Through this course, students will gain an in-depth understanding of self-regulation during early childhood and how this promotes children's success in school. We will focus on how adults serving in a teaching role support children's self-regulation development. Students will learn how to establish learning environments and implement practices that promote children's display of self-regulation in the areas of emotion, behavior, and cognition.

Introduction to curriculum, instruction, and assessment. Analyzing and modifying curricula to develop high-quality learning experiences. Strategies for creating effective assessments and theoretical underpinnings of assessment decisions. Ways of observing classrooms in light of theoretical principles and practical strategies. Strategies to ensure curricular, instructional, and assessment decisions are responsive to the needs of diverse students.

An introduction to the study of exceptional children & adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted, autism, traumatic brain injury, ADD, and ADHD. Information on medical conditions which influence learning and development. Credit is not given for both EDIS 3020 and 5000. Master of Teaching students must take EDIS 5000

This course will explore key factors influencing early childhood development, highlighting contextual contributors (such as the role of family, community, culture, childcare/school, and policy) that shape early experiences. This will help you recognize the life-long consequences of contextual influences on young children's development and that multiple leverage points exist for creating a culturally responsive and nurturing environment for all.

This course is designed to increase students' knowledge of and ability to implement foundational and targeted instructional strategies aimed at promoting children's early mathematics skills in domains including numeracy, operations, geometry, patterning, and measurement. We will explore how to observe students' mathematics skills and how to collect meaningful information on children's mathematical thinking and use that to inform instruction.

This course will explore design as a creative problem-solving approach to making. Participants will be introduced to design tools and key maker education concepts through hands-on design studio projects, each highlighting a learner-centered approach to instruction. This course is also relevant for those seeking to learn creative applications of digital design and fabrication technologies.

This course provides students with a deep understanding of the nature, causes and consequences of poverty during the early childhood years in the United States. Students will explore mitigating factors that promote healthy child development, including the promotive role family support and practices play. Students will also examine the history of programs serving young children and critically analyze their impact.

Provides an introduction to theoretical foundations of how children learn to read and write as well the difficulties some children encounter as they progress in their literacy development. The course addresses basic components of effective literacy programs and instruction (e.g., concepts of print, fluency, phonological awareness, phonics, spelling, writing, comprehension, vocabulary) with attention to needs of diverse learners.

What makes games so much fun? How can games be educational? The goal of this course is to understand how games can motivate, engage, and teach. In this course students will survey current approaches by playing a variety of games and develop understanding of game-based learning, motivation, and design thinking perspectives. Students will apply this understanding by designing a new educational game in a collaborative class project.

This one-credit course is for practicing educators and undergraduates wanting to learn about English Learners (Els) in today's classrooms. This course is an introductory-level consideration of the instructional opportunities and challenges presented by ELs. Participants explore their own language-learning as they consider what it means to learn a language. The course has four weeks of content; dates can include an orientation week and work time.