BRFV 3200 Introduction to Administration and Organization of Programs for Young Children
Credit Hours 3.0
Prerequisites Admitted into Teacher Education and EDUC 2300 with a grade of "C" or higher
Description

Teacher candidates will develop knowledge and skills in planning, implementation, and maintenance of an effective early childhood program. Laws, rules, regulations, accreditation and program evaluation will be addressed. Managing a facility, financial resources, and personnel will be emphasized. Program administrator competencies of national accrediting agencies will be addressed.

BRFV 3250 Professional and Ethical Practice-CTW
Credit Hours 3.0
Prerequisites Admitted into Teacher Education
Description

Teacher candidates will develop knowledge, skills, and dispositions that will enable them to work as professionals in a variety of settings with children from birth through five years of age and their caregivers. Teacher candidates will become familiar with organizations and publications relevant to the fields of early childhood education and early childhood/special education and will learn to adhere to codes of ethical behavior for those fields. Topics include professional qualifications, professionalism, advocacy, and team process models. This course is a Critical Thinking Through Writing (CTW) course.

BRFV 4360 Child Guidance Birth to Five
Credit Hours 3.0
Prerequisites Admitted into Teacher Education and EDUC 2300 with a grade of "C" or higher
Description

This course focuses on positive child guidance strategies to support the development of self-control, self-motivation, and self-esteem of young children. Guidance practices that foster and motivate children’s learning in individual and group settings will be reviewed. The theoretical foundations of current guidance approaches will be examined.

BRFV 4370 Language, Literacy, and Cognition-CTW
Credit Hours 3.0
Prerequisites Admitted into Teacher Education and EDUC 2300 with a grade of "C" or higher
Description

Teacher candidates will develop knowledge about the inter-relatedness of cognition, language, and literacy such that they gain a strong pedagogical foundation in literacy and language development with an emphasis on the practical application of course topics to implement developmentally appropriate practices and experiences. Topics include pre-linguistic development, components of language, relationships between oral and written language, early literacy development, individual differences, and cultural and linguistic variations in language including bilingualism and biliteracy. This course is a Critical Thinking Through Writing (CTW) course.

BRFV 4380 Methods for Infants and Toddlers
Credit Hours 4.0
Prerequisites Admitted into Teacher Education and EDUC 2300 with a grade of "C" or higher
Description

Teacher candidates will develop knowledge and skills in planning and implementing developmentally appropriate activities in a flexible and supportive learning environment for children birth through 36 months of age. Teacher candidates will use instructional methods and materials based on knowledge of child, family, community, and curricular goals. Topics include application of brain and attachment research, how infants learn, and how caregivers can use routines to provide individual, respectful, and responsive care to support optimum social/emotional, cognitive, and physical development of children, birth to age 18 months; promoting the development of toddlers’ sense of self, building teaching relationships with toddlers, socialization and guidance in toddler years, facilitation of language development, toilet learning. DECAL standards for 0-3 will be explored. (Includes field experience).

BRFV 4390 Methods for Pre-Kindergarten and Kindergarten Children
Credit Hours 4.0
Prerequisites Admitted into Teacher Education and EDUC 2300 with a grade of "C" or higher
Description

Teacher candidates will learn to provide developmentally appropriate individual and group activities to 3-5 year old children in a flexible and supportive learning environment that provokes children’s thinking. Topics and activities will include emphasis on social and emotional development, motor development and refined control of movement, sensorial foundations for cognitive development, language acquisition and the emergence and development of literacy, development of numeracy and the mathematical mind, supporting children’s social connections and children’s symbolic representation of ideas, using a wide variety of materials, through art, dramatic play, block construction, and storytelling. DECAL and GA DOE standards will be explored (Includes field experience).

BRFV 4400 Family and Community Relationships
Credit Hours 3.0
Prerequisites Admitted into Teacher Education and EDUC 2152 with a grade of "C" or higher
Description

The structure, function, and process of parenting are explored. An emphasis is placed on understanding characteristics of parents, parenting behavior, parenting styles, and their consequences on children and parent-child relationships. Families’ relationships with caregivers, early childhood care and education settings, and communities will also be discussed.

BRFV 4661 Student Teaching Birth Through Five
Credit Hours 9.0 TO 12.0
Prerequisites All courses in Birth Through Five B.S.E. Program
Description

This course is the culmination of teacher candidates’ knowledge gained in previous coursework and allows them to demonstrate self-sufficiency and independence if they are beginning teachers or at high levels of competence if experienced teachers. Teacher candidates will complete the student teaching internship in an early care and education setting for young children or in a preschool/Pre-kindergarten or Kindergarten setting. Opportunity is given for teacher candidates to work with young children with or without special needs. Teacher candidates will demonstrate the knowledge, skills, and dispositions acquired in the program.