This course focuses on the theoretical models that underlie teaching and learning in the early childhood setting, birth through age 8 or through Grade 3. Students examine appropriate methods for teaching all young children, explore lesson plan designs, analyze the most effective, research-based teaching strategies to promote student learning, and develop a lesson plan.
This undergraduate course is 5 weeks.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Arkansas, California, Connecticut, Iowa, Idaho, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, New York, Texas, Wisconsin, Wyoming and individuals who reside outside the United States.
- Describe the components of a lesson plan for young children birth through age 8 or through Grade 3.
- Compare and contrast different approaches to lesson planning.
- Explain the role of NAEYC and CCSS Standards in planning and instruction for young children.
- Determine the information needed to make instructional decisions.
- Differentiate between goals and objectives for the early childhood setting.
- Create goals and objectives that integrate Webb’s Depth of Knowledge.
- Write developmentally appropriate objectives aligned to the Common Core State Standards and NAEYC Standards.
- Explain how a lesson plan objective relates to instruction in birth through age 8 or through Grade 3.
- Identify assessment types appropriate for early childhood including their strengths and weaknesses.
- Create instructionally sound and developmentally appropriate assessments for birth through age 8 or through Grade 3.
- Compare and contrast the effectiveness of various instructional strategies, including strategies for using technology in the early childhood setting.
- Demonstrate how to use various instructional strategies to promote student-centered learning.
- Describe how students’ critical thinking can be promoted through effective questioning.
- Design a lesson plan for the early childhood setting.
- Compare and contrast early childhood program models.
- Identify the types of play models relevant to child development.
- Analyze the importance of play during the different developmental stages to promote student learning and development.
- Evaluate your personal disposition toward the teaching profession.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.