Early Childhood Education – 91�Թ��

Health, Safety, and Nutrition

Suzanne Smith — Thu, 30 Apr 2026 13:58:30 +0000

Health, Safety, and Nutrition examines the foundations of health, safety, nutrition and overall wellness in early childhood, with an emphasis on how these factors shape development during the critical first eight years of life. Students apply New Hampshire Child Care Licensing Regulations and national standards to create safe, developmentally appropriate and culturally responsive settings. Students will explore the interrelated aspects of developmental domains and nutritional health that contribute to the wellbeing of the whole child. Observation hours are required in early childhood settings.

Early Childhood Education Practicum

Cari Perreault — Tue, 13 Jul 2021 12:08:11 +0000

Early Childhood Education Practicum is an in-depth field study of the practical daily operation of ECE programs, including program organization, physical setting, adult/child interaction, and curriculum instruction. It offers students an opportunity for onsite practice in either a preschool program (children 3 to 5 years old) or infant/toddler program (birth to 3 years old). Learning objectives and activities are based on students’ portfolios and are established through weekly seminars. Students work directly with children to develop and document strong skills in (1) developing and monitoring a classroom-management program, including establishing smooth routines and transitions, (2) fostering learning, including giving lessons and assessing progress, and (3) record keeping, including communicating with parents. Students must attend class for fifteen hours and observe/work in an ECE approved setting for ninety hours. To register, students must be First Aid and CPR certified. Fingerprinting and background checks are required by the approved facility.

Promoting Cognitive and Executive Functioning Skills

Cari Perreault — Wed, 19 May 2021 19:00:17 +0000

Promoting Cognitive and Executive Functioning Skills focuses on curriculum construction so that children develop cognitive skills related to exploration, numeracy, science, executive function, and social studies. It offers instruction on guiding children’s development in math concepts, community awareness, environmental influences, and play. The course emphasizes the Cognitive Development domain of the NH Early Learning Standards. In accordance with best practices for acquisition of math and science concepts, the course uses high-quality children’s books and learning materials, providing various approaches to instruction and multiple lesson plans related to early childhood education in each cognitive area. The course explores assessment tools and the documentation of children’s progress. Students create activities and lesson plans in each area to add to their professional portfolios, and they observe children within an approved ECE setting for up to fifteen hours. (Prerequisites ECE118W)

Understanding Young Children with Special Needs

Cari Perreault — Sat, 16 Nov 2019 04:25:57 +0000

Understanding Young Children with Special Needs introduces various categories of disabilities, along with legal and historical foundations for special-education services. It instructs students on ways to design and access educational resources for exceptional children within the context of collaboration and inclusion. Students learn about an educator’s role in supporting individuals with disabilities in the home, in the community, and within the educational setting. They learn the importance of respecting the inherent worth and dignity of the child, as well as the importance of the children’s right to affect the conditions of their own lives. Students develop strategies that facilitate children’s independence, learning, social connections, and self-advocacy skills. The curriculum emphasizes the philosophical and practical value of children’s diverse and distinct abilities, offering strategies for curriculum modifications, problem solving, and collaboration with educators and families.

Sociology of Children and Families

Cari Perreault — Sat, 16 Nov 2019 04:22:34 +0000

Sociology of Children and Families provides an overview of adverse childhood experiences (ACES) and the impact of ACES on the physical, cognitive, and social-emotional development of young children. Students learn about the effects that family culture, economic status, and current societal issues have on the development of young children, along with the types of social-emotional learning (SEL) that can mitigate negative influences. The course introduces the Social and Emotional Development domain of the NH Early Learning Standards and offers techniques to reduce biases in classrooms. Students create SEL lesson plans and activities to add to their professional portfolios. Additionally, they learn about and develop effective models for teacher/program/family partnerships that provide information and support for families.

Organization and Management of Early Childhood Programs

Cari Perreault — Sat, 16 Nov 2019 04:17:48 +0000

Organization and Management of Early Childhood Programs addresses the organizational and administrative practices that apply to programs serving children ages birth to 8 years old. The course emphasizes ways to plan, organize, manage, and evaluate programs and facilities for children. It covers NH licensing rules, marketing, public relations, customer service, federal and state funding, fiscal management, NAEYC accreditation, as well as hiring, motivating, and evaluating staff. It also covers the importance of community service and leadership for ECE program directors. Students study with an ECE credentialed administrator/mentor in an approved setting for fifteen hours to create a “Director Planning” section for their professional portfolio.

Introduction to Early Intervention

Cari Perreault — Sat, 16 Nov 2019 04:12:09 +0000

Introduction to Early Intervention provides an overview of early intervention from historical, legal, and current best-practices perspectives. The course introduces ways to care for infants and toddlers who are at risk for developmental delays or disabilities or who already have such conditions. Students explore key aspects of consultation, assessment, interdisciplinary collaboration, service coordination, techniques of intervention, and family-centered services with a focus on culturally responsive practices. The course emphasizes the collaborative development, implementation, and evaluation of the Individual Family Service Plan (IFSP) as the framework for early intervention.

Promoting Language and Literacy

Cari Perreault — Sat, 16 Nov 2019 04:09:17 +0000

Promoting Language and Literacy focuses on curriculum construction for language-acquisition skills, such as reading comprehension, pre-writing, and emergent literacy. It offers instruction on how to guide children in their development of oral language, phonological awareness, print concepts, and written development: i.e., the core literacy areas. The course places strong emphasis on the Language Development and Emergent Literacy domain of the NH Early Learning Standards, using high-quality children’s books to promote best practices for acquisition of language and reading. The course likewise covers poetry and prose fiction, including multicultural and informational books as applied to early childhood education. Students learn multiple lessons for children in each core literacy area and explore tools for assessment and documentation of children’s progress. Students create activities and lesson plans for each core area, which they add to their professional portfolios. Students observe and participate in an approved ECE setting for fifteen hours. (Prerequisites ECE118W)

Infant, Toddler, and Preschool Curriculum

Cari Perreault — Sat, 16 Nov 2019 04:06:43 +0000

Infant, Toddler, and Preschool Curriculum provides theoretical knowledge and practical skills necessary to create an infant/toddler (birth to 3 years) curriculum in a nurturing environment. In accordance with the National Association for the Education of Young Children Standards, the course introduces students to developmentally appropriate practices and inclusive caregiving for infants and toddlers in group settings by providing an overview of activities, observations, assessments, individual development, quality routines, learning environments, classroom materials, and guidance techniques. Students investigate and compare play-based, project-based, and content-centered teaching styles. The course also provides an in-depth study of preschool (age 3 to 5 years) education fundamentals supported by anti-bias and ACES sensitivities, including program goals, social interaction, curriculum instruction, and use of space and materials. Students use the NH Early Learning Standards as a guide to develop strategies for supporting the whole child, including the child’s cognitive, language, social-emotional, and physical development skills in a safe, responsive, and culturally sensitive environment. Students examine the role and responsibilities of parents and caregivers in creating high-quality, supportive environments and develop classroom materials and lesson plans to include in their professional portfolio. Students observe in an approved ECE setting for fifteen hours.

Positive Guidance Techniques

Cari Perreault — Sat, 16 Nov 2019 04:01:05 +0000

Positive Guidance Techniques emphasizes techniques that prepare young children to become competent, confident, and cooperative. Students observe, explore, and share developmentally appropriate methods of guiding children and learn effective strategies for preventing disruptive behaviors in the classroom. A recurring theme is the impact of positive discipline on a child’s self-esteem and self-competence, with emphasis on the Social and Emotional Development domain of the NH Early Learning Standards. Students examine the influence that developmental, environmental, temperamental, social-emotional, and health factors have on early childhood education, analyzing theories as they relate to discipline and guidance, including the Pyramid Model. Students create classroom materials that support social and emotional development to add to their professional portfolio. They also observe and participate in an approved ECE setting for fifteen hours.

Early Childhood Education – 91�Թ���