Course/Catalog Description

An introduction to the field of early childhood education, including historical perspectives, characteristics of young children, developmentally appropriate practices, early care, types of programs, family connections, and current issues. 

Instructor Response Policy: During the week, response time is within 24-48 hours. Emails received over the weekend will receive a response no later than Tuesday, 8 am. Emails received on holidays will receive a response no later than 8 am on the second business day after the holiday.

Course Competencies/Objectives

ECED 3113 builds mastery of the following competencies/learning outcomes (Competencies are aligned to the TExES Examination Frameworks/Standards, PK-3, EC-6 Core subjects, STR, Educator Standards, Technology Standards for Teachers, INTASC, and the National Association for the Education of Young Children (NAEYC). Knowledge and implementation of PK guidelines and PK-3 TEKS, and NAEYC standards geared instruction and developmentally appropriate practices are required:

The learner will:

1.  Demonstrate knowledge of EC-3 students and EC-3 student learning.

2.  Demonstrate understanding of foundational concepts and factors that influence development to age 8.

3.  Create safe, accessible, and engaging learning environments and instructional settings for learners to age 8.

4.  Demonstrate an understanding of the developmental processes and characteristics of young children to age 8.

5.  Demonstrate an understanding of the professional practices and responsibilities of the Early Childhood profession.

6.  Demonstrate an understanding of the role and importance of family in EC-3 learning and development.

7.  Describe how play promotes children's learning.

8.  Examine appropriate goals, objectives, and curriculum for ECE programs.

9.  Explain how to meet the needs of all children.

10.   Demonstrate and apply an understanding of developmentally appropriate practices, research/evidence-based assessments/instructional practices (ELAR, Physical Education, Health Education, Fine Arts, and Science of Teaching Reading).

11.   Describe and analyze effective parent/family collaboration programs.

12.   Research societal issues that affect children, families, and schools.

13.   Explain how early literacy foundations impact student's academic success

14.   Analyze and understand the importance of fostering collaborations with families and other professionals to promote students' ability in all developmental areas. 

National Association for the Education of Young Children, NAEYC (2020). Professional Standards and Competencies for Early Childhood Educators. Washington, DC.

Texas Education Agency. (2018). Educator's Code of Ethics. Retrieved May 19, 2020, from TEA Texas Educator Code of Ethics

Texas Prekindergarten Guidelines

Texas Essential Knowledge and Skills for ELAR (Elementary)

Elementary Certficate Standards for Core Subjects EC-6 and EC-3

Although Competency-Based Education (CBE) Programs offer a great deal of flexibility to you as a learner, there is a need to stay on track, build the necessary competencies, and complete course assignments so that you make satisfactory academic progress toward your degree. Below is a helpful pacing guide. If you follow this guide and plan accordingly, you will keep on track and not fall behind. Course assignments and readings (modules 1-4) must be completed by the end of week 5, and course assignments and readings (modules 5-7) must be completed by the end of week 7 to allow for timely feedback, revisions, and grading.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and 2) earned 60 hours. Students may meet this requirement in one of three ways: by passing the Writing Proficiency Exam, passing two Writing Intensive Courses (only one can be in the core), or passing English 2113. If you have any questions about the exam, visit the Writing Proficiency Office website at https://msutexas.edu/academics/wpr, or call 397-4131.

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police at police@msutexas.edu.