This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in developmental psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. PSY majors should take the cross-listed course CPSY 3301.

Development of social relations and personality; research, methodology, and contrasting theoretical perspectives. Survey of findings on interpersonal relationships, the concept of self, prosocial and antisocial behavior, and acquisition of social roles. prereq: CPSY 2301 / 3301 or equiv

Introduction to the scientific study of cognitive development (children's thinking) from infancy through adolescence. Focus on research and practical applications. Specific topic areas include infant perception and cognition, attention and memory development, language and symbolic thinking, social cognition, executive function. prereq: CPSY 2301 or 3301 or equivalent

This course offers a great introduction to the early childhood experience for those interested in working with young children. Helpful first course to explore Early Childhood major (can also count in CPSY BA). Students will review early development and learn how this knowledge is applied in educational and early care settings. Spend time observing early childhood programs through field experiences around the city.

This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.

This course explores social and emotional development throughout the early childhood (0-8) years. Explore the variety of ways that social interactions and emotional understanding occur in young children with a special emphasis on the role of adults in facilitating these processes. Students will encounter a blend of theory and application as they learn to promote children's mental health, understand special circumstances such as trauma, and respond to challenging behaviors across early learning settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.

This is a required methods course for students in the Early Childhood Education major (Licensure and Individualized-Studies Tracks) and the Early Childhood Education Initial Licensure Program. It is intended to prepare students to work with and teach typically and non-typically developing children from birth to age 8. Through lecture, videos, small group projects, hands-on exploration of materials and actual implementation of course principles with children, students will practice and learn to: -carefully observe children to identify their individual learning characteristics. -assess children?s developmental characteristics in the cognitive and language domains. -plan relevant and appropriate curriculum to foster growth and development in the areas of cognition, language, and literacy. -write goals and lesson plans focusing on the curriculum areas of math, science, language and literacy. -document and reflect on children?s learning and development. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.

Learn how young children develop creativity and motor skills from birth - age 8. Engage in hands-on exploration of creative classroom materials and reflection. Complete action-oriented and applied assignments with small groups of children in early childhood education settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood and ECSE students.

Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.

This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings. prereq: [5616, 5625] or instr consent

Student teaching plus weekly seminar for students pursuing the Early Childhood teaching licensure. Application of theory/research relating to teaching preschool children. Student teach either 5 mornings per week (7:45-12:30) for 8 credits or 3 afternoons per week (11:45-4:30) for 6 credits. In addition, ALL students participate in weekly (Fridays 12:30-2) seminars. Prereq: Early Childhood or ECSE student plus successful completion of CPSY 5241, 5252, 5253, and 5254.

This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.

Diverse educational technology in K-12 classrooms. Effective use of technology. Computer technologies used to stimulate personal productivity/communication and to enhance teaching/learning processes. prereq: [MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills

Issues of prejudice/discrimination in terms of history, power, social perception. Knowledge/skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, leadership, judgment/decision making, prejudice reduction, conflict resolution, teaching in diverse educational settings. prereq: MEd/init lic or CLA music ed or preteaching or instr consent

In this course, you will learn about: Theories of child development and how they relate to approaches to instruction; Behaviorist, cognitive, and social cognitive learning theories; Approaches to instruction and assessment (teacher-centered vs. student-centered vs. assessment-centered); and Issues related to assessment and measuring student learning (validity, reliability, interpretation, etc.) by participating in assessment design (traditional, performance, formative) and interpretation.

Scientific, sociocultural, and attitudinal aspects of alcohol and other drug abuse problems. Emphasizes incidence, high-risk populations, prevention, and intervention.

Math modeling, including linear, polynomial, rational, exponential, logarithmic functions, counting/probability. Excel or calculators used to develop equations/graphs from theoretical/real interdisciplinary data. Projects enable students to use models to examine trends, make predictions. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and compositions of functions; exponential and logarithmic functions with applications; basic probability rules, conditional probabilities, binomial probabilities. prereq: 3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

For pre K-6 pre-service teachers. Introduction to linguistics. Linguistic terminology and how to apply methods of linguistic analysis to English, focusing on educational settings and classroom instruction.

Introduction to structure of English. Phonetics, phonology, morphology, syntax, semantics. pragmatics. Language variation/usage.

The ability to acquire and use language is a biological trait of the human species. This capacity for language manifests itself as thousands of particular languages spoken around the world in communities large and small. But what is language? What does it mean for a human to ?know? a particular language? How do children acquire this knowledge? How do we use language to communicate? These are some of the important questions addressed by the field of linguistics, the scientific study of the human capacity for language in its physiological, cognitive, historical, and social manifestations. This course introduces some of the essential findings of linguistics: first and foremost, that all varieties of all languages are intricately structured at multiple distinct but related levels. Second, that this intricate structure can be described in terms that are not only precise, but which apply to all human languages. We will work to replicate some of these findings by deploying simple analytical methods on data from a variety of languages. These methods allow us to answer questions about the different structural components of language: phonology (how do speech sounds pattern?), morphology (what are possible words and how are they built?), and syntax (what is the hierarchical structure underlying sequences of words?). In all instances these methods require that we pay attention to basic notions of semantics, from which more complex conceptions of meaning will emerge. Having characterized language as an intricately-structured system of knowledge, we will then possess the tools to ask a number of additional questions about language and cognition. How does such complex knowledge play into the actual task of sentence production or comprehension? What do we know about the neural implementation of this knowledge in human brains? How does child language acquisition proceed, and what makes it so much more robust than language acquisition later in life? Do animals have languages of their own? Can they learn human languages? Finally, we will turn our attention to variation in language patterns observed over the passage of time, across geographical space, and within social systems. How and why do languages change over historical time? What can we know about languages spoken before the invention of writing? What distinctions exist between languages spoken in different places, and how can we tell whether similarities are due to genealogical relationships? How do new languages emerge? How do languages disappear? How does language use vary between individuals from the same place or the same community? How do socioeconomic class, ethnicity, and gender relate to the linguistic behavior of individuals? How does language policy affect educational outcomes? What about social cohesion and conflict? Although we will find that most of these questions lack definitive answers, we will develop an understanding of what it takes to ask them meaningfully and precisely. In particular, we will be able to eliminate false or misleading answers, especially when they fail to take into account the observable and describable properties of the human capacity for language.

Reading processes, development of readers. Assessment and tutoring of individual children in reading and other literacy practices. prereq: CI 3610 and concurrent registration with CI 5414

Field-based experiences. Students apply learning from their University course to working with developing readers. Instructor provides specific assignments.

Classic/contemporary books for children in all genres, created by authors/illustrators. Research in transactional theory. Cultural authenticity. Reading, discussion, group activities, interactive lectures, projects.

Classroom management, instructional planning, working with families in elementary classroom. Assigned readings, lectures, classroom activities, assignments. prereq: [Elementary ed or early childhood ed foundations major], concurrent practicum experience

Field-based experience. Students apply learning from their University courses to elementary school setting, connecting theory, research, and practice. prereq: concurrent registration is required CI 3211, [elementary education foundations or early childhood foundations] major