This course introduces candidates to curriculum and assessment in early childhood education. The course focuses on the importance of developmentally appropriate practices in curriculum and assessment for P-3 students and introduces constructivist, interdisciplinary, and universal design approaches for developing curricula based on the NJ Preschool Early Learning Standards and the NJ Core Content Curriculum. Issues related to the use of play and discovery, classroom design, guiding individual and group behavior, creating safe and
supportive classroom environments, sources for curriculum resources, the use of structures and scheduling, planning appropriate multidimensional formative and summative assessments, engaging parent/caregiver support for curriculum goals, and the use of technology are addressed. Principles of culturally responsive teaching are reviewed and practiced. Additionally, students will consider teachers’ roles and ethical practice standards and learn to articulate personal views from the vantage of an early childhood educator.

This course focuses on the family, community, and the well-being of the young child.

Topics include how families, schools, peer groups, and mass media affect the social construction of what it means to be a child; how social class, ethnic diversity, and gender differences influence childhood socialization and outcomes; and how policy and community programs foster positive outcomes for children and families. Additionally, the social construction of childhood and how young children are situated in the family, the community, and the larger global community will be explored. The special needs of children from three to eight years of age are studied as well as the contributing factors and characteristics of young children at risk (public-school-dependent).  Resources in the community are identified and linked to child and family needs.  Diversity in family and caregiver units is explored.  The impact on development and learning of children’s homes, communities, health and cultural experiences is studied.  A family and community-centered approach is used to develop understanding of the social, historical, political, legal and philosophical constructs that resonate in current day education of young children, including those with limited English proficiency or have special educational needs.  Teacher-child interactions and the advocacy role of the Inclusive Early Childhood teacher are considered.  Three credits, one semester.


Students will practice making and interpreting observations, critically evaluating research, and supporting an argument through writing, group work, and project-based learning.

Examines the stress response; holistic approaches to stress management (such as meditation); manual medicine (acupressure, massage); the role of exercise and laughter; effects of stress on sleep; stress and nutrition; and the role of spirituality, including research on prayer and healing. Prerequisites: HH500 and HH501. 3 credits.