Early Childhood Education Courses

ESSE 495/595 Topics in Education. 1-6 credits. Prerequisite: junior standing or permission of the instructor. Selected topics in education.

ESSE 670 Assessment and Evaluation. Lecture 3 hours; 3 credits. Measurement and evaluation principles and procedures for assessing and promoting children’s learning and development will be addressed with an emphasis on the PK-6 age child. Program evaluation and interpretation of standardized tests will also be emphasized.

ESSE 672 Advanced Developmental Process. Lecture 3 hours; 3 credits. This course is designed to examine the theoretical basis for alternative views of the nature of human development. Students’ understanding of topical areas in child development will be enhanced through an examination of current research in child development and relevant findings from cross-cultural study.

ESSE 674 Constructivist Teaching: Theory Into Practice. Lecture 3 hours; 3 credits. This course addresses Piaget’s theory of cognitive and moral development. Students will learn techniques for studying the behavior and development of young children. Analysis of constructivist research, replicated empirical work, and implications for planning learning environments and education programs for young children will be emphasized.

ESSE 676 Foundations and Contemporary Issues in Early Childhood Education. Lecture 2 hours; 2 credits. This course introduces students to objectives, curricula, and organization of
early childhood education as it is practiced throughout the United States and other countries. Foundations of education programs and current research and practices related to the education of young children will be addressed with an emphasis on sociological, cultural, historical, and philosophical factors.

ESSE 677 Advanced Child Theory and Research. Lecture 3 hours; 3 credits. Techniques for studying the development of children in grades PreK-6 will be addressed. Analysis of recent
research, methodologies, and implications for planning learning environments and educational programs will be integrated into the course materials. Students will learn research techniques such as designs, data collection, and organization and analysis of data.

ESSE 678 Integrating Instruction Across the Curriculum and Practicum PreK-6. Lecture 3 hours; 3 credits. Following a theory into practice philosophy and building on the instructional
strategies for specific disciplines, students explore, develop, and use advanced instructional strategies, materials, technologies, and activities to promote interdisciplinary and
multidisciplinary instruction across the curriculum in grades PreK-6 in support of national instructional standards and the Virginia Standards of Learning. Course components include
classroom instruction and field-based clinical experiences accompanied by seminars and debriefing sessions.

ESSE 679 Advanced Classroom Management and Practicum in PreK-6. Lecture 3 hours; 3 credits. This course will examine advanced methods for educators to use in order to make their classroom teaching and management more efficient and effective. This will include supervised involvement of the student in a practicum setting where the student, instructor and classroom teacher work together closely to develop knowledge and gain expertise in teaching children in a positive and effective learning environment.

ESSE 680 Effective Parenting. Lecture 3 hours; 3 credits. Examination of alternatives in fostering constructive involvement of parents in both the out-of-school and in-school experiences and development of children.

ESSE 681 Developmental Day Care. Lecture 3 hours; 3 credits. Examination of different types of day care programs; administration, facilities, and developmental programs most desirable for day care children.

ESSE 682 Seminar in Early Childhood Education. Seminar 3 hours; 3 credits. Individual research and group discussion on topics of interest.

ESSE 683 Early Childhood Literature. Lecture 2 hours; 2 credits. This course offers a review of old and new literary materials suitable for nursery, kindergarten and early elementary school children. Issues affecting children and early childhood literature related to these issues, the practice of story telling, and teaching across the curriculum using trade books will be emphasized.

ESSE 684 Infancy and Caregiving. Lecture 3 hours; 3 credits. A study of dynamics of prenatal and postnatal development as well as a look at infant programs, infant stimulation, and ways to insure maximum development of the infant. Students will examine ways of assessing development as well as methods to use for developing sensory and motor systems, intellectual, perceptual, emotional, and language development during the first year-and-a-half of life.

ESSE 687 Helping Children Cope with Stress. Lecture 3 hours; 3 credits. This course will examine the effects of stress on children and will discuss possible techniques to use in working with children who have been forced to cope with stressful situations such as divorce, single parenting, step-parenting, death, and other life changing events.

ESSE 688 Practicum in Early Childhood. 1-6 credits. Supervised involvement of the student in a practicum setting where the student and the instructor work together closely to develop
curriculum and gain expertise in teaching specific topics of importance to early childhood educators. A weekly seminar is required.

ESSE 689 Integrating Language Arts Across the Early Childhood Curriculum. Lecture 2 hours; 2 credits. This class has a theory-into-practice goal. The focus for this class will be to
develop and use teaching strategies and techniques in the content area of language arts which are based on research, professional standards, and the Virginia SOLs. The integration of language arts across the early childhood curriculum and whole language activities that encourage thinking and language use will be emphasized.

ESSE 690 The Child and the Family. Lecture 3 hours; 3 credits. This course will examine children in the context of the families in which they live. Family systems theory provides the basis for study, and students do an in-depth examination of their own families of origin. The stages of the family life cycle are taught; principles of healthy family functioning are emphasized to promote healthy growth for children.

ESSE 693 Integrating Science and the Social Sciences Across the Early Childhood Curriculum. Lecture 2 hours; 2 credits. This is a class with a theory-into-practice goal. The focus for this class will be to develop and use teaching strategies and techniques in the content areas of science and the social sciences which are based on professional standards, as well as the Virginia SOLS. The integration of social studies and science across the early childhood curriculum and activities that stimulate thinking are emphasized.

ESSE 694 Integrating Mathematics Across the Early Childhood Curriculum. Lecture 2 hours; 2 credits. This class has a theory-into-practice goal. The focus for this class will be to develop and use teaching strategies and techniques in the content area of mathematics which are based on Piaget’s theory of constructivism and are compatible with the NCIM Standards and the Virginia SOLs. Practical ways of encouraging logico-mathematical thinking in young children, NK-3 and the natural integration of mathematics across the early childhood curriculum will be emphasized.

ESSE 695 Topics in Education. Lecture 1-3 hours; 1-3 credits each semester. Prerequisite: permission of the instructor. This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.

ESSE 698/699 Thesis. 3-6 credits. Prerequisite: permission of instructor.
Special Education Course Descriptions

Special Education Courses

ESSE 400/500. Foundations/Legal/Ethical Aspects in General and Special Education. Lecture 3 hours; 3 credits. Prerequisite: junior standing. The course provides an introduction and overview of the field of special education from the perspective that it is a subsection of general education; that the field is in transition by virtue of philosophical, legislative and programmatic changes. Emphasis is on current trends and future directions for special, remedial, and public education. In addition, critical analyses of research and legal aspects are addressed.

ESSE 404/504. Medical Aspects of Disabling Conditions. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course reviews medical conditions present among individuals with disabilities and implications for classroom instruction.

ESSE 406/506. Students with Diverse Learning Needs in the General Education Classroom. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course introduces general education teachers to the legal aspects and educational needs of at-risk students and those with disabilities. Emphasis is on characteristics of special needs children and procedures for effective academic, behavioral and social integration of these children in the general education classroom.

ESSE 411/511. Behavior Management Techniques for Students with Disabilities. Lecture 3 hours; 3 credits. Co- or prerequisite: ESSE 400/500. This course focuses on the field of applied behavior analysis, including best practices in the area of data collection, program selection, program implementation, and data analysis. Positive behavior management and supports and functional behavior assessment are emphasized.

ESSE 413/513. Fundamentals of Human Growth and Development. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course explores all aspects of development from birth through adolescence and beyond. Within each stage of development, students examine the areas of language, cognition, social emotional growth, and physical health. Emphasis is on the dynamic forces influencing growth and change so that students will have a better understanding of the areas of human development.

ESSE 414/514. Psychoeducational Assessment for Students with Diverse Learning Needs. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course focuses on selection, administration, scoring and interpretation of standardized, informal and curriculum-based instruments. Emphasis is on sound decision-making for curricular placement and instruction. Use of various computer-assisted programs, along with error analysis strategies applied to major core and content areas as well as transition assessment, is included.

ESSE 415/515. Instruction/Service Delivery for Educating Students with Mild Disabilities. Lecture 3 hours; 3 credits. Co- or Prerequisite: ESSE 400/500. This course provides students with skills in planning, developing, and implementing programs for students with learning and behavior problems. This course addresses classroom organization, development and implementation of individualized educational programs (IEP), group instruction, instructional strategies and curriculum adaptations for teaching content area material to students with mild disabilities and cultural, ethnic and linguistic diversity.

ESSE 430/530. The Family and Child with Special Needs: Lifespan Transitions. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course examines the initial and subsequent family response to the challenge of a child with a disability. Emphasis is on understanding the complex issues surrounding families and children with disabilities and transitions across the lifespan, including issues of peer networks, agency assistance, training/counseling, and sources of support.

ESSE 468/568. Language Acquisition and Reading for Students with Diverse Learning Needs. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course provides an overview of normal language development and language disorders which impact the acquisition of language based curriculum skills such as listening, speaking, reading and written expression. Emphasis is on instructional techniques to assist individuals with diverse learning needs achieve reading and comprehension skills. Effective reading strategies and curricula for individuals with disabilities will also be reviewed.

ESSE 469/569. Communication/Language Development and Intervention Strategies. Lecture 3 hours; 3 credits. Prerequisite: ESSE 400/500. This course examines symbolic and nonsymbolic communication/language development and acquisition. Emphasis is on routine based communication training, communication/language facilitation strategies, augmentative communication systems, and informal/functional communication/language assessment procedures for early childhood special education students with severe/profound disabilities.

ESSE 486/586 Teacher Candidate Internship for Special Endorsement.
Five days per week; full semester; 3-6 credits. Prerequisites: completion of the approved teacher education program in the major area, departmental approval, passing scores on Praxis I, and permission of the director of student services. Available for pass/fail grading only.

ESSE 617. Collaboration and Consultation for Students with Diverse Learning Needs.
Lecture 3 hours; 3 credits. Co- or prerequisites: ESSE 400/500 or 406/506. This course addresses the growing popularity of professional collaboration to support “stay-put” programs for students at-risk and students with disabilities. Emphasis is on interpersonal and communication skills, problem solving in dyads or groups, and the selection, implementation, and evaluation of various collaborative arrangements.

ESSE 618. Characteristics and Strategies for Teaching Students with Emotional/ Behavioral Disorders. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisite: ESSE 400/500 and 415/515 or equivalent, and passing scores on Praxis I. This course addresses characteristics and various approaches to the education and treatment of emotional/behavioral disorders. Emphasis is on group/individualized programming that addresses social, emotional, academic, and behavioral needs. Behavior measurement and direct observation, problem behavior specification, intervention development and implementation, data collection and analysis, curricular adaptation, and teacher collaboration skills for successful regular classroom reintegration and transition are also discussed.

ESSE 621. Alternative Strategies for Managing Challenging Behavior. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 411/511 or equivalent, and passing scores on Praxis I. The course details current practices of data collection, programming, and data analysis of individual and group management. Functional behavioral assessment, positive behavior interventions and supports, problem reduction, replacement programming, self-control and use of peer-mediated intervention are emphasized in addressing problems ranging from conduct disorders and unsocialized aggression, to depression and severe withdrawal.

ESSE 623. Characteristics and Strategies for Teaching Students with Mental Retardation. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 415/515 or equivalents, and passing scores on Praxis I. The course examines the characteristics and various approaches to the education and treatment of students with mental retardation and developmental disabilities. Assessment, curriculum development, instructional design, appropriate placement setting, transition and utilization of environmental resources are emphasized.

ESSE 624. Characteristics and Assessment of Learning Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 415/515 or equivalents, and passing scores on Praxis I. This course will present to professional educators the history of the field, federal and state definitions, and current issues related to the characteristics of learning disabilities, including the academic and social characteristics of LD, as well as informal and formal assessment procedures. Placement options and related services will be covered.

ESSE 626. Instructional Strategies for Students with Learning Disabilities. Lecture 3 hours, 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and 415/515 or equivalents, and passing scores on Praxis I. This course provides the professional educator with a variety of instructional procedures for students with learning disabilities. The course will examine informal assessment, adaptive instruction, social skills instruction and research-based interventions across the curriculum. Collaborative skills for interprofessional intervention will be implemented and current issues and research will be presented and discussed.

ESSE 628. Teaching Students with Severe Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500, 411/511 or equivalent, and passing scores on Praxis I. This course addresses the characteristics and needs of individuals with severe disabilities. Emphasis is on assessment, program development and instructional techniques to address the needs of individuals having severe disabilities.

ESSE 630. Teaching Preschoolers with Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500, and passing scores on Praxis I. This course is designed to prepare students in curricula, materials and methods of instruction for preschool-aged (2 to 9 years) children with special needs. Programming for self-help, social, language, motor, and cognitive development are addressed. Data collection, program organization, and classroom planning also are covered.

ESSE 631. Developmental and Ecological Assessment Strategies. Lecture 3 hours; 3 credits. Practicum of 45 hours is required. Prerequisites: ESSE 400/500 or the equivalent, and passing scores on Praxis I. This course provides students with the skills necessary for assessment of atypical early development as well as best practices in assessing functional skills in students with severe disabilities. Students will explore and give assessments to children from birth to 9 years of age in addition to students with severe disabilities.

ESSE 633. Sensorimotor Development and Intervention Strategies. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: ESSE 400/500 and passing scores on Praxis I. This course reviews typical and atypical development during infancy and intervention approaches for individuals, regardless of age, who function at developmental levels between birth and two years. Emphasis is on techniques for working with students having physical disabilities.

ESSE 637. Infant/Family Intervention and Teamwork. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: 400/500 and 630, passing scores on Praxis I. This course prepares professionals from cross-discipline backgrounds to serve families with children who are at-risk and disabled from birth through age three. Emphasis is placed on the development of the IFSP, procedures, materials and curriculum for this population. A family centered approach is stressed.

ESSE 669. Directed Field Project in Early Childhood, Speech-Language Pathology, and Special Education. 1-3 credits; 50 hours per credit. Prerequisite: appropriate graduate methods courses.* The course provides supervised involvement of the student in a practicum setting where the student and the instructor work together closely to develop curriculum and gain expertise in teaching specific topics of importance to special educators.

ESSE 720. Curriculum and Instruction: Research into Practice. Lecture 3 hours; 3 credits. Prerequisites: appropriate graduate methods courses.* This course provides an overview of research methods employed in the field of special education. Current trends related to curriculum and instruction in general and special education will be investigated. Strategies and procedures for identifying learner characteristics and application of that knowledge will be included. Implementation of quality curricular modifications and/or instructional accommodations for students with diverse needs in a variety of educational settings, and evaluation of instruction will be addressed.

ESSE 795/895. Topics in Education. Lecture 1-3 hours; 1-3 credits each semester. Prerequisite: permission of the instructor. This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.

*Appropriate graduate methods courses: two of the following: ESSE 618, 621, 623, 624, 626, 628, 630 and passing scores on Praxis I or permission of the Graduate Program Director Cheryl Baker, Ph.D. (csbaker@odu.edu).