Full Course Description List:

EDUC 1000 - 4999 Level

(5 credits)

This course is an overview of the field of early care and education. Education professionals engage in assignments that emphasize the elements of high-quality programs, governing standards and regulations, and historical perspectives. They engage in peer discussions on a range of topics, such as the nature of infant care and education, learning through play, quality education and teaching, the definition of education, and current issues affecting education. Education professionals gain further insight into the profession of teaching and working with children through interviews with teachers of various age groups. Additionally, education professionals explore career options and consider what it means to be a professional in the field of early care and education.

(5 credits)

Current perspectives on education and methods of teaching are rooted in history and philosophy as far back as the ancient Greeks. In this course, education professionals explore thinkers, philosophies, and educational programs that have influenced current ideas about effective practices in teaching, including tapping into different forms of intelligence and applying new methods for assessment. Education professionals critically examine educational philosophies and methods in light of current social, political, and economic forces impacting children, families, and the field. Through coursework and discussions, education professionals begin to develop a reasoned, coherent personal philosophy of education as a basis for ethical and professional practice and decision making.

(5 credits)

In this course, education professionals have an overview of physical, cognitive/language, and social and emotional development in children from birth through adolescence. Education professionals examine prevailing philosophies and theories of child development and form their own child development philosophy. Through an exploration across various developmental domains and stages, education professionals investigate the latest research and thinking in regard to conditions that affect children's learning and development, such as risk factors, developmental variations, temperament, rate of maturation, innate abilities, culture, family, community, and societal influences.

(5 credits)

Growth and development in young children are influenced by many factors, including nutrition, safety, and health. Education professionals in this course learn about these factors and examine the professional's role in supporting children's healthy development within the context of early childhood care and education as well as in family and community settings. They also assess and discuss the prevention of health problems common to young children, methods of promoting wellness and fitness, child safety, emergency preparedness and procedures, and child mental health.

(5 credits)

Keeping children safe and promoting their healthy development—physically and emotionally—is both a privilege and responsibility of every early childhood professional. In this course, educators' time is well spent learning principles of healthy nutrition; factors that support physical and mental health; developmentally appropriate strategies to promote physical activity; guidelines and procedures to ensure children's safety; and ways to promote wellness in children and families.

Note: This version of EDUC 1005 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today's society. This course is a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children's development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

(2 credits)

In this course, education professionals explore the early childhood field and related themes, issues, and controversies. Education professionals make connections between key topics and their own personal experiences, interests, and aspirations; coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities within the field of early care and education. They investigate professional organizations and research information on early childhood career opportunities. They also reflect on prior knowledge as well as knowledge gained throughout the course in regard to what it means to be a professional in the field of early education.

(2 credits)

Children's overall well-being is related not only to their health and safety but also to quality relationships among early childhood professionals, family, and community members. In this course, education professionals examine themes, issues, and challenges related to the fostering of children's overall well-being. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, developments, and possibilities related to healthy growth and development within early childhood, family, and community settings. Additionally, education professionals assess and discuss resources in the area of early childhood education to further their professional development.

(5 credits)

Education is a core value in our society. The types of educational opportunities available, the manner in which they are made available, and the ways in which people participate have changed drastically over time. In this course, education professionals explore the structure and history of educational systems in the United States, the wide variety of settings in which learning occurs, and how the role of education in society has changed over time. They also explore the multiple career paths available to them in the field of education.

(5 credits)

Early childhood professionals are grounded in the historical and pedagogical foundation that built a field committed to fostering positive outcomes for young children and families. In this course educators explore the evolution of the field through theories and practitioners. They will also delve into the role, responsibilities, roles, ethics, resources, and current issues and trends that not only inform professional growth but also offer critical perspectives to inform their identities as early childhood professionals.

Note:This version of EDUC 1101 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

A baby brightens when she hears a loving voice. A toddler takes a deep breath as he risks jumping into a pile of leaves. A preschooler writes her first word: me. How does development happen and what makes each child similar and unique? Content included in this course can increase educators'  knowledge of the milestones, unique qualities, and influencing factors that help determine who young children are and how caring adults can foster their healthy development and learning.

Note: This version of EDUC 1102 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

In this course, education professionals focus on the theories of language acquisition and language development of young children from infancy through preschool. Education professionals explore how children acquire and develop language, and they gain an understanding of emergent reading and writing. They engage in coursework that emphasizes bilingualism, atypical speech and language development, and the impact of culture and environment on language. Additionally, education professionals make connections between course concepts and share ideas and perspectives though weekly discussions on a range of topics, such as language and the brain, adult roles in language development, early literacy, and challenges for second-language learners, among others.

(5 credits)

To fully appreciate and understand ourselves and others, we must have a basic understanding of human cognitive, emotional, and social development. In this course, education professionals examine the basic developmental stages that all humans undergo throughout their lifespan, from infancy to adulthood. They explore these topics with consideration to issues of gender, ethnicity, social class, and culture. Applying course concepts and theories, education professionals engage in an integrative project through which they create a character for whom they map human development and progress benchmarks from infancy through early adulthood. Through this project, they gain a deeper understanding of life-span development and major theories used to view human development.

(5 credits)

The technology-centered and information-rich world in which we live and work requires an expanded definition of what it means to be literate. Education professionals in this course examine the skills and strategies necessary for success in a digital information society. They explore multimedia and Internet technologies that enhance learning by facilitating collaboration, communication, and problem solving. Education professionals apply 21st-century literacy skills through a collaborative project in which they research a topic within the current field of literacy; they communicate their findings in a multimedia presentation.

Pre-requisites

• EDUC 1014

(2 credits)

Education professionals in this course explore the themes, issues, and developments in the foundations of literacy. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities within the fields of language development and children's literature. Demonstrating knowledge of key concepts and theories, education professionals engage in written assignments designed to provide practical application of course content on a variety of topics, such as the benefits and impact of literacy, how literacy serves as a tool of social equity, and strategies to support family literacy and literacy programs.

(5 credits)

Innovating and risk taking, critical thinking and problem-solving, and communicating and collaborating—all of these are essential skills for the 21st century, and all are intrinsically linked to creativity. Education professionals in this course explore the abundant meanings, value, and applications of creativity as they pertain to learning and life. They consider how encouraging and celebrating creativity in themselves, their colleagues, and today's learners can benefit society. They achieve understanding through an integrative, collaborative wiki project through which they develop a definition of creativity based on theories and philosophical viewpoints, determine how creativity develops throughout the lifespan, describe how to foster creativity in others, and develop creative techniques to solve problems and promote critical thinking.

(5 credits)

How can educators support the healthy development of every child? What do educators need to know to better understand what it means to have an exceptionality (or disability) at a very early age? This course offers insights into the legal and procedural requirements for supporting young children and their families; underscores the importance of early intervention; and explains the characteristics of children and services integral to fostering healthy development and learning.

Note: This version of EDUC 2102 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

Lifelong learning and professionalism are key components of effective teaching. As teacher candidates begin their professional program of study, they review the program requirements including field experience responsibilities and major assessments. Teacher candidates study the dimensions of teacher professionalism through the eyes of social change. After reviewing the code of ethics from a practitioner viewpoint, historical theorists, court cases, and trends in education, candidates focus on what is required to be successful in 21st century schools. This includes an analysis of multiple technological frameworks, and candidates use these frameworks in multiple ways throughout the course. Through readings, voices from the field, virtual field experiences, and reflective experiences, each candidate begins to consider his/her personal philosophy. 

Pre-requisites

• ENGL 1010
• EDUC 1004
• 2.5 GPA and 45 credits (includes transfer of credit)

(5 credits)

The dynamics of today's classroom are unique and challenging for teachers and learners. Education professionals in this course explore and analyze issues, complexities, and responsibilities associated with the field of education in the 21st century, including providing equal educational opportunities for all learners, regardless of their abilities and differences. They examine many factors influence learning, including individual experiences, abilities, talents, prior learning, language, culture, and family and community values. Education professionals study special education laws and policies; language diversity; and multiple intelligences. They also address learning theory, diverse learning styles, and practical instructional strategies, and they acquire theoretical and practical knowledge about today's classroom as well as the family and community contexts that influence children's learning and development.

Pre-requisites

• EDUC 2400

(5 credits)

In this course, education professionals learn theories, principles, practices, and strategies to support literacy development in the elementary grades. Candidates learn about early literacy development including phonological awareness, concepts of print, and phonics. Strategies for developing vocabulary, comprehension, fluency, writing, content-area literacy, and media literacy are also explored. Through course readings and virtual field experiences, candidates analyze literacy instruction and identify research-based principles that support the literacy and learning of all students, including English language learners. Candidates examine the role of formal and informal assessments in planning and modifying literacy instruction to meet the needs of a diverse student population. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of students.

Pre-requisites

• EDUC 2400
• EDUC 2401

(5 credits)

Early childhood professionals know that children are deeply connected to their families in dynamic relationships that influence development and learning. With this awareness is mind, it becomes essential to develop and maintain supportive and caring relationships with significant adults in children's lives. The competencies in this course involve educators in thinking about theories essential to understanding child, family, and community relationships and strategies for fostering caring, respectful relationships with families and communities that promote children's healthy development and learning.

Note: This version of EDUC 2403 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

In this course, education professionals explore developmentally appropriate formal and informal assessments, including observational techniques for assessing young children's development and learning. Education professionals learn how to use specific tools and the data generated from them to inform effective decision making and instructional planning. They also consider and discuss ethical and legal considerations as well as other related issues and controversies. Applying course concepts, education professionals participate in an integrative child observation project through which they gain a deeper understanding of the process of assessment, the role of observation, and the importance of considering children as individuals.

(5 credits)

In this course, education professionals have the opportunity to gain the fundamental skills needed for planning, designing, and delivering engaging learning experiences. They examine the elements of effective curriculum design, learn how to write measurable learning objectives, and explore tools, technologies, and resources for developing curriculum. They share perspectives and gain practical insight on course concepts through discussions on various topics, such as instructional designer responsibilities in creating effective curriculum, learning objective analysis, assessment formats, and curriculum design proposals. Additionally, education professionals reflect on learning and consider how they can use knowledge gained throughout the course in future personal, academic, and professional future endeavors.

Pre-requisites

• EDUC 1014

(5 credits)

In this course, education professionals have the opportunity to gain the fundamental skills needed for planning, designing, and delivering effective learning experiences. They examine the elements of effective curriculum design, and they explore tools, technologies, and resources for developing curriculum. They also discuss the role of instructional designers, course goals and objectives, assessment techniques, and emerging issues in the field. Moreover, education professionals gain practical experience in applying Bloom and Fink taxonomies as well as writing goals and objectives, congruent assessments, learning plans, and instructional steps.

Pre-requisites

• EDUC 1014

(5 credits)

Assessment and evaluation are fundamental to the process of designing effective learning experiences. In this course, education professionals investigate major concepts, principles, and methodologies related to evaluation and assessment. They explore the selection of assessment tools, measurement of learning outcomes, and evaluation of performance. Additionally, education professionals learn how to use information gained from assessments as a tool for improving practice.

Pre-requisites

• EDUC 1015

(5 credits)

People have different backgrounds, perspectives, and values; similarly, they have different approaches to learning. Individuals who work in educational environments and serve as agents of social change must recognize and honor these differences. Education professionals in this course examine how the need to serve people of differing social groups, cultures, and abilities offers challenges and opportunities in today's learning environments. They reflect on their attitudes, beliefs, and biases regarding diversity and learn approaches to help ensure equitable access and meaningful learning in a variety of educational settings.

(5 credits)

Technology is becoming a central aspect of our everyday lives and has a profound impact on the way we work, play, and learn. In this course, education professionals explore and discuss how our technology-rich world influences different generations of learners and their learning preferences. Through conceptual and application-based assignments, they also learn how to integrate technology into teaching and learning processes to meet the needs of diverse learners as well as how to harness Internet technologies to enhance the work of students by facilitating collaboration, communication, and problem solving.

(5 credits)

Professionals in all areas of education, such as teaching, workforce training, and policy making, must be cognizant of the knowledge and skills required to adapt to 21st-century-specific change. In this course, education professionals explore the proficiencies essential to navigating the 21st-century learning landscape to position themselves for professional flexibility and success. They examine how the nature of knowledge, literacy, and learning is changing as a result of new technology. Education professionals gain a practical understanding of ways to learn and function effectively in this new, evolving environment through investigations and discussions on emerging research on learning.

(2 credits)

Managing child development centers in the 21st century requires a complex array of leadership skills and dispositions. In this course, education professionals explore the various types, purposes, and theoretical foundations of child development programs, and they examine the National Association for the Education of Young Children (NAEYC) core competencies for directors. They engage in discussions and assignments that emphasize the leader's role in managing the organization as a whole, including overseeing regulatory and business concerns, establishing policies and procedures, and implementing the organization's mission and vision.

(2 credits)

A child development center is a business like any other; it must be operated and staffed with precision. In this course, child development center directors and managers prepare for the financial and human relations aspects of the job. Topics covered include constructing and managing a budget, maintaining accurate financial reports, fund-raising, staffing, personnel management, and professional development.

(5 credits)

How does culture influence actions, relationships, preferences, language, customs, and even values and beliefs? Why is it vital that early childhood professionals understand the ramifications of bias and stereotyping on children's identity development? As an early childhood professional, educators can use the information in these competencies to analyze how current policy issues impact diverse populations of children and families in early childhood settings; apply principles of culturally responsive curriculum to promote children's healthy development and learning; recommend culturally responsible practices to promote meaningful relationships with families; and apply strategies to promote access, equity, and positive social change for young children, families, and the early childhood field.

Note: This version of EDUC 3013 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

In this course, teacher candidates prepare to understand the social, physical, emotional, and intellectual growth and development of children as related to learning and motivation in the elementary classroom. Teacher candidates explore philosophies and theories of child development and make connections between and among the key topics of development, learning and motivation, and social and cultural diversity. Learning environments and resources (including technology) that support the developmental needs of elementary children are identified and analyzed. In addition, teacher candidates explore the importance of family and community connections to support children's learning; develop strategies for engaging families in the learning process of their children; and consider the role of children's interests and personal experiences when planning instruction. Teacher candidates identify typical and atypical developmental patterns; analyze effectiveness of instructional strategies; and consider the role of specialists in supporting children's growth and development.

Pre-requisites

• EDUC 2400
• EDUC 2401

(5 credits)

In this course, candidates explore strategies for effective communication and collaboration with colleagues, specialists, families, and community agencies to provide support for all children. Candidates examine collaboration strategies that promote the growth and learning of all children in the elementary classroom, including those with exceptionalities, gifted and talented students, and English language learners. Candidates learn about the roles of all participants in collaborative teams, including coteaching and participating in the Individualized Education Program (IEP) process. Candidates examine the role of the school in supporting all learners within the larger community context. They identify factors in the students' environments that may affect their growth and learning and explore strategies for effective collaboration with diverse families.

Pre-requisites

• EDUC 2400
• EDUC 2401
• EDUC 2402
• EDUC 3052

(5 credits)

To help ensure high levels of learning and achievement for all students, today's educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. In this course, education professionals examine the interrelationships between assessment, teaching, and learning as well as effective practices for applying and integrating these critical components in the K–6 classroom. They gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They also explore learning theory in the context of today's challenging educational goals and standards. In this course, education professionals learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through on-site experiences and Virtual Field Experiences, they critically analyze and implement teaching and learning principles and practices that help ensure awareness of the individual and collective needs of students. This course requires a 15 hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 2400
• EDUC 2401

(5 credits)

In this course, education professionals learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 2400
• EDUC 2401

(5 credits)

Reading, listening, speaking, and writing are skills essential to success in school and in life. In this course, teacher candidates can examine a wide range of effective instructional and assessment practices that support the development of reading, oral language, and written communication for K-6 students. Teacher candidates use research-based approaches to literacy instruction while implementing a variety of assessment tools to identify students' difficulties. Teacher candidates use assessment data to create engaging literacy learning experiences at diverse developmental levels. Topics include the incorporation of technology to support and enrich literacy learning, family involvement, and integrating literacy and learning into the content areas This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 2400
• EDUC 2401
• EDUC 2402
• EDUC 3052

(5 credits)

In this course, candidates prepare to become effective educators of social studies and the arts. As they plan and implement instruction, candidates integrate the major concepts, themes, and modes of inquiry from social studies and the arts. Emphasis is on developing strategies to help students become effective citizens of a democratic and culturally diverse society. Candidates focus on building connections across disciplines and using the arts to foster student engagement and communication and promote their abilities to construct and apply knowledge. Candidates use multiple assessments to measure student progress and modify instruction to address the needs of all learners in diverse classrooms. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 3053
• EDUC 3054
• EDUC 3056
• EDUC 4010
• EDUC 4020
• American or World History

(5 credits)

In this course, teacher candidates explore strategies for integrating technology across content areas in order to plan units and lessons that support developmental and curricular goals for elementary students. Candidates create learning experiences that promote student motivation and engagement; support exploration, problem solving, and critical thinking; provide opportunities for collaborative and self-directed learning; and foster content area literacy. Candidates explore a wide variety of technology resources, infusing them in instructional planning to help students learn content and become proficient in the use of technology. Candidates examine effective teaching practices, including formative/authentic assessments and scaffolding techniques to support diverse learners. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 2400
• EDUC 2401
• EDUC 2402
• EDUC 3052
• EDUC 3053
• EDUC 3054

(5 credits)

The landscape of early care and education is constantly changing. Education professionals in this course examine these changes, focusing on the roles and responsibilities of the early childhood teaching professional in infant/toddler and preschool settings. Education professionals explore the complexities of developmentally appropriate practice and learn what it means to be an advocate for children, their families, and the profession itself. They engage in discussions and assignments that emphasize the importance of keeping up with current research in the field and engaging in professional activities and organizations to ensure continual professional growth and learning.

(5 credits)

Proactive guidance and positive, safe learning environments promote healthy child development and learning. Education professionals in this course focus on understanding and fostering social and emotional development in preschool-age children, and they learn strategies for establishing classroom communities in which all children feel safe, valued, and respected. They explore a range of topics, including teaching social skills, routines, and procedures; collaborating with families; preventing and working with challenging behaviors; developing problem-solving abilities; and organizing the classroom setting to support learning, cooperation, and social and emotional growth.

(5 credits)

In this course, education professionals have the opportunity to focus on the breadth and depth of the field of infant/toddler care and education, emphasizing characteristics of quality infant/toddler programs. Education professionals learn the foundations of infant/toddler development, the integral role of the infant/toddler professional in fostering children's growth and ensuring family involvement, and theoretical frameworks key to quality programs. They also explore the components of high-quality environments and what it means to be an advocate for young children, their families, and the profession.

(5 credits)

Positive developmental progress in infants/toddlers depends on many factors, including the overall promotion of mental health, prevention of occurrence or escalation of mental health problems, and the effective treatment of mental health needs. Education professionals in this course explore current research in the field of infant/toddler mental health, through which they gain practical insight on protective and risk factors in family environments; social and emotional developmental challenges; developmentally appropriate infant/toddler screening and assessment; diagnostic classification systems for infant/toddler mental health; effective intervention strategies; and collaborative services approaches. Moreover, education professionals apply course concepts through practical assignments, such as the development of a fact sheet designed to educate child development professionals about the importance of the field of infant/toddler mental health.

(5 credits)

In this course, education professional experience an overview of the way culture impacts typical conceptions of infant/toddler development and interactions. Education professionals focus on the ability to form healthy working relationships and respectful partnerships with the families of infants and toddlers across a range of cultures. They investigate the meaning of various child-rearing behaviors and how they relate to family expectations and cultural traditions, with the goal of developing culturally appropriate practices. Education professionals also make connections and share perspectives through discussions on related topics, such as cultural differences in caregiving practices, attachment and separation, perspectives on play, and effective communication, among others.

(2 credits)

An important role of the child development professional is to understand how to use support services and programs to aid the healthy development and learning of young children and their families. In this course, education professionals examine themes, issues, and controversies central to the field of infant/toddler care and education, and they critically analyze ways to support the healthy development and learning of infants and toddlers through food and nutrition programs, vaccinations, and early intervention services. Education professionals make connections between the topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities that infant/toddler professionals must understand.

(2 credits)

Education professionals in this course focus on healthy infant/toddler growth and development as well as related themes, issues, and challenges. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, controversies, and possibilities associated with the overall well-being of very young children. Applying course concepts and gaining deeper insight on topics, education professionals also engage in practical writing activities, such as the development of a resource sheet for child development professionals that includes information on factors promoting healthy growth and development.

(5 credits)

Education professionals in this course gain a fundamental understanding of how school-age children and adolescents develop and learn. They examine typical and atypical cognitive, physical, and social-emotional development as well as the relationship among these developmental domains. They also compare theories of development; develop a presentation that identifies and explains specific strategies, methods, or activities for the promotion of health and well-being in middle childhood; engage in a field study to gain real-world insight on the affective and social development of children between the ages of 6 and 12; and complete an integrative research paper on critical, topical issues related to school-age and adolescent development.

(2 credits)

In this course, education professionals have an overview of the practices and professions in the field of school-age and adolescent development, including topics such as careers; interpersonal and professional skills; and ethical/legal guidelines needed for working with school-age children and adolescents, families, and other professionals. Education professionals explore a variety of organizations that are devoted to fostering the healthy development of school-age children and adolescents. They also have the opportunity to investigate a profession of their choice to learn the responsibilities and tasks it entails. Additionally, education professionals describe what they perceive to be the professional relationship between ethical and legal obligations as well as the significance of law and ethics in the field of school-age and adolescent development.

(5 credits)

Educators have a responsibility to guide and motivate as well as to foster self-esteem and resilience in school-age children and adolescents. Education professionals in this course address a continuum of effective strategies needed for working with school-age children and adolescents in group and classroom settings. Such strategies include effective communication, positive guidance, modeling/mentoring, intrinsic and extrinsic motivation, fostering self-esteem, promoting resilience, and problem-solving and conflict-resolution skills. They learn to apply theory to practice as they critically analyze several theoretical constructs and consider their implications for working with school-age children and adolescents in group and/or classroom settings.

(2 credits)

Often times, the setting in which learning occurs is equally important as the material taught and method of teaching. In this course, education professionals examine effective learning environments for school-age children and adolescents. They make connections between key topics and their personal experiences, interests, and aspirations; other coursework; current research; real-world settings; and future trends, challenges, and possibilities related to the healthy development and learning of school-age children and adolescents. Demonstrating knowledge and applying concepts, education professionals consider and describe how their definition of an effective learning environment has changed as a result of their learning. They also gain real-world insight into how to design effective learning environments by interviewing a professional in the field.

(5 credits)

Early childhood professionals understand how deeply social-emotional development influences children during childhood and for the rest of their lives. In this course early childhood professionals delve into the unique characteristics of the social emotional developmental continuum, explore how to build responsive relationships that foster healthy social-emotional development, immerse themselves in positive guidance strategies to help children become independent and fair problem solvers as members of positive classroom communities, and study how to truly support young children as they practice, learn, and grow to be strong and healthy in their relationships with themselves and with others.

Note: This version of EDUC 3401 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

If education professionals were asked to define quality as it pertains to practices and programs serving young children and families, what would they say? This course provides essential information about how the principles of developmentally appropriate practice, early childhood program standards, pedagogical and organizational models, and effective teaching and leadership practices inform quality programs and family partnerships.

Note: This version of EDUC 3402 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

From the meaningful relationships that build when sharing stories to the empowering feeling of writing a first word, early literacy is an adventure and an accomplishment. It is essential that early childhood professionals understand developmentally appropriate ways to foster early literacy and literacy learning for children from birth through third  grade. In this course, educators also can become proficient at evaluating children's literature and analyzing issues and strategies related to the appropriate use of technology to promote literacy learning in young children.

Note: This version of EDUC 3403 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

Developing meaningful learning experiences requires understanding children's specific strengths and challenges. What kinds of assessment methods and strategies will help educators learn this vital information? What do educators need to know about communicating and collaborating with families and other stakeholders to promote meaningful assessment practices? Through the course content, educators can ground themselves in the wisdom and practicality of developmentally appropriate assessment for young children.

Note: This version of EDUC 3404 is only available as part of specific competency-based Tempo Learning® programs.

(7 credits)

In this course, education professionals have the opportunity to integrate theories of child development, principles of effective early childhood practice, and methods of working with young children and their families. Education professionals engage in projects that demonstrate synthesis and application of this knowledge. Through these projects, they consider the knowledge and skills gained throughout the program and how they can apply them to future work in the early childhood/child development field. They also have the opportunity to research a position in early education, interview a professional in the field, develop a resume and cover letter, and reflect on professional competencies and areas for professional growth.

Pre-requisites

• Completion of all other required coursework

(5 credits)

Educators understand that all individuals are unique with varying abilities and needs. In this course, education professionals have an overview of exceptionalities in children from birth through adolescence. They engage in coursework that highlights early identification, referral, intervention, inclusion, and the related psychosocial needs of children and their families. They discuss complexities related to labeling children, inclusion, and challenging myths and stereotypes. In addition, education professionals explore federal and state legislation that guides educational requirements.

(5 credits)

An emphasis in this course is the importance of being responsive to the languages and cultures of individual children and their families and communities to support learning and development effectively. Education professionals broaden their understanding of culture as a framework that includes not only language and ethnicity but also gender, socioeconomic status, exceptionalities, family configuration, sexual orientation, personal interests, and many other aspects of one's individuality. In addition, education professionals reflect on their own cultural frameworks and examine personal attitudes and beliefs.

(2 credits)

Operating a child development center requires the wearing of multiple hats. The focus in this course is on the day-to-day operational duties that managers and directors must perform to keep the facility running safely and smoothly. Topics include marketing and public relations; facilities management to ensure proper health, nutrition, and safety conditions; and family communication and support. Legal and ethical issues in working with children and families are also explored.

(5 credits)

This coherent and rigorous approach to teaching and learning K–6 mathematics focuses on conceptual understanding, procedural skills, and application of mathematical knowledge. Coursework also focuses on helping teacher candidates promote problem-solving and communication skills as the core for teaching numbers and operations, algebra, data analysis, probability, measurement, geometry, and the use of manipulatives across math strands. Themes threaded throughout the course include technology, real-world applications, integrating math with other content areas, and building on the strengths and overcoming the challenges of diverse learners. This course includes 15 hours of field experience.

Pre-requisites

• EDUC 2400
• EDUC 2401
• EDUC 2402
• EDUC 3052
• EDUC 3053
• EDUC 3054
• MATH 1040 or equivalent

(2 credits)

In this course, education professionals address themes, issues, and controversies related to the special needs and individuality of children. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities associated with understanding and meeting the needs of individual children and their families. Through written assignments designed to provide practical application of content, education professionals analyze topical sources focused on disability culture and autism and then make connections, describe how their thinking has changed as a result of their analysis, and summarize new perspectives.

(2 credits)

Education professionals in this course examine themes, issues, and challenges specific to living in a diverse society. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research and controversies; real-world early childhood settings; and future trends and possibilities related to the areas of social responsibility and cultural and linguistic diversity. They delve deeper into content and share ideas and perspectives through discussions on a range of topics, such as methods to strengthen communities and strategies and challenges of international adoption.

(5 credits)

Motivation is an important precursor to learning; yet, what motivates people of different ages and different backgrounds to participate and persist in learning opportunities varies widely. In this course, education professionals explore foundational theories of motivation and how these impact learning. They investigate applications of theories of motivation to understand what occurs in different learning environments. They also explore how to use these theories to help those who work in educational environments make effective decisions about their practice.

(5 credits)

An understanding of legal and ethical issues that impact the lives and interests of learners is critical to those who work in all types of educational settings. In this course, education professionals examine issues surrounding state and national educational policy; constitutional issues concerning equal opportunity, privacy, and access; and the legal requirements of working with children and adults from different backgrounds. Through activities and discussions, education professionals practice ethical decision making and consider their own beliefs and biases about ethical issues in education.

(5 credits)

Through the capstone experience, education professionals have the opportunity to integrate their understanding of educational concepts and processes learned throughout the program. They complete an integrative project that demonstrates their ability to apply this knowledge to the real world. Education professionals identify professional opportunities in the field of education and make connections between program learning outcomes and their job of interest, thus demonstrating how fulfilling learning outcomes provided them the skills, knowledge, and qualifications required for the position.

Pre-requisites

• Completion of all other program coursework

(5 credits)

Play, creative expression, and the arts offer children opportunities to learn about who they are—to express and explore their individuality and to flourish together. The competencies in this course allow educators to explore the value and practice of fostering play, creativity, and the creative arts with children preschool through third grade. Educators also analyze the role child-centered learning and teaching play in fostering children's creative thinking and creative involvement in the arts.

Note: This version of EDUC 4019 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

In this course, education professionals explore teaching and learning in science, based on the latest research on the most effective methods for teaching appropriate science curriculum from Kindergarten through grade 6. Candidates focus on ways to use developmentally appropriate strategies to promote modes of inquiry and analytical skills in science education. They also explore instructional and assessment strategies to develop children's conceptual understanding of science, particularly relating to the standards for physical, life, and earth and space sciences. Candidates examine and apply integration of science with reading, math, social studies, and technology. Candidates consider their own science content knowledge and explore local professional development opportunities. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 2400
• EDUC 2401
• EDUC 2402
• EDUC 3052
• EDUC 3053
• EDUC 3054
• Science

(10 credits)

Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills. Education professionals participate in orientation activities and then gradually assume complete teaching responsibility of an elementary classroom. Education professionals take full control for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice.

Candidates demonstrate the various roles of an elementary educator. Education professionals work closely with, and are evaluated by, their Walden University supervisor, classroom cooperating teacher, and Walden faculty member. During demonstration teaching, all professionals complete the Education Teacher Performance Assessment (edTPA), participate in weekly discussions, and complete a collaboration based major assessment. This course requires a 12-week full-time classroom experience at a school approved by Walden University.

Pre-requisites

• Completion of all other required coursework

(5 credits)

In this course, education professionals address an essential question in early childhood education: Why is play integral to children's development and learning? They learn the theory, methods, and materials needed to support and enhance children's play and learning in preschool settings, and they gain an understanding of the vital role of play in fostering growth in each of the developmental domains. They also explore how to arrange developmentally appropriate environments; provide opportunities for high-quality, productive play, and learning experiences; and assess development and learning through observation of play-based activities and learning experiences.

(5 credits)

All children have the right to develop and learn in classroom communities that support diverse, individual needs. In this course, education professionals explore the ways in which preschool teachers can build inclusive environments that exemplify developmentally appropriate practice. Education professionals learn strategies that support inclusion, meet identified needs, and foster a sense of classroom community. They also engage in coursework focused on observation and assessment, partnership development with families, collaboration with support resources, legal regulations and issues, and the roles of reflection and evidence-based decision making.

(5 credits)

In this course, education professionals explore current research on the most effective methods of promoting literacy development in preschool children. Using the "five pillars" of reading—phonemic awareness, phonics, fluency, vocabulary, and comprehension—as an organizational framework, education professionals explore the characteristics of emergent readers and writers. They also learn about developmentally appropriate assessments, materials, and strategies for instruction, including developing literacy through play and effectively using current technologies. They also engage in coursework that highlights the integral role of literacy across the curriculum.

(5 credits)

Teaching within and across specific content areas in the preschool curriculum requires practices that are engaging, meaningful, and developmentally appropriate. Education professionals in this course learn how to develop significant and enduring early childhood learning experiences in mathematics, social studies, science, language and literacy, health and physical education, and the visual and performing arts. They engage in practical applications and discussions on planning and implementing child-centered, age-appropriate curriculum and assessment as well as strategies for integrating content areas, including the project approach.

(5 credits)

A caregiver gazes deeply and warmly into the eyes of an infant as she continues to intentionally foster their attachment. How do responsive, respectful relationships like these begin? How do they grow? And how do they support young children's growth and development? In this course, educators explore how early childhood professionals can foster healthy development and learning in infant and toddlers through relationships, play, routines, transitions, and supportive environments. Educators also take part in field experience, developing a meaningful experience for infants or toddlers and working with young children and their teacher to make this experience come alive with learning for all.

Note: This version of EDUC 4120 is only available as part of specific competency-based Tempo Learning® programs.

(10 credits)

How do early childhood teachers nurture children's curiosity, interests, and wonder, while providing them with opportunities to actively engage with ideas, content areas, and each other? In this course, educators get to know the context—children, families, community—of the classroom where they are completing their field experience. As well, educators ground themselves in the standards, strands, and themes that underpin key content areas that children are learning about all the time. And then, educators collaborate with their host teacher to design, implement, and evaluate a unit of study that effectively integrates content areas to provide opportunities for children to engage in meaningful learning experiences.

Note: This version of EDUC 4121 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

How can an early childhood professional help to ensure that every child thrives in the early childhood setting? In this course, educators delve into the foundation of high-quality early childhood inclusion programs. As well as studying practical strategies for working with children and partnering with families and other professionals, educators also apply evidence-based advocacy approaches to support high-quality inclusive programming in early care and education settings.

Note: This version of EDUC 4122 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

Through this course, education professionals engage in an in-depth exploration of infant growth and development. They examine the role of the caregiver; components of high-quality caregiver-child relationships; and strategies for ensuring developmentally appropriate, individually appropriate, and culturally appropriate practice. They also explore methods to understand and work with families, observation skills, attachment, separation, continuity of care, brain development, and the creation of nurturing environments for very young children and their families. Demonstrating their understanding of course content, education professionals apply concepts through practical assignments, such as the development of a newsletter that provides information on the influence of infant settings on supporting young children and their families.

(5 credits)

Education professionals in this course engage in an in-depth exploration of toddler growth and development. They explore the role of the toddler caregiver/teacher; the components of high-quality adult-child relationships; and strategies for ensuring developmentally appropriate, individually appropriate, and culturally appropriate practice. Education professionals engage in readings and course assignments focused on observation skills, attachment, separation, working with families, and creating inspiring and supportive environments for young children and their families. They also share perspectives and make connections through discussions on related topics, such as cultural values and beliefs, separations and reunions, play and the environment, and identity formation and cultural responsiveness, among others.

(5 credits)

Throughout this program, educators have been preparing to embrace their role as an early childhood professional grounded in evidence-based practice, the collaborative nature of the work, and a commitment to fostering positive outcomes for young children and their families. During the competencies that make up this course—the capstone experience—educators update their professional profile, core beliefs, and professional resume; hone their interview proficiency; and create an advocacy plan based on an issue that resonates with their professional goals. During the final competency, educators assess and plan for their ongoing professional development and commitment to working for positive social change for young children, families, and the early childhood field.

Note: This version of EDUC 4220 is only available as part of specific competency-based Tempo Learning® programs.

(5 credits)

In today's multicultural society, educators must be cognizant of the ways in which they teach culturally diverse values and social attitudes to school-age children and adolescents. Education professionals in this course examine these values and attitudes as well as ways to transmit such concepts in the classroom. They explore topics of ethnicity, language, gender, sexual orientation, and socioeconomic status. They also examine how each of these areas of diversity affects school-age children and adolescents as well as how they relate to stereotyping and bias.

(5 credits)

Education professionals in this course explore the spheres of influence on school-age children and adolescents and the techniques needed to facilitate positive relationships among homes, schools, and communities to foster healthy development and learning. They explore and discuss the definition of home, school, and community; research on the benefits of partnerships; home visits and shared decision making; expectations and accountability; volunteer screening; and examples of successful educational partnerships. Applying course concepts, education professionals engage in an integrative project through which they develop a handbook of best practices for forming home, school, and community partnerships, including challenges, strategies, and potential legal and ethical issues.

(5 credits)

By understanding the relationship between children's health, culture, and socioeconomic status, in addition to related trends and issues, professionals who work with school-age children are in a better position to address and respond to these issues and related challenges effectively. Education professionals in this course critically examine selected issues and trends related to school-age children, such as technology/media, bullying, gender, abuse prevention, drugs/alcohol, obesity/eating disorders, stress, peer relationships, and school success. They demonstrate their understanding of course concepts through various applications, including the creation of an informative brochure for the purpose of explaining topical issues on health and wellness to parents and other stakeholders.

(5 credits)

Physical changes and social pressures make adolescence a challenging time for many teens; therefore, it is important for professionals to be aware of current trends and critical issues that affect the mental and physical well-being of this age group. Education professionals in this course examine and discuss selected issues and trends related to adolescents, such as technology/media, cyber bullying, gender, sexual orientation, drugs/alcohol, obesity/eating disorders, depression, self-injury, suicide, teenage pregnancy, and school success. Applying course concepts, education professionals engage in practical exercises, such as research analyses through which they explore the connections between topical issues and the larger world as they affect adolescents and their transition into adulthood.

(2 credits)

In this course, education professionals explore the role of the professional as advocate, interventionist, family liaison, and public policymaker. They make connections between key topics and their personal experiences, interests, and aspirations; other coursework; current research; real-world settings; and future trends, challenges, and possibilities related to the development of the whole child. They engage in various discussions and activities related to the responsibilities of educators, such as the development of action plans detailing how they would organize and participate in interventions in response to specific situations. Education professionals also consider how they might engage in advocacy as part of their current or future profession.

(7 credits)

In this course, education professionals have the opportunity to integrate knowledge of child development; principles and methods of working with school-age children and adolescents; and current research, issues, and trends that affect this age group. They create an integrative project that demonstrates synthesis and application of this knowledge. They consider professional goals while reflecting on research, issues, and trends explored throughout the program. Education professionals research a variety of positions in the field based on interests gained from learning experiences, and they develop a resume and cover letter to distinguish themselves competitively. Additionally, they complete a professional development plan through which they set goals and consider areas for further professional development.

Pre-requisites

• Completion of all other required coursework