Early Childhood/Childhood
Chair: Michele Marable, PhD
Introduction
This major prepares candidates in Early Childhood Education which covers Birth to Grade 2 and Childhood Education which covers Grades 1-6. It contains pedagogical knowledge and skills to ensure that candidates are qualified to teach at these level. Many courses are infused with field experiences so candidate build skill as they progress through the program. In addition, each candidate must take general education coursework as set forth in the Canisius College Core Curriculum and must also choose a 30 credit liberal arts concentration to ensure that they have the content knowledge necessary to teach children from Birth to Grade 2 and Grades 1-6.
Qualifications
Students must meet the 2.7 GPA in order to student teach, graduate with an education degree, and be recommended for teacher certification.
Advisement
All students should have an advisor in the major and should contact the department directly to have an advisor assigned if they do not already have one. Major advisors are normally assigned in the sophomore year, but may be requested in the freshman year to supplement a student's freshman advisor (their GRIF 101 facilitator). Meetings with academic advisors are required prior to students receiving their PIN for course registration each semester. All majors should work closely with their advisor in discussing career expectations, choosing their major electives, developing their entire academic program and planning their co-curricular or supplemental academic experiences.
Dual Majors
Students who wish to expand their educational opportunities may decide to declare a dual major. The decision may be based on career goals or planned graduate studies. Before a student declares a dual major, it is important to meet with the appropriate academic departments for advisement. Some dual major combinations can be completed within the minimum 120 credit hour degree requirement, but in some cases additional course work may be required. In order to declare a dual major, the student must complete the appropriate dual major request form and get the signature of each department chairperson and the appropriate associate dean.
General Education Requirements
All undergraduate students must complete either the Canisius Core Curriculum or the All-College Honors Curriculum.
Free Electives
Free electives are courses in addition to the Core Curriculum or Honors Curriculum and major requirements sufficient to reach the minimum of 120 credit hours required for graduation. Students may graduate with more but not less than 120 credit hours.
Major Requirements
| Code | Title | Credits |
|---|---|---|
| EDE 100 | Human Growth and Development - Birth through Childhood | 3 |
| EDE 121 | Introduction to Literacy, Children's Literature and the Arts | 3 |
| EDU 122 | Technology in Education | 3 |
| EDY 208 | Infant/Toddler Care and Education | 3 |
| EDY 209 | Developmentally Appropriate Curriculum in Early Childhood Classrooms | 3 |
| ECCH 221 | Literacy I | 3 |
| ECCH 222 | Literacy II | 3 |
| EDU 250 | Foundations of Education | 3 |
| EDY 306 | Music, Movement and the Arts in Early Childhood Education | 3 |
| EDY 310 | Teaching Math/Science in Early Childhood Classrooms | 3 |
| EDE 311 | Teaching Science in Elementary Schools | 3 |
| EDE 317 | Teaching Math in Elementary Schools | 3 |
| EDE 331 | Teaching Social Studies in Elementary Schools | 3 |
| SPE 341 | Inclusive Strategies | 3 |
| EDE 390 | Cognition, Learning and Assessment - Birth through Childhood | 3 |
| ECCH 412 | Managing the Early Childhood and Elementary Classroom | 3 |
| EDE 432 | Seminar in Teaching and Assessment | 3 |
| ECCH 493 | Student Teaching-Early Childhood/Childhood | 12 |
| ECCH 494 | Capstone Seminar for Teacher Candidates | 3 |
| EDU 495 | Child Abuse Workshop | 0 |
| EDU 496 | Prevention of School Violence Workshop | 0 |
| EDU 497 | Dignity for All Students Act (DASA) Workshop | 0 |
| EDU 498 | Student Teaching Seminar | 3 |
| Total Credits | 69 | |
Major Electives
Candidates wishing to obtain an extension to teach grades 7-9 in their area of concentration (English, Mathematics, Social Studies, Spanish, French and German) must take EMC 352 and EMC 391 in addition to the courses listed. The Science, Music, and Social Justice concentrations do not lead to middle school certification extensions.
Additional Course Considerations
Childhood majors need to choose one of the following academic concentrations: English, Mathematics, Music, Science, Social Studies, French, German or Spanish.
English Concentration
| Code | Title | Credits |
|---|---|---|
| ENG 101 | Writing about Literature | 3 |
| FYS 101 | Explorations of Academic Writing and Special Topics | 3 |
| ENG 299 | Introduction to English Studies | 3 |
| Two 200-level literature courses | 6 | |
| One pre-1900 American Literature course | 3 | |
| One pre-1800 British Literature course | 3 | |
| One Shakespeare course | 3 | |
| Two writing courses | 6 | |
| Total Credits | 30 | |
Mathematics Concentration
| Code | Title | Credits |
|---|---|---|
| MAT 111 | Calculus I | 4 |
| MAT 112 | Calculus II | 4 |
| MAT 219 | Linear Algebra | 4 |
| MAT 230 | Logic, Set Theory, and Proofs | 4 |
| MAT 311 | Abstract Algebra | 4 |
| MAT 331 | Geometry | 3 |
| MAT 351 | Probability & Statistics I | 3 |
| Choose one of the following: | 3-4 | |
| Calculus III | ||
Computer Science elective | ||
| Choose one of the following: | 3-4 | |
| Differential Equations | ||
Math elective | ||
| Total Credits | 32-34 | |
Music Concentration
| Code | Title | Credits |
|---|---|---|
| FAM 115 | Fundamentals of Music | 3 |
| FAM 119 | Masterpieces of Music | 3 |
| FAM 210 | Keyboard Musicianship | 3 |
| FAM 230 & 230L | Music Theory I and Music Theory I Lab | 4 |
| FAM 240 & 240L | Music Theory II and Music Theory II Lab | 4 |
| FAM 330 & 330L | Music Theory III and Music Theory III Lab | 4 |
| One Music Literature I course | 3 | |
| One Music Literature II course | 3 | |
| One Music elective | 3 | |
| Total Credits | 30 | |
Science Concentration
| Code | Title | Credits |
|---|---|---|
| GEO 325 | Introduction to Physical Geography | 3 |
| BIO 111 & 111L | Introductory Biology I and Introductory Biology Laboratory I | 4 |
| BIO 112 & 112L | Introductory Biology II and Introductory Biology Laboratory II | 4 |
| BIO 211 & 211L | Biochemistry and Cell Biology I and Biochemistry and Cell Biology Lab I | 4 |
| CHM 111 & 111L | General Chemistry I and General Chemistry I Laboratory | 4 |
| CHM 112/112L | General Chemistry II | 4 |
| One physics course | 3 | |
| Two science electives | 6 | |
| Total Credits | 32 | |
Social Studies Concentration
| Code | Title | Credits |
|---|---|---|
| ECO 101 | Principles of Macroeconomics | 3 |
| GEO 325 | Introduction to Physical Geography | 3 |
| PSC 104 | American Political Process | 3 |
| HIS 107 | History of Modern Europe to 1815 | 3 |
| HIS 108 | History of Modern Europe since 1815 | 3 |
| HIS 109 | History of Asia to 1800 | 3 |
| HIS 123 | History of the United States: The Colonial Period to Reconstruction | 3 |
| HIS 124 | History of the United States: 1877 to the Present | 3 |
| HIS 254 | First Peoples | 3 |
| One European or Asian/African/Latin American History elective | 3 | |
| Total Credits | 30 | |
Social Justice Concentration
| Code | Title | Credits |
|---|---|---|
| Foundations Course | 3 | |
| Social Movements and Social Change | ||
| Research Courses | 6 | |
| Social Research Methods | ||
| Qualitative Research Methods | ||
| Skills Classes (choose 2) | 6 | |
| Oral Communication | ||
| Interpersonal Communication | ||
| Small Group Communication | ||
| Metropolitan Economic Development and GIS | ||
| Leadership and Motivation | ||
| State and Local Politics | ||
| Four electives in your Focus - either Local (Urban) or Global | 12 | |
| Local (urban) Focus electives | ||
| New York State History | ||
| Social and Cultural Diversity | ||
| Social Policies 1 | ||
| Children, Schools, and the Community | ||
| State and Local Politics | ||
| Contemporary Social Problems 1 | ||
| Sociology of the City | ||
| Global Focus | ||
| Sociocultural Anthropology | ||
| Women In The Western World | ||
| Twentieth Century China | ||
| Traditional Japan | ||
| Modern Middle East | ||
| Human Rights and Globalization | ||
| Social and Cultural Diversity | ||
| Children, Schools, and the Community | ||
| Elective | 3 | |
| One course from the other focus (either Local or Global) | ||
| Total Credits | 30 | |
| 1 |
French Concentration
| Code | Title | Credits |
|---|---|---|
| FRC 215 | Intermediate French | 3 |
| FRC 217 | Intermediate French II | 3 |
| FRC 323 | Topics in Conversation I | 3 |
| FRC 324 | French Composition through Literature | 3 |
| FRC 332 | Substance and Style: Effective Writing in French | 3 |
| Five French electives | 15 | |
| Total Credits | 30 | |
German Concentration
| Code | Title | Credits |
|---|---|---|
| GER 215 | Intermediate German I | 3 |
| GER 216 | Intermediate German II | 3 |
| GER 323 | Topics in Conversation I | 3 |
| GER 324 | Topics in Conversation II | 3 |
| GER 331 | Substance and Style: Effective Writing in German I | 3 |
| GER 332 | Substance and Style: Effective Writing in German II | 3 |
| Four German electives | 12 | |
| Total Credits | 30 | |
Spanish Concentration
| Code | Title | Credits |
|---|---|---|
| SPA 215 | Intermediate Spanish 1 | 3 |
| SPA 217 | Introduction to Spanish Composition 1 | 3 |
| SPA 323 | Topics in Conversation I: Peninsular Culture and Conversation | 3 |
| SPA 324 | Topics in Conversation II: Latin American Culture and Civilization | 3 |
| SPA 332 | Advanced Spanish Composition | 3 |
| Five Advanced-Level Spanish Classes | 15 | |
| Total Credits | 30 | |
| 1 | Students who begin language study at the 300-level may substitute additional electives in lieu of the intermediate (200) level courses. Thus, students still will take 10 courses for the concentration. |
Learning Goals and Objectives
Learning Goal 1 (KNOWLEDGE – Observed in Writing)
Candidates in the Teacher Education programs will demonstrate content knowledge, pedagogical, and professional knowledge necessary for successful performance in their field.
Teacher candidates will:
- Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students.
- Know the content they are responsible for teaching, and the pedagogical content knowledge to plan instruction that ensures growth and achievement for all students.
Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)
Candidates in the Teacher Education programs will demonstrate professional skills and dispositions necessary for successful performance in their field.
Teacher candidates will:
- Demonstrate professional dispositions and implement instruction that engages and challenges all students to meet or exceed the learning standards.
Learning Goal 3 (SERVICE)
Candidates in the Teacher Education programs will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.
Teacher candidates will:
- Work with all students to create a dynamic learning environment that supports achievement and growth.
- Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction for diverse learners.
Learning Goal 4 (PROFESSIONALISM)
Candidates will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow.
Teacher candidates will:
- Set informed goals and strive for continuous professional growth.
Learning Goal 5 (LEADERSHIP)
Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community.
Teacher candidates will:
- Demonstrate professional responsibility and engage relevant stakeholders to maximize impact on student growth, development, and learning.
EDY 208 Infant/Toddler Care and Education 3 Credits
This course utilizes developmental theory and research findings to examine issues of attachment, perception, motor skills, cognition, language, emotions and social skills in children birth through age three. An emphasis is placed on understanding children in the context of family and culture. Requires 10 hours of field placement: infant/toddler.
EDY 209 Developmentally Appropriate Curriculum in Early Childhood Classrooms 3 Credits
Emphasizes research-supported practice for enhancing children's physical, cognitive, social, emotional and behavioral development within the framework of the New York State Standards. Focuses on developmentally appropriate learning opportunities. Requires 10 hours of field placement: PreK/K.
EDY 306 Music, Movement and the Arts in Early Childhood Education 3 Credits
Emphasizes the integration of music, movement, and the arts into the curriculum in K-6 classrooms. Explores various media and materials utilized to enrich learning and stimulate children's creativity.
EDY 310 Teaching Math/Science in Early Childhood Classrooms 3 Credits
Focuses on inquiry methods, problem solving, and diagnostic teaching addressing the New York State standards. Emphasizes hands-on materials, visuals and other multi-model experiences in math/science learning in the early years. Requires 10 hours of field placement Grades 1-2.
EDE 100 Human Growth and Development - Birth through Childhood 3 Credits
Introduces multiple dimensions of development including influence of family, culture and society. Examines physical, cognitive, emotional and behavioral theories and emphasizes education's role in promoting wellness.
Fulfills College Core: Field 5 (Social Sciences)
EDE 121 Introduction to Literacy, Children's Literature and the Arts 3 Credits
Focuses on the uses of children's books across all curriculum areas. Multicultural literature, authors, illustrators, genres and age-appropriateness are explored. Discusses basic approaches to literacy and the use of children's books in developing literacy. Emphasizes integrating the arts into the total curriculum.
Offered: spring only.
EDE 311 Teaching Science in Elementary Schools 3 Credits
Addresses objectives, curriculum, strategies, materials and evaluation necessary for teaching science. Emphasizes content, inquiry skills, problem solving and scientific attitude highlighting the NY State Standards. Includes 20 hours of field experience in Grades 1-6.
Offered: spring only.
EDE 317 Teaching Math in Elementary Schools 3 Credits
Addresses objectives, curriculum, strategies, materials and evaluation necessary for teaching mathematical concepts. Emphasizes content, inquiry skills and problem solving highlighting the New York State Standards.
Offered: fall.
EDE 331 Teaching Social Studies in Elementary Schools 3 Credits
Addresses the objectives, curriculum, strategies, materials and evaluation necessary for teaching social studies content. Emphasizes historic, geographic, economic, political and social concepts highlighting the New York State Standards.
Offered: spring only.
EDE 390 Cognition, Learning and Assessment - Birth through Childhood 3 Credits
Investigates theories of learning and current brain research. Integrates emotion and motivation and the neurological basis for learning. Analyzes formal and informal procedures for reporting student progress.
Offered: fall.
EDE 432 Seminar in Teaching and Assessment 3 Credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the childhood level. Requires 50 hours of field placement. Addresses objectives, curriculum, strategies, materials and evaluation necessary for teaching science. Emphasizes content, inquiry skills, problem solving and scientific attitude highlighting the NY State Standards. Includes 20 hours of field experience in Grades 1-6.
Fulfills College Core: Oral Communication
ECCH 221 Literacy I 3 Credits
Examines theories of language development and implications for practice. Strategies are presented to facilitate emergent and developing literacy skills in young children and to develop fluent readers and writers throughout the elementary years. Includes twenty pages of polished prose including a literature review, literature project and lesson plans.
Corequisite: ECCH 222.
Offered: fall.
ECCH 222 Literacy II 3 Credits
Examines effective methods for assessing children's literacy skills and for developing targeted instruction that reinforces, remediates and/or enriches literacy learning. Issues related to the literacy learning of all children, including children with disabilities and children from linguistically and culturally diverse backgrounds are examined. Research-based early intervention programs will be examined. Includes 30 hours of field experience in grades PreK-6.
Corequisite: ECCH 221.
ECCH 412 Managing the Early Childhood and Elementary Classroom 3 Credits
Develops understanding of how to build classroom communities and organize the classroom for student success. Discusses the importance of a proactive approach to prevent behavior problems and investigates a variety of classroom management strategies. Strategies for collaborating with diverse families and other professionals will be explored, including strategies for co-teaching.
ECCH 493 Student Teaching-Early Childhood/Childhood 12 Credits
Highlights knowledge, skills, and dispositions of professional educators. Two full-time 7-week placements- one in each childhood and early childhood classroom requires candidates to become the instructional leader under the supervision of cooperating teachers and college faculty.
Prerequisite: signature of chair. Corequisite: ECCH 494 & EDU 497. Restriction: no other courses allowed.
ECCH 494 Capstone Seminar for Teacher Candidates 3 Credits
Complements student teaching for education majors. Includes activities that demonstrate how well teacher candidates can integrate theoretical principles and core attributes into the practical work of student teaching. Teacher candidates will complete readings, engage in classroom discussions and construct artifacts related to issues of diversity, ethics, global awareness and social justice. Each artifact will be presented and discussed in class and evaluated for content, effectiveness and illustration of specific core attributes.
Prerequisite: signature of chair. Corequisite: student teaching.
Fulfills College Core: Core Capstone
SPE 341 Inclusive Strategies 3 Credits
Highlights best practices in general education for students with disabilities. Illustrates current developments in special education. Emphasizes collaboration.
Fulfills College Core: Diversity
EDU 122 Technology in Education 3 Credits
Explores applications of technology in education. Emphasizes evaluation and selection of software, high and low-tech devices, distance learning and state of the art technologies that impact teaching.
Offered: fall & spring.
EDU 250 Foundations of Education 3 Credits
Addresses social, philosophical, legal, historical, organizational, theoretical perspectives on education, including multicultural perspectives. Highlights rights and responsibilities of teachers, students and others involved in education.
Corequisite: EDU 495 & EDU 496.
Fulfills College Core: Justice
Offered: fall & spring.
EDU 495 Child Abuse Workshop 0 Credits
Mandatory training by New York State Education Department for teacher certification. Held during the student teaching seminar.
EDU 496 Prevention of School Violence Workshop 0 Credits
Mandatory training by New York State Education Department for teacher certification. Held during the student teaching seminar.
EDU 497 Dignity for All Students Act (DASA) Workshop 0 Credits
Provides six hours of training on the components of the Dignity Act, how school climate impacts students achievement and behavior, understanding diversity and multi-cultural environments, and understanding bullying, harassment and discrimination, including indicators, early warning signs, prevention and intervention and how to interact with families of victims and aggressors.
EDU 498 Student Teaching Seminar 3 Credits
Student Teaching Seminar enhances the student teaching experience through opportunities to foster professional growth and guided reflection on planning, instruction and assessment of learning. The course provides a professional learning community to assist candidates in the transition to careers in teaching.
