Course Descriptions 11-12 - NHTI - Concord's Community College

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higher or permission of the Department Head of EarlyChildhood Education)EC 242 Child, Family and Community (SRV) 3-0-3The course will provide an overview of families and familysystems (including Bronfenbrenner's Bioecological Theory)with emphasis on developing effective models ofteacher/program/family partnerships. Students will identifytheir own biases as a precursor to exploring issues of powerand privilege in society. Cultural dilemmas and their impacton early care and education will be identified as studentsbegin to evaluate their own cultural competence. Studentswill learn how to identify and strengthen protective factorsthat empower families and reduce the risk of child abuse.Students will research various crises encountered by familiesand identify an action plan to positively address the crisis.Community resources will be identified and involved. ServiceLearning is a component of this course. (Prerequisite: EC101)EC 261 Family Child Care Business Management 3-0-3This course will review the fundamentals of sound businesspractices as they relate to the running of a successful FamilyChild Care business. Emphasis will be on designing ofbusiness plans, budgeting, insurance, effective businesspolicies, contracts, pricing, marketing, customer relations,purchasing, financial, legal and licensing regulations andreports, small business management and related recordkeeping.EC 262 Organization and Management for the PracticingProfessional 4-0-4A survey of organization and management of early childhoodprograms and/or child care centers for the practicingprofessional. Emphasis will be on learning how to plan,organize, manage and evaluate programs and facilities forchildren. Specific skills addressed are licensing procedures,hiring, motivating and evaluating staff and parentinvolvement. Financial record keeping to inform programmanagement decisions will be based on an understanding ofExcel computer program use. Leadership and visioning skillswill also be taught and evidence of implementation will berequired. Students will be required to spend fifteen hoursoutside of class on a final project to be implemented in theirprofessional work. This course will meet the requirementsfor Director Certification from the State of New Hampshire. Itwill also meet the criteria for accreditation by the NationalAssociation for the Education of Young Children.(Prerequisite: permission of department head of EarlyChildhood Education)EC 267 Positive Behavior Guidance and Supporting YoungChildren with Challenging Behaviors 4-0-4Through exploring various theories of behavior managementand functions of behavior, the role of positive behavioralsupports in preparing young children to become competentand cooperative individuals with a strong social andemotional foundation will be emphasized. Developmentallyappropriate methods of guiding individual and group needswill be shared as approaches to preventing disruptivebehaviors in the classroom. Techniques for dealing withmore challenging and explosive behaviors using functionalassessment, identifying replacement skills, and creating andimplementing behavior intervention plans will be utilized.Partnering with families in developing these plans will beemphasized. Students will also learn about triggers of andinterventions for the cycle of tantrums, meltdowns, and rageoften experienced by children with autism spectrumdisorder. Students will leave the course with tools forprimary, secondary, and tertiary prevention of challengingbehaviors. They will understand when and how to reach outfor support in the community in dealing with issues beyondtheir expertise. Students will be able to use the class as amodel for developing parent education programs for thefamilies that they serve. (Prerequisite: EC 101 or permissionof the Department Head of Child and Family Studies)EC 270 Teaching Young Children with Special Needs (SRV)3-0-3This course will broaden students' awareness of thetheoretical and legal foundations for programs serving youngchildren (infancy through age eight) with a wide range ofspecial educational needs. Students will examine the causes,symptoms, social consequences and behavior characteristicsof children with special needs. Students will learn how todevelop curriculum modification/accommodation strategiesin all domains of development in an inclusive classroomsetting. Emphasis will be on education for children and theirfamilies. Students will work with and observe a child andfamily to develop an understanding of their needs anddevelop a resource file of state, local and national supports.Service Learning is a component of this course.(Prerequisite: EC 101)EC 273 Coaching for the Practicing Professional: Practicum I0-2-1Early childhood associate degree track evening studentsemployed full time in a licensed child care setting who areunable to arrange to carry out practicum in an NHTIpracticum site and must complete practicum at theirworkplace in order to complete their degree will take thiscourse concurrent with EC 275 - Practicum 1. With thesupport of the NHTI Child and Family Studies facultyinstructor acting as coach, students will develop observationand portfolio protocol for their classroom team. The programdirector and classroom team must sign a practicum contractto support implementation of practicum assignments in thestudent's classroom. (Co-requisite: EC 275)EC 274 Coaching for the Practicing Professional: Practicum II0-2-1Early childhood associate degree track evening studentsemployed full time in a licensed child care setting who areunable to arrange to carry out practicum in an NHTIpracticum site and must complete practicum at theirworkplace in order to complete their degree will take thiscourse concurrent with EC 276 - Practicum 2. With thesupport of the NHTI Child and Family Studies facultyinstructor acting as coach, students will implement thepractice of teacher as researcher. Students will conduct anin-depth study of their professional practice as it relates totheir goals for EC 276. They will document their progressthrough journaling and portfolio medium. The programdirector and classroom team must sign a practicum contractto support implementation of practicum assignments8/17/2011 NHTI, Concord’s Community College Course Descriptions 2011-2012 19
elating to the student's goals for Practicum 2 in thestudent's classroom. (Co-requisite: EC 276)EC 275 Practicum 1 - Observation, Interpretation,Assessment and Portfolio Documentation 2-5-3Students will work in NHTI-approved ECE settings for childrenin infant/toddler care, preschool, or kindergarten under thesupervision of early childhood Cooperating Teachers.Students will conduct three (3) in-depth child studies overthe course of the 75 hours that they will spend at theirpracticum site during the semester. They will become"students of childhood" as they learn how to interpret andassess their observations of children in the seminar class.Students will create and manage portfolios for the childrenand use portfolio information to generate invitations tolearning and implement child-centered curriculum for thesechildren. They will make children's learning visible through"ordinary moment" documentations that also incorporatetheir own wonderings as teachers. Their observations will besummarized in narratives outlining the children's growth inthe various developmental domains. All of this will be used toplan and carry out a parent conference. NHTI ECE facultyschedule site visits to review and evaluate student progressduring the practicum experience. Students must earn a gradeof "C" or higher in Practicum 1 to move on to Practicum 2.(Prerequisites: all 100-level EC courses; a 2.5 minimum GPAin major field courses; permission of the ECE PracticumCoordinator; and submission of all required documents)EC 276 Practicum 2 - Student Teaching: ImplementingResponsive Emergent Curriculum (SRV) 2-10-5Students will work in NHTI-approved ECE settings for childrenin infant/toddler care, preschool, or kindergarten under thesupervision of early childhood Cooperating Teachers. Weeklyseminars conducted by NHTI faculty offer support forstudents and provide time to review the characteristics ofresponsive child-centered emergent curriculum that they areimplementing with children. Students will document andreflect on their experiences with children, families, andprofessional partners as they connect theory to practice.Students will also be encouraged to develop and embracethe dispositions of wonder, disequilibrium, and reflectivepractice as they experience the role of "teacher asresearcher" implementing the cycle of inquiry. The 150 hoursthey spend at their sites over the course of the semester willinclude lead teaching responsibilities. NHTI ECE facultyschedule site visits to review and evaluate student progressduring their practicum experience. Students must earn agrade of "C" or higher in Practicum 2 in order to graduatefrom the Early Childhood Education program. ServiceLearning is a component of this course. (Prerequisites: all 100level EC courses, EC 242, EC 265, and EC 275; a 2.5 GPA inmajor field courses, permission of the ECE PracticumCoordinator and submission of all required documents.)specialists. Students will divide their practicum hoursbetween a child care setting and a home setting.(Prerequisite: All other courses in the Autism EarlyIntervention Certificate with grades of “C” or higher)EC 288 The Early Childhood Professional (SRV) 3-0-3This course explores the role of the early childhoodprofessional in the workplace. Topics to be discussed includeleadership, working in a team, and professional ethics.Additionally, students will learn about the legislative processin NH and explore their role in advocating for public policy tosupport children, families, and early care and educationprograms. Students will develop a resume and create aprofessional portfolio that can be used for interviewpurposes. The portfolio will include competency statementswith supportive artifacts using the NAEYC Standards for EarlyChildhood Professional Preparation for Associate DegreePrograms. Emphasis will be placed on the role of ongoingprofessional development activities, and students will choosea professional development project to complete and share.Service Learning is a component of this course.(Prerequisites: all 100 level EC courses, EC 242, EC 270, EC275 and EC 265; may be taken concurrently with EC 276)EconomicsEO 101 Macroeconomics 3-0-3This course is concerned with the behavior of the economyas a whole, particularly fluctuations in economic activities.Basic elements of economic reasoning are applied to thepublic policy issues of unemployment, inflation, andeconomic growth. A brief survey of the history of economicideas is followed by a study of the consequences for nationalpolicy of the changing institutional structure of the U.S.economy, and of the conflicts inherent in, and generated by,competition and private enterprise. Analytic tools are used toevaluate monetary and fiscal policies and to understandcurrent macroeconomic controversies.EO 102 Microeconomics 3-0-3An investigation into the functioning and politics of the U.S.economy from the vantage of the marketplace, emphasizingmicroeconomics, wage bargaining, taxation and thedistribution of wealth and income. Topics include thetheories of demand and production, and the determinationof prices and quantities for commodities and factors ofproduction in competitive and noncompetitive markets.EducationTECP 70 - TECP 82 are professional preparation courses forTeacher Education Conversion Program candidates only.EC 278 Early Intervention Practicum 2-10-5This 150-hour field-based experience provides students witha supervised opportunity to develop skills and demonstratecompetencies necessary in early intervention in naturalsettings (child care, homes, public schools). Students willlearn how to best support families and caregivers.Supervisors will provide guidance and support needed toenhance students' development as early interventionED 101/TECP 50 Introduction to Exceptionalities 3-0-3This course introduces the various exceptionalities andrelated topics in the field of special education includingdefinitions, prevalence, assessment and intervention. Itincludes discussion of strategies for facilitating students'independence, learning, social connections and self-advocacyskills. Curriculum emphasizes the philosophical and practicalapplications of valuing students' abilities and diversity and8/17/2011 NHTI, Concord’s Community College Course Descriptions 2011-2012 20
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Course Descriptions 11-12 - NHTI - Concord's Community College

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