Review of principles of early childhood curriculum and program development. Linkages are made between theoretical bases of development and curriculum planning. Curriculum areas considered include language and literacy, mathematics, motor, social-emotional, science, social studies and aesthetic development. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Emphasizes topics required of administrators to effectively lead and manage early childhood inclusive classrooms or other related programs including leadership capacity, professionalism, administration, teaming/collaboration, communities of practice, staff management, safety, and professional development. Cross-listed with ECED 4040. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Theories, practices and research related to working with families and communities. Topics include: social systems perspective, family structures and forms; family support systems; family-centered practice; family/professional partnerships; effective communication; and working with parents of children with special needs. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Emphasizes prevention, positive behavioral interventions and support, and social/emotional development for children birth to eight. Focus on the practical application of intervention strategies based on current research and evidence-based practices. Cross-listed with ECED 7070. Max hours: 3 Credits.

Grading Basis: Letter Grade

Overview of theories and research in early language and literacy development. Emphasis on sociocultural beliefs and practices associated with the use of language and literacy in the different contexts. Information about language disorders found in early childhood settings is discussed. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Focus on developing knowledge, skills and dispositions to advance equity and social justice in classrooms, programs, and communities to activate educators as social change agents and implement quality inclusive practices for young children from diverse backgrounds. Max hours: 3 Credits.

Grading Basis: Letter Grade

Introduces developmentally appropriate curriculum and instructional practices in early education and the elementary grades. Subject areas considered include literacy, language arts; mathematics, computers, blocks; science, outdoor education; social studies, thematic units; and art, drama, music, physical activity. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Extends earlier learning about developmentally appropriate curriculum and instructional practices in early education and the elementary grades. Students elaborate their knowledge of subject area materials and activities. A curriculum unit that is developmentally appropriate is planned, implemented and evaluated. Repeatable. Max Hours: 4 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 4.

Focuses on development of infants/toddlers to inform responsive caregiving practices. Develop observation skills to understand infant/toddler behavior. A relationship-based approach to curriculum is emphasized. State requirements for licensed infant/toddler programs, accreditation and quality standards are discussed. Max hours: 3 Credits.

Grading Basis: Letter Grade

Provides knowledge and field-based experience in the administration and scoring of screening and assessment for infants, toddlers, and preschool children. Understand and administer a variety of formal and informal measures including screening, evaluation, play-based and curriculum-based assessments. Cross-listed with ECED 7500. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

This course will provide an introduction to theories of child development from an interdisciplinary perspective. It examines development in the cognitive and socioemotional domains utilizing biological, social, psychological and anthropological perspectives and how theory is used to shape program models. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course is designed to provide early childhood leaders with an understanding of the equity issues present in early childhood systems and how these issues are reflected in individual identities and programs. Theories from the academic community will be used to facilitate student growth in understanding how these issues interact with them at a personal, professional and leadership level. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course will deepen student's capacity to lead effectively and learn how to create an adaptive, flexible learning organization well positioned for delivering effective and sustainable programs and services on behalf of young children and families. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course is designed to foster the leader’s appreciation, skills, and practice as a participatory action researcher. Students will learn these concepts by leading a participatory action-research project in their community around a challenging early childhood issue and will present their action research project culminating at a Capstone Celebration.Prereq: Must be admitted to the Buell Early Childhood Leadership Program (BECLP). Max hours: 3 Credits.

Grading Basis: Letter Grade

This course outlines the evolution of leadership theory over the past half-century and immerses students in an exploration of the values, leadership capacities, and practices that define transformational leadership as they apply to effecting change to support the success and well-being of young children and their families and communities. Prereq: Must be admitted to the Buell Early Childhood Leadership Program (BECLP). Max hours: 3 Credits.

Grading Basis: Letter Grade

This courses addresses current issues in research, theory, policy development, and administrative leadership of programs for all young children. Strategic Leadership anchors all decisions to a shared vision through the systematic evaluation and strategic planning for program or organization growth and service. Prereq: Must be admitted to the Buell Early Childhood Leadership Program (BECLP). Max hours: 2 Credits.

Grading Basis: Letter Grade

This course provides the historical and political context of early care and education in the United States. Local, state and federal mandates, public laws, and legislative procedures and initiatives will be investigated. Prereq: Must be admitted to the Buell Early Childhood Leadership Program (BECLP). Max hours: 3 Credits.

Grading Basis: Letter Grade

The Foundations course focuses on learning, understanding and using relationship and evidence-based coaching skills in early childhood settings. Students will practice the fundamentals of coaching using a systematic, individualized, reflective approach and sharing experiences with others in the course. Cross-listed with ECED 4410. Max hours: 3 Credits.

Grading Basis: Letter Grade

The Awareness course focuses on increasing coaches' skills at introspection, thoughtful planning, intentional application of coaching knowledge and skills, and continuous improvement. Students will integrate skills with effective application in class and real life coaching experiences, managing progress and accountability. Cross-listed with ECED 4420. Max hours: 3 Credits.

Grading Basis: Letter Grade

The Attuning course will integrate skills from the Foundations and Awareness courses to complete the EC Coaching Certificate. Students practice refining and altering coaching based on needs and readiness. Students learn sustainable organizational change that embed coaching in all professional practice. Cross-listed with ECED 4430. Max hours: 3 Credits.

Grading Basis: Letter Grade

The course will review current research on the learning and development of young dual language learners (birth through 8) and the classroom environments and instruction that can promote their learning. The course uses a socio-cultural framework to view children’s learning. Cross-listed with ECED 4650. Max hours: 3 Credits.

Grading Basis: Letter Grade

Topics and credit hours vary from semester to semester. Cross-listed with ECED 4800. Repeatable. Max hours:12 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 12.

Repeatable. Max Hours: 9 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 9.

Capstone is a final project that demonstrates your academic and professional development. It explains professionally who you are, where you have been, how you have developed in ECE. Max hours: 3 Credits.

Grading Basis: Letter Grade

ECED 5933 is the final internship in a series of three completed during the professional year of the ECE program plan that provides the necessary learning opportunities for candidates to gradually develop their practice to be licensed as an early childhood educator. Cross-listed with ECED 4933. Repeatable. Max Hours: 8 credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 8.

Principles of early reading and mathematical development for grades K-2 including diverse instructional strategies and differentiation for children with disabilities. Linkages are made between child development and learning expectations for mathematics, reading and writing and curriculum planning. Max hours: 3 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 3.

This course explores multiple perspectives of disability, including: legal definitions and protections, medical models, social construction of disability, cultural perspectives, and familial perspectives of d/Disability. The course emphasizes disability as defined under the IDEA, including features of categorical definitions of disability. Repeatable. Max hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Typically Offered: Summer.

Explores current research, knowledge, and skills related to evidence-based intervention strategies and service delivery in high quality inclusive settings for young children with special needs from infancy through age eight. Repeatable. Max hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

This course focuses on the role of the teacher in developing a contextual curriculum that deeply engages learners. Developing curriculum includes observing learners, documenting observations using technology, and reflecting on documentation with colleagues to intentionally implement curriculum plans. Max Hours: 3 Credits.

Grading Basis: Letter Grade

This course builds upon competencies developed in ECED 6300: Contextual Curriculum I through curriculum development that relies on the cyclical process of critical observation, documentation, analysis, reflection, and provocation. Max Hours: 3 Credits.

Grading Basis: Letter Grade

This course focuses on the Reggio Approach to Early Childhood Education and its interpretation in a Colorado context, Boulder Journey School. Students will experience three modules, each with cycles of inquiry, construction of understandings, application into their own context and mediation by course instructor. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course will provide students with the strategies that promote social competence and reduce the potential for interactions and behaviors that often challenge teachers. Max Hours: 3 Credits.

Grading Basis: Letter Grade

This course focuses on the role of the teacher in supporting STEM experiences in diverse contexts. Students will draw from relevant research and philosophy of science, combined with inquiry-based experiences guided by established frameworks, to strengthen their STEM mindset. Max Hours: 3 Credits.

Grading Basis: Letter Grade

In-depth study of scientific and theoretical foundations of communication and literacy development, the conceptual paradigm of 100 languages of children, the nature of languages, and acquisition patterns in contexts of individual variation, cultural and linguistic differences, or language challenges. Max Hours: 3 Credits.

Grading Basis: Letter Grade

This course focuses on partnering with children and other educators around a community-based action project that will contribute to the community. Students will review literature and documentation, collaborate, design, lead, and advocate around a topic that relates to young children. Max Hours: 3 Credits.

Grading Basis: Letter Grade

Research methods are reviewed and then selected topics are considered. Emphasis is on research findings and current issues of importance to teachers, administrators, specialists, collaborator/consultants, and researchers in early childhood and early childhood special education. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Supervised field-based experiences in settings for children with disabilities and at-risk infants, toddlers, and their families. Prereq: ECED 5010, 5070, 5080, 5200, 6100, and 6200. Repeatable. Max Hours: 12 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 12.

Prereq: ECED 5010, 5070, 5080, 5200, 6100, and 6200

In this experience, you will be introduced to an array of skills/practices that support working effectively with young children and families in the context of their local community. You will work within the community to support children’s academic/social development. Repeatable. Max Hours: 8 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 8.

Supervised field-based experiences in settings for young children with disabilities and their families, including school districts and community agencies. Prereq: ECED 5010, 5070, 5080, 5200, 6100, and 6200. Repeatable. Max Hours: 8 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 8.

Prereq: ECED 5010, 5070, 5080, 5200, 6100, and 6200

Supervised field-based experiences in kindergarten through second grade settings with typically developing children, children with special needs and special education teams. Prereq: ECED 5010, 5070, 5080, 5200, 6100, and 6200. Repeatable. Max Hours: 8 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 8.

Prereq: ECED 5010, 5070, 5080, 5200, 6100, and 6200

This course provides in-depth understanding of the issues that shape contemporary early care and education in the U.S. The course addresses historical and contextual variables, providing a thorough overview of the pedagogy, practices, and policies framing the design and delivery of ECE. Cross-listed with EDUC 7000. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

The purpose of the course is to provide scholars with leadership knowledge and skills to implement policies, laws, programs, and systems that support the use of evidence-based practices with young children with disabilities. Restriction: Restricted to EDHD-PhD, LDRE-EDd and EDLI-PhD majors within the School of Education and Human Development. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd and EDLI-PhD majors within the School of Education and Human Development.

The purpose of this seminar is to provide the knowledge and skills to implement evidence-based practices in early childhood settings. This seminar will focus on policies and practices that support implementation, scale-up, and sustainability of evidence based practices in early childhood systems. Prereq: ECED 7002. Max hours: 9 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 9.

Prereq: ECEC 7002 Restriction: Restricted to EDHD-PhD, LDRE-EDd and EDLI-PhD majors within the School of Education and Human Development.

This course focuses on:(i) the practice and process of policymaking; (ii) the practice of policy advocacy; and (iii) leadership and ethics in policy analysis. While the content emphasizes early childhood, any education student will gain policy knowledge. Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development. Cross-listed with EDUC 7005. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

This course critically considers the developmental science that informs policy and program development; the social, political and economic forces that shape the study of young children and contribute to trajectories that benefit some children while disadvantaging others; the changing roles of families; and implications of these issues for policy. Cross-listed with EDUC 7010. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course aims to introduce students in the Child, Youth, and Family Studies PhD pathway to doctoral studies and to faculty research. The course is also designed to support students in situating themselves in the discipline, enhancing their scholarly identity, and refining academic writing and presentation skills. Cross-listed with EDUC 7011 and HDFR 7010. Max hours: 1 Credit.

Grading Basis: Letter Grade with IP

The course is designed to help students understand the role that theory plays throughout research and the policy process, and to explore different theoretical frames that can be used to interpret and influence current early childhood policy discourse. Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development. Cross-listed with EDUC 7015. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

This course is for 2nd year students in the Child, Youth, and Family Studies PhD pathway. The course is designed to support students in developing a research agenda, exploring ethics in research, enhancing scholarly identity, and preparing for comprehensive examinations. Prereq: HDFR 7010 or ECED 7011 or EDUC 7011. Cross-listed with HDFR 7020 and EDUC 7020. Max hours: 1 Credit.

Grading Basis: Letter Grade with IP

Prereq: HDFR 7010 or ECED 7011 or EDUC 7011.

This course aims to provide third year doctoral students in the Child, Youth, and Family Studies PhD pathway with an immersive writing opportunity and professional development experience to help prepare for comprehensive examinations, the dissertation, and post graduate school life. Prereq: ProSem I and ProSem II (HDFR 7010 or ECED 7011 or EDUC 7011 & HDFR 7020 or EDUC 7020 or ECED 7020). Cross-listed with EDUC 7030 and HDFR 7030. Max hours: 1 Credit.

Grading Basis: Letter Grade with IP

Prereq: HDFR 7010 or ECED 7011 or EDUC 7011 AND HDFR 7020 or ECED 7020 or EDUC 7020.

Provides an intensive overview of the science of child development. A range of theoretical perspectives will be emphasized highlighting the role of context. Students will apply theory and research to programs that seek to advance equity in opportunities and outcomes. Restricted to EDHD-PhD and LDRE-EDd majors within the School of Education and Human Development. Cross-listed with HDFR 7040. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD and LDRE-EDd majors within the School of Education and Human Development.

Typically Offered: Spring.

Emphasizes prevention, positive behavioral interventions and support, and social/emotional development for children birth to eight. Focus on the practical application of intervention strategies based on current research and evidence-based practices. Cross-listed with ECED 5070. Repeatable. Max Hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

This doctoral course explores equity and inclusion issues in early childhood education, including historically marginalizing approaches, policies, and practices. Conceptual frameworks are examined for their usefulness in promoting positive change through socially just early childhood practices, policies, and research. Restriction: Restricted to all PhD majors, LDRE-EdD and SPSY-PsyD majors withing the School of Education and Human Development. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd and EDLI-PhD majors within the School of Education and Human Development.

Typically Offered: Spring.

Provides knowledge and field-based experience in the administration and scoring of screening and assessment for infants, toddlers, and preschool children. Understand and administer a variety of formal and informal measures including screening, evaluation, play-based and curriculum-based assessments. Cross-listed with ECED 5200. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

Study of special topics that examine community and educational settings in Early Childhood Education to be selected by the instructor. Max hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.