Early Childhood Education (EDEC)

EDEC 3000:   Curric & Thry for Early Chld E  
Teacher Education  
Introduction to the theoretical background of early childhood education and to methods and materials used in teaching young children.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Discussion  
EDEC 3010:   Intro. to Early Childhood Ed  
Teacher Education  
This course provides an overview of early childhood education for children from birth through age 8. Topics include the history, trends, theories, and philosophies, developmentally appropriate practices, preferred learning environments, and current trends and issues in early childhood education.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture, Lecture/Lab  
EDEC 3020:   Orientation to Early Chld Educ  
Teacher Education  
Introduces prospective teachers of young children to principles and practices in early childhood education; offers opportunities to observe and practice using relevant instructional, organizational, and methodological competencies in a multicultural early childhood setting.  
6 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture/Lab  
EDEC 3030:   Science and Numbers  
Teacher Education  
Methods and experiences appropriate for nursery school through early elementary.  
2 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Discussion  
EDEC 3040:   Act. Lab Infant & Toddler Set.  
Teacher Education  
n this course, students will be placed in a community child care facility or Early Head Start in order to apply practices and gain experience and understanding of an infant/toddler early childhood room. Students will be required to make careful observations, work with children and a classroom teacher, participate in care and reflect on their experiences. This course is required in conjunction with the undergraduate course Edec 328: Infant and Toddler Development and Programming. Must be admitted to Phase II of Teacher Education is required.  
3 credits  
Prerequisites
24 Earned Credits.  
Corequisites
EDEC 3280  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3120:   Act. Lab ECE Chld Guid./Classr  
Teacher Education  
This course is required in conjunction with the undergraduate course Edsp 327: Classroom Management & Behavioral Intervention. In this course, students will be placed in a community child care facility or preschool in order to apply practices and gain experience and understanding of guidance in an early childhood room. Students will be required to make careful observations, work with children and a classroom teacher, participate in care, and reflect on guidance philosophies, practices, and experiences.  
2 credits  
Prerequisites
EDSP 3270 and 24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Clinical Inst  
EDEC 3200:   Early Childhood Methods  
Teacher Education  
An introduction to the foundations of early childhood education theory and practice. Topics include the history of early childhood education, influential theorists in the field and their effect on teaching and learning, early childhood curricula, and the range and quality of early childhood context.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3210:   Early Childhood Development I  
Teacher Education  
This course will focus on the areas of development and learning that have relevance for early childhood educators. It will provide an understanding of the development (cognitive, affective, psychomotor, social) that takes place in children, birth to 8 years old, and also the ways in which these developments can be affected by a variety of factors. Developmentally appropriate practices that promote development and learning will be stressed.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3230:   Spec. Ed for Early Child Dev  
Teacher Education  
The purpose of this course is to acquaint the undergraduate early childhood education candidate with concepts related to different types of learning environments. Topics in the course include defining and understanding children’s exposure to learning opportunities; developmental settings and learning climates; cultural variations; and implications for practice.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3240:   Early Language and Literacy  
Teacher Education  
The purpose of this course is to acquaint the undergraduate early childhood education candidate with concepts related to emergent language literacy. Topics in the course include brain development in the first years of life; preparing preschool-aged children for later literacy experiences; play as a process and context for literacy development; and various perspectives of emergent language and literacy, including cognitive, ecological (environmental), and sociocultural viewpoints.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3250:   Func. & Thry of Play in Early  
Teacher Education  
An exploration of the function of play in early childhood settings as it relates to the cognitive, socio-emotional, and physical development of young children. Designed for undergraduate students in early childhood education, the course combines theory and research knowledge on relevant topics in literature on children's play and implications for practice and research in early childhood education.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3260:   Socio-Emotional Competencies  
Teacher Education  
This course involves the study of the social and emotional skills and development of young children with regards to biological and ecological influences. It includes theory and research related to social and emotional development, including emotional regulation, moral development, gender and identity formation. The course incorporates an ecological approach to significant influences on self-esteem and self- concept including diversity, family, creativity, and individual differences. Also included is an analysis of play theory and research. The course aligns with the Mississippi Early Learning standards, the NAEYC and InTASC standards. Study of typical and atypical development will be included.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3270:   S.S. in Early Childhood Educat  
Teacher Education  
This course is designed to prepare students to teach social studies in the early childhood classroom. Emphasis is on implementing components of social studies to include individual development and identity; people, places, and environments, technology and our world; and civic ideals and practices.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3280:   Infant & Toddler Dev. and Prog  
Teacher Education  
This course is an introduction to the design, implementation, and evaluation of programming and curriculum for infants and toddlers, ages birth to 3 years old. Developmentally appropriate care and teaching strategies will be emphasized with a focus on the whole child’s inter- related development – physical, social, emotional, and cognitive including the latest science on brain and language development. The course aligns with the Mississippi Infant and Toddler standards, the NAEYC and InTASC standards. Study of prenatal, typical, and atypical infant and toddler development will also be included. Embedded in the coursework will be an emphasis on working effectively with diverse families utilizing a family systems theoretical framework. Must be admitted to Phase II of Teacher Education is required.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 3290:   Iss. & Tnd. in Early Child Edu  
Teacher Education  
This course is an examination of the major issues and trends emerging in the field of early childhood in a multicultural society.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 4000:   STEAM in Early Childhood Ed.  
Teacher Education  
Science, Technology, Engineering, Art, and Math (STEAM) in Early Childhood Education provides an examination of the foundational STEAM skills and content knowledge so that early childhood educators can promote the development of these skills in young children. Must be admitted to Phase II of Teacher Education.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 4010:   Integrating Arts into the Curr  
Teacher Education  
The integration of process-oriented creative arts (visual arts, music, dance, and dramatic arts) in early childhood learning experiences. Must be admitted to Phase II of Teacher Education.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 4020:   Act. Lab Plcmt. in ECE Pre-K  
Teacher Education  
In this course, students will be placed in an early childhood preschool in order to apply practices and gain experience and understanding of teaching math, science and integrating the arts in an early childhood classroom. Students will be required to make careful observations, work with children and a classroom teacher, participate in curriculum planning, and reflect on teaching methodology in a real-world setting. This course is required in conjunction with Edec 400: STEAM in ECE and EDEC 401: Integrating Arts into the Curriculum. Must be admitted to Phase II of Teacher Education.  
3 credits  
Prerequisites
24 Earned Credits.  
Corequisites
EDEC 4010 and EDEC 4000  
Potentially offered with the following Instruction Type(s):
Internship  
EDEC 4040:   Assessment for Early Childhood  
Teacher Education  
This course is designed to explore how effective assessment practices inform instruction in the Early Childhood Education Classroom. In this capstone course, candidates will articulate the importance of aspects of classroom assessment, including portfolios, high stakes tests (HST), and other standardized tests. Candidates will analyze and evaluate assessment data from their field placements to inform effective differentiated instructional strategies to ensure student achievement in the diverse classroom. Must be admitted to Phase III of Teacher Education – Student Teaching.  
3 credits  
Prerequisites
24 Earned Credits.  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 5000:   Intro. to Early Childhood Educ  
Teacher Education  
Principles, curriculum construction, methods, and materials in early childhood education.  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 5030:   Lang Concepts & Lit in Early C  
Teacher Education  
Language development as communicative skill and expressive art through creative experiences from nursery school through early elementary; childhood literature as stimulus for language and conceptual growth.  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 5070:   Sem: Soc. Living in Early Ch E  
Teacher Education  
Sociological aspects of the family; meeting nutritional and medical needs; techniques of working with parents, community resources; development of social concepts.  
3 credits  
Potentially offered with the following Instruction Type(s):
Discussion  
EDEC 5200:   Prog Dev & Admin in Early Ch E  
Teacher Education  
Planning and administering a preschool program: setting goals, physical facilities, program development, scheduling, finances, staff selection and supervision, policy development, and parent involvement.  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 5500:   Intro. to Early Childhood Educ  
Teacher Education  
Principles, curriculum construction, methods, and materials in early childhood education.  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 5530:   Lang Concepts & Lit in Early C  
Teacher Education  
Language development as communicative skill and expressive art through creative experiences from nursery school through early elementary; childhood literature as stimulus for language and conceptual growth.  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 5570:   Sem: Soc. Living in Early Ch E  
Teacher Education  
Sociological aspects of the family; meeting nutritional and medical needs; techniques of working with parents, community resources; development of social concepts.  
3 credits  
Potentially offered with the following Instruction Type(s):
Discussion  
EDEC 5700:   Prog Dev & Admin in Early Ch E  
Teacher Education  
Planning and administering a preschool program: setting goals, physical facilities, program development, scheduling, finances, staff selection and supervision, policy development, and parent involvement.  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 6000:   Child Dev.: Prebirth to Age 8  
Teacher Education  
This course is an examination of development from prenatal to the early childhood years (to age 8). The domains of cognitive, physical, and social/emotional will be examined in light of the current research. This asynchronous online course must be taken the first semester of entry into the Early Childhood Education M.Ed. program.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6010:   Lang & Lit Dev. in Young Child  
Teacher Education  
The purpose of this course is to acquaint the undergraduate early childhood education candidate with concepts related to emergent language literacy. Topics in the course include brain development in the first years of life; preparing preschool-aged children for later literacy experiences; play as a process and context for literacy development; and various perspectives of emergent language and literacy, including cognitive, ecological (environmental), and sociocultural viewpoints. The overarching goals of the course are to (a) provide candidates with a knowledge base for making sound instructional decisions that enhance a young child’s language and literacy skills development; and (b) integrate developmentally appropriate language and literacy concepts with evidence-based best teaching practices for early childhood education.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6020:   Thry. Found. of Early Chld Cur  
Teacher Education  
An examination of the theoretical foundations of early childhood development and how they inform the role of adults and children in early learning experiences.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6030:   Sci, Tech, Engin & Math (STEM)  
Teacher Education  
An examination of the foundational STEM skills and content knowledge that are developed in early learning experiences.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6040:   Function & Thry of Play in ECE  
Teacher Education  
The purpose of this course is to establish a research base and a theoretical framework for play as it functions in early childhood settings, as well as to review research related to children’s play in the early years. The course is designed for master’s students in early childhood education. Topics include: (a) theories of children's play; (b) play and development; (c) individual differences in play; (d) play in diverse cultures; (e) adult involvement in play; (f) observing play; (g) play environments; and (h) play and education.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6050:   Integrating Arts in Early Chld  
Teacher Education  
The integration of process-oriented creative arts (visual arts, music, dance, and dramatic arts) in early childhood learning experiences.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6060:   Soc. Contexts in Early Chld Ed  
Teacher Education  
This asynchronous online course is an examination of the diverse nature of the social context that surrounds the child. It is designed to provide graduate students with a comprehensive understanding of how to build effective relationships and partnerships among home and school and other social agencies.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6070:   Iss. & Tnd. in Early Child Ed  
Teacher Education  
This asynchronous online course is an examination of the major issues and trends emerging in the field of early childhood in a multicultural society.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6080:   Diverse Needs in Early Chld Ed  
Teacher Education  
This asynchronous online course is an examination of the diverse needs of all children in the early childhood settings.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6100:   Early Child Ed. and Care: Hist  
Teacher Education  
Child development theory and research have had a profound influence on early childhood education and care (ECEC) policies, programs, and services in the United States and internationally. In eight weeks (three hours/week), this course provides an overview of the research on young children (birth to age 5), demographics of this population, critical domains of development, significance of early brain development, and issues of inequality and disproportionality that deeply shape child outcomes. It attempts to explore what develops in the first years of life, why this period is so critical, what have been the central questions that have driven both research and policy, whether policies and research have helped to reduce inequality and advance equity, and what critical issues are still unanswered (or even unasked). The course familiarizes students with the cultural ideas, beliefs, values, and social purposes that have shaped and continue to influence children and families in the United States. Further, the course presents research from a range of disciplines (e.g., psychology, sociology, education, neuroscience, economics) to help students understand the complexity of developmental factors relevant to ECEC policy development and program design. The goals of the course are to help students understand the importance of early development, the critical need to develop ECEC policies grounded in research and practice, and the effectiveness and limitations of ECEC policies to address fundamental issues of inequality. Finally, the course is intended to enable students to place their own professional interests and concerns in a broader historical and educational context.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6110:   Early Child Ed. and Care Today  
Teacher Education  
With increasing attention accorded to the practices and policies affecting young children and their families, this course provides an in- depth understanding of the forces that shape and the issues that confront contemporary early childhood education and care (ECEC) in the United States. Designed for those interested in advancing their general knowledge of the status of ECEC, the course addresses contextual and historical variables that have affected its evolution in the United States. Within this framework, the course sits at the intersection of adapted theory and applied science, and provides a thorough overview of the pedagogy, practices, policies, and issues framing the design and delivery of contemporary ECEC. Central to such formulations, the role of parents and families is addressed as a critical contouring variable. Designed in three units, the course addresses: (i) understanding early childhood education and care practice and policy in the United States; (ii) identifying critical policy challenges; and (iii) addressing critical policy challenges.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6120:   Early Child Ed. & Care Plcy  
Teacher Education  
This course provides an interdisciplinary perspective on early childhood education and care (ECEC) policy, focusing on the systematic study, analysis, and interpretation of policy. The course is designed to help students understand the role that research plays throughout the policy process, learn the main tools used in policy analysis, and to explore different theoretical frames that can be used to interpret and influence current ECEC policy discourse. The purpose of the course is to equip students to critically structure a policy problem, as well as to examine and analyze the design, implementation, and outcomes of various policies. Any given policy (or set of policies) will engender conflicting evidence and even competing meta-narratives about what it is intended to accomplish. For example, universal pre-K can be seen as an equity tool and as an attempt to "school-ify" early learning.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6130:   Early Child Ed. and Care Today  
Teacher Education  
In the United States, early childhood education and care (ECEC) is heavily influenced by the government through the fiscal investments made and the regulations that are applied to those programmatic and workforce investments. Always important, the nature of and approach to governmental policymaking are instrumental to the delivery of quality and equitable services for young children. But as the sector expands and builds on its extant services and programs (e.g., Head Start and Early Head Start, the Child Care and Development Block Grant, state-funded pre-Kindergarten, Part C and Part B of IDEA early intervention), critical new issues come to the fore: How to handle increasing investments in ways that evoke quality and equity? How to forge meaningful services among federal, state, and community investments and regulations? How to forge a strategic policy agenda? How to develop effective advocates and policy leaders? How to enjoin diverse entities and players to create an effective system of services for young children and their families? And how to marshal external players, including the communications, research, and policy communities? To address these issues, this course is designed to focus on: (i) the practice and process of policymaking; (ii) the practice of policy advocacy; and (iii) leadership and ethics.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 6510:   Advanced Individual Study  
Teacher Education  
Development of special projects under supervision.  
1 - 6 credits  
Potentially offered with the following Instruction Type(s):
Independent Study  
EDEC 6520:   Advanced Individual Study  
Teacher Education  
Development of special projects under supervision.  
1 - 6 credits  
Potentially offered with the following Instruction Type(s):
Independent Study  
EDEC 6550:   Art & Music in Early Child Ed.  
Teacher Education  
Development of creative expression through art and music in nursery and early elementary years; relationship between creative process and developmental stages.  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 6610:   Practicum I  
Teacher Education  
Supervised experience in the 3-year-old nursery laboratory school.  
3 credits  
Potentially offered with the following Instruction Type(s):
Laboratory  
EDEC 6620:   Practicum II  
Teacher Education  
Supervised experience in the 4-year-old nursery laboratory school.  
3 credits  
Potentially offered with the following Instruction Type(s):
Laboratory  
EDEC 6630:   Practicum III  
Teacher Education  
Supervised experience in the 5-year-old nursery laboratory school.  
3 - 6 credits  
Potentially offered with the following Instruction Type(s):
Laboratory  
EDEC 6640:   Practicum IV  
Teacher Education  
A child development center in a disadvantaged area of the community.  
3 - 6 credits  
Potentially offered with the following Instruction Type(s):
Laboratory  
EDEC 6650:   Practicum V  
Teacher Education  
Supervised experience in a multi-age program for 6- to 9-year-old children.  
3 credits  
Potentially offered with the following Instruction Type(s):
Laboratory  
EDEC 6670:   Early Childhood Ed. Seminar  
Teacher Education  
Study of selected philosophical and historical movements that have influenced the development of programs for young children, study of current model programs, and review of selected research related to contemporary issues that affect your children. Z grade  
3 credits  
Potentially offered with the following Instruction Type(s):
Seminar  
EDEC 6970:   Thesis  
Teacher Education  
No grade  
1 - 12 credits  
Potentially offered with the following Instruction Type(s):
Thesis  
EDEC 7010:   O-door Ed., Nature & Young Chl  
Teacher Education  
This doctoral course will equip students with the knowledge and research skills necessary to transform outdoor spaces into dynamic, research- informed learning environments that foster children's holistic development through nature-based experiences. Students will critically engage with theoretical frameworks and current research on outdoor education, investigating its benefits, challenges, and potential for innovation. Emphasis will be placed on developing a research proposal for a potential publication. Through the course, students will explore strategies for designing and implementing evidence-based outdoor learning activities, aligned with developmental theories and educational goals, that complement indoor curricula. They will also examine the cognitive, social, emotional, and physical impacts of nature-based education on young children and explore ways to advocate for and implement these practices in diverse educational settings.  
3 credits  
Potentially offered with the following Instruction Type(s):
Lecture  
EDEC 7670:   Field Study  
Teacher Education  
Report involving original study of a problem in the candidate's field of specialization. Z grade  
1 - 6 credits  
Potentially offered with the following Instruction Type(s):
Independent Study