Courses in Early Childhood Leadership & Education

Financial Wellness is a practical approach to making informed and empowering decisions about financial health. Students explore values, feelings and knowledge related to money, acquire basic financial knowledge and apply this knowledge to short and long term financial decisions.

This course introduces the integration of communication skills essential for effective reading, writing, speaking, and listening at the college level. In this writing intensive course, students develop composition skills to produce collegiate-level papers modeling rhetorical modes and thematic content in addition to strategies for reading complex texts; presentation skills for personal introductions, verbal summaries of readings and response writings, and peer review of papers; and basic technological skills for word processing, e-mail, and introductory-level online research.

Selected readings in fiction, poetry, and drama introduce the student to literary types and techniques. These readings provide a basis for collegiate-level discussion, analysis, and the development of critical judgment. Building on the communications and research skills from earlier courses in the sequence, this course emphasizes continued practice in writing, and students complete a documented research paper using primary and secondary sources as one of the course writing assignments. Discussions and oral presentations based on assigned literature support the overall goal of the sequence: to enhance the advancement of the students, first academically and then professionally.

Prerequisite: ENG 114

Using an active learning approach, students will explore psychological perspectives and methods as explanations for human behavior and mental processes. Other topics include: neurophysiology, consciousness, learning, personality theories, and psychological disorders.

This required interdisciplinary course is designed to give all undergraduate students entering Bay Path University a common experience and foundation for lifelong learning. Students examine leadership within the larger context of our interdependent world and their own strengths, values, and aspirations. Students also examine learning styles, communication skills and technology to create a personalized action plan for success. This course lays the foundation for higher-level courses in the WELL program.

Together, we will spend the course defining and refining our response to the question: what is a meaningful career and what resources do I need to achieve one? We will also build upon the learning we achieved in WEL 220 by thinking about how career management skills can help us become more effective leaders. This course has been designed to support learners in all phases of their professional and life paths, from meaningful career planning through the job search and beyond. You will find that many assignments can be tailored to your own personal situation, whether you are just embarking on your career, changing course, or preparing for retirement.

Prerequisite: WEL 100 or WEL 220

The AS in Early Childhood Leadership requires 19 core elective credits:

• Behavioral/Social Science Electives (3 credits)
• Humanities Electives (6 credits)
• Mathematics Elective (3 credits)
• Science Electives (lab required) (7 credits)

Learn more about which courses apply to these credits by speaking with an enrollment counselor.

This course presents an introduction to the field of early childhood education through an examination of the history and philosophy of early childhood programs and educational theorists with regard to cognitive, social, emotional, language, and physical development. Students will be introduced to the characteristics and instructional implications of moderately and severely disabling conditions. Emphasis will be placed on understanding the development of early childhood programs and environments in relation to the changing needs of modern digitally-dependent and ever-changing society. Required observations at local preschools, child care facilities and public elementary schools will augment classroom activities.

This course provides students with background and context for thinking critically about the challenges facing elementary school educators and the cognitive, social-emotional, and linguistic needs of learners in the classroom. Students will develop an understanding of the characteristics and instructional implications of moderately and severely disabling conditions. With exposure to the major socio-cultural factors that continue to shape education within a complex, students will reflect on their role as future professionals in an ever-changing digitally-dependent society. Observation/fieldwork is required.

This early childhood course studies the theoretical and practical aspects of teaching and caring for young children with respect to their cultural and linguistic backgrounds. Topics include: philosophical constructs, program development, curriculum design and delivery, planning and organization, and instructional and classroom management techniques that meet the cognitive, social, and emotional needs of all learners. Students will be introduced to the Massachusetts Curriculum Frameworks. Students will participate in early childhood setting observations.

Prerequisite: EDU 110

This course deals with the implications of disabling conditions on optimal learning potential and daily well-being of children. Emphasis is on identification of disabling conditions and techniques used to promote successful integration of children with and without special needs in education settings. Topics covered include familiarity with individualized education plans, intervention and instructional strategies for diverse learners, including cognitive, social and emotional strategies, and collaborative partnerships with families and community resources. Observations are required.

This course explores positive guidance techniques in early childhood classrooms. Looking at positive guidance from a maturationist, behaviorist and constructivist perspective, students will explore techniques to prevent behavior problems and develop strategies to incorporate positive interventions with young children.

This course focuses on the knowledge needed for the preparation of quality directors in early childhood education. Students will become familiar with Massachusetts standards and regulations as stipulated by the Department of Early Education and Care. The following topics in early childhood administration will be explored: licensure and fiscal management, ethical considerations, physical facility requirements, quality curriculum, supervision and staffing requirements, nutrition, health and safety requirements, and program evaluation.

Prerequisite: PSY 205

In this course students will apply the practices for effective reading and writing introduced in ENG 114 to the distinctive language and forms of various disciplines. This course lays the foundation for academic and professional research and stresses the use of appropriate and effective information sources. Readings for a variety of academic audiences will provide students with strategies to communicate in the sciences, business and technology, psychology, liberal studies, and the social sciences. Research and documentation skills appropriate to the disciplines are stressed. In addition to leading students through the research process from start to finish, this course will examine the many ramifications of academic honesty.

Prerequisite: ENG 114

This course is a study of developmental changes from birth through 12 years old. Prenatal and neonatal issues are also discussed. Physical, emotional, social, and cognitive growth are explored at each age. The dominant theories of development are examined, as well as contemporary issues relating to childhood and parenting.

Prerequisite: PSY 101

The AS in Early Childhood Leadership requires 2 general electives. Learn more about which courses apply to these credits by speaking with an enrollment counselor.