Studies, Math, Language Arts)

Pedagogy, methods, best practices and integrated literacy are connected to learning how to teach and assess students' learning in social studies, science, math, and English language arts. An integrated planning model will be introduced and used in writing lessons, developing units, and creating projects across curricular areas including the arts. Field component involves teaching in these disciplines. Students will engage in a variety of professional writing experiences (e.g., planning and organization, reflection, describing and analyzing student learning, narrative writing, critique of current practices - content standards, instructional practices, instructional design).

EDU 465 Curriculum Design: Implementation of Instructional Planning, Assessment of Student Learning, and Classroom Organization/Management

Education students will design and implement curriculum in reading and writing, science, social studies, math, and the creative arts. Instructional planning, assessment of student learning, and classroom community and organization inform curriculum design. Multicultural competencies, exceptionalities, and technology integration are a constant consideration in planning, instruction, and assessment. Field component includes teaching and assessing integrated units, lesson plans and projects in all curricular areas. Students will engage in a variety of professional writing experiences (e.g., planning and organization, reflection, describing and analyzing student learning, critique of current practices - content standards, instructional practices, instructional design).

EDU 475 Practitioner Research in the Classroom

Introduction to research and its role in informing best practices in teaching. Scientific method, research approaches, and research designs are presented, in addition to learning how to read research critically. Education students will engage in the research process by developing a research proposal that investigates classroom practice.

EDT 494 Student Teaching & Professional Seminar: Democracy in Education

Education students will demonstrate competency as professionals by performing all responsibilities expected of a childhood education professional. Issues of personal growth and concern related to democracy in education, teaching and learning, students, families, schools, communities, and professional development will be discussed in a professional seminar.

Questions, Comments, Suggestions?

Contact Information for Undergraduate Programs

If you would like to learn more about undergraduate programs in childhood education (B.S.Ed.) at SUNY Plattsburgh, please contact:

Denise Simard, Ph.D.

Associate Professor, Teacher Education Unit
Program Area Coordinator, B.S.Ed. Undergraduate Programs
Office Location: Sibley Hall 202
Phone: (518) 564-5111
Fax: (518) 564-2149
E-mail: simardda@plattsburgh.edu

Jean Mockry , M.S.Ed., C.A.S.

Lecturer, Teacher Education Unit
Program Leader, Childhood Education
Office Location: Sibley Hall 418
Phone: (518) 564-5137
Fax: (518) 564-2149
E-mail: jean.mockry@plattsburgh.edu

Jessica Chase

Secretary
Phone: (518) 564-2125
E-mail: chaseja@plattsburgh.edu

Contact Information for Graduate Programs

If you would like to learn more about graduate programs in childhood education (M.S.T.) at SUNY Plattsburgh, please contact:

Robert Ackland, Ph.D.

Associate Professor, Teacher Education Unit
Program Area Coordinator, M.S.T. Graduate Programs
Office Location: Sibley 314
Phone: (518) 564-5131
Fax: (518) 564-2149
E-mail: Robert.Ackland@plattsburgh.edu

Bethanne DelGaudio, M.A.

Director of Graduate Advising and Teacher Certification
Office Location: Sibley 302A
Phone: (518) 564-2124
Fax: (518) 564-2149
E-mail: bethanne.delgaudio@plattsburgh.edu

Donna Vanderhoff

Secretary
Phone: (518) 564-2123
E-mail: Donna.Vanderhoff@plattsburgh.edu