ECIE: Early Childhood Inclusive Education

ECIE 3149. Child, Family, School and Community Relationships — 3 hrs.

In this course, preservice educators will explore the impact of personal identity, worldview, and prior experiences on perceptions, expectations, and interactions within the context of education. Students will participate in a service learning component built into the course to provide context and connection. We will focus on the importance of aligning the family, school, and community spheres of influence to optimize student learning experiences. Through practical exercises and case studies, preservice teachers will develop skills in building strong partnerships among families, schools, and communities. Special attention will be given to communication strategies that are developmentally appropriate and individually effective in connecting with children and families. Students will be equipped with the knowledge and tools necessary to develop meaningful home-community-school relationships that promote each child's education and support them in reaching their maximum potential. (Fall, Spring, Summer)

ECIE 4124/5124. Infant Toddler Curriculum and Early Intervention — 3 hrs.

Methods of implementing appropriate curriculum for and guidance of very young children, including children with diverse needs in natural settings. Interagency collaboration and services to support and coach families of infants and/or toddlers with developmental delays or disabilities. Prerequisite(s): SPIE 3150; EDPSYCH 3109/5109; EDPSYCH 3148; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. Corequisite(s): SPIE 4191/5191. [Same as SPIE 4124/5124] (Fall and Spring)

ECIE 4130/5130. Guidance and Instruction in Early Childhood Education — 3 hrs.

Discussion of the role of the teacher in guiding young children in their learning activities. Emphasis on planning and implementing inclusive early childhood programs. Prerequisite(s): must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. Corequisite(s): ECIE 4192/5192 for Early Childhood majors and minors. ECIE 4192/5192; SPIE 4141/5141; SPIE 4193/5193 for Early Childhood Special Education minors. Prerequisite(s) or corequisite(s): ECIE 4151. (Fall and Spring)

ECIE 4151. Early Childhood Curriculum Development and Organization — 3 hrs.

Current trends in curriculum for preschool and primary children. Attention to the impact of classroom environment on learning. (Fall and Spring)

ECIE 4162/5162. Administration and Advocacy of Early Childhood Programs — 3 hrs.

Overview of knowledge, skills and legal framework needed for leading, evaluating and advocating for inclusive and developmentally appropriate programs for children of diverse backgrounds and abilities, ages birth-8 years. Prerequisite(s): must have full admission to the Teacher Education Program; must have cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. (Fall and Spring)

ECIE 4192/5192. Field Experience and Seminar in Early Childhood — 2 hrs.

Experience in guiding young children, planning and implementing instruction in inclusive early childhood classroom. Prerequisite(s): must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. Corequisite(s): ECIE 4130/5130 for Early Childhood majors and minors. ECIE 4130/5130; SPIE 4141/5141; SPIE 4193/5193 for Early Childhood Special Education minors. (Fall and Spring)

ECIE 6210. Diversity in Early Childhood Education: Theory and Practice — 3 hrs.

Current theory and practical strategies for planning and implementing appropriate experiences for young children and families. Students will learn current understandings re: race, ethnicity, culture, socio-economic status, and inclusion of children with special needs. (Variable)

ECIE 6221. Analysis and Design of Curriculum for Young Children — 3 hrs.

Students explore curricula for young children to enhance teaching practices and inform future decisions on programs and materials. They use varied philosophical approaches to guide principles in creating environments where play is central to learning, blending traditional activities with digital tools to boost engagement and cognitive growth. While distinct, these approaches all aim to support children's developmental needs through experiential and meaningful interactions. (Variable)

ECIE 6236. Assessment in Early Childhood — 3 hrs.

Uses and interpretations of formal and informal measures to assess physical, social, intellectual and emotional development in young children, including English language learners and children with special needs. Emphasis is placed on observational techniques and formative assessments that provide a comprehensive view of each child's growth. The course also covers the importance of culturally responsive assessment practices and the role of family involvement in the assessment process. Additionally, students explore how to use assessment data to inform instructional planning, tailor learning experiences, and identify areas needing intervention. Program assessment is also highlighted, focusing on evaluating the effectiveness of early childhood programs and ensuring they meet educational standards and goals. The ultimate goal is to ensure that assessments are used to promote positive outcomes for all children, recognizing their individual strengths and needs. Overall program assessment is also addressed. (Variable)

ECIE 6299. Research — 2-3 hrs.

May be repeated for maximum of 6 hours. Prerequisite(s): consent of department. (Fall and Spring)