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Early childhood teachers will explore materials and teaching strategies that support young children’s interest in and understanding of science and the natural world.

An overview of violence prevention and intervention strategies found in best practice early childhood programs. This course focuses on developing professional and interpersonal skills of educators to respond to diverse children and their families who experience high levels of stress and chronic violence that compromise development and can result in the need for trauma care.

An exploration of violence and its impact on the physical and psychological well-being of children, families, early childhood teachers, and others. Emphasis is on early relationships and how they affect a child's worldview, plus practitioner self-care and multi-cultural awareness.

Overview of issues related to Sensory Processing Disorder (SPD) in young children, with an emphasis on early identification and intervention strategies. The class will explore subtypes of SPD, sensory integration interventions and overlapping patterns with ADHD and autistic-spectrum disorders.

Overview of sensory motor development in young children; developmentally appropriate sensory motor activities and experiences; and the relationship of physical, cognitive, and social-emotional development to brain development in young children.

Human growth and development, ages five to twelve, and early and mid-adolescence, covering physical, cognitive, language, and social development. Developmental theories and issues affecting the lives of school aged children in contemporary society.

Overview of issues related to children who exhibit behaviors that are challenging for adults in early childhood programs. Explores current brain research, theories in preventing challenging behaviors, sensory-motor intervention approaches, the importance of nurturing relationships and reflective practices.

Understanding child development and family concerns essential in planning a developmentally appropriate school-age child care program. Explores relationships with children and families, age appropriate activities, positive guidance and planning the environment.

Theoretical and practical implications of social identity, oppression and privilege for young children, families, programs, and teaching. Strategies for culturally and linguistically appropriate anti-bias approaches supporting all children in a diverse society. Self-examination and reflection on social identity, stereotypes and bias, social and educational access, media, and schooling.

Administration, supervision and management of early childhood programs. Emphasis on human relations including staffing; family involvement; and developing communication guidelines for director/teacher, teacher/teacher, teacher/family and managing the daily operations of program.