EDHD 210 Foundations of Early Childhood Education (3) Corequisite: EDSP211.
Students explore historical and current research in early childhood education, primary models of curriculum and pedagogy in the field, and the relationship between critical aspects of young children's development and the creation of inclusive learning opportunities for all children, including children at risk. The concept of developmentally appropriate practice and its application across different developmental levels and early childhood classrooms will be introduced and connected with a discussion in EDHD220 and EDSP211. Students examine issues in developing and implementing high-quality early childhood education experiences for young children with and without disabilities, including the influence of family, culture, and community, the needs of children at risk (e.g., poverty, immigrant status, English Language Learners), and the role of assessment in early learning
EDHD 220 Exploring Early Childhood General and Special Education (3) Students who are considering a career in education will consider information about the teaching profession. Students reflect on their personal strengths, identify areas of growth, and examine their predisposition to work with young children with and without disabilities. They will discuss the nature of teaching, the moral and philosophic underpinnings that influenced their decision to enter into the teaching profession, as well as the roles and responsibilities of teachers and the characteristics and qualities of effective teachers (teaching styles and teacher's primary role in the classroom).
EDHD 220 - Section 0101, 0102, 0103 and 0104
EDHD 230 Human Development and Societal Institutions (3)
Development of the individual in the context of relationships with the formal and informal institutions of society. An examination of various aspects of development from the broad perspective of the social sciences.
EDHD 306 Research Methods in Human Development (3)
Addresses the scientific concepts and principles central to the study of human behavior and development. Students will learn about basic research methods in studying human behavior in developmental context and will participate in experiential activities, such as conducting observations and collecting self-report data. Major themes: goals of developmental research, fundamental research designs, types of measurement, elements of good scientific writing, and ethical issues in the study of human development.
EDHD 314 Reading in the Early Childhood Classroom (3) Corequisite: EDHD425; and corequisite: EDHD419 or EDSP420.
Early childhood students introduced to current research/methods on teaching language arts. Focus on development of linguistic and cognitive processes in emergent literacy and beginning reading and writing. Application to models for the instruction and assessment of reading/writing in preschool-aged children. Also, includes material on classroom-based interventions for young children at risk of reading failure due to learning difficulties. Includes Field Experiences.
EDHD 320 Human Development Through the Life Span (3)
Central concepts related to parameters of human development, individual and social, which arise throughout the lifespan. Continuity and change within the developing individual.
EDHD 322 The Young Child as Mathematician (3)
Prerequisite: EDSP423, EDHD431, and EDSP315; and track 1: Must have completed EDSP 430, EDSP 433; OR Track 2: Must have completed EDHD415, EDHD 424. Corequisite: EDHD323, EDSP321, EDSP417, EDHD441, EDHD442, EDHD443, and EDHD444. Restriction: Must be in the Professional Early Childhood/Early Childhood Special Education program; and senior standing or higher; and minimum cumulative GPA of 2.75. Provides a theoretical and instructional framework for mathematics instruction in early childhood classrooms. Development of understanding of early childhood mathematics that emphasizes how and in what environment young children learn mathematics. Current thinking about both content and instructional strategies for mathematics curriculum, including identification and review of standards and expectations for learning outcomes for all children. Assessment strategies for evaluating all children will be addressed. Includes Phase 1 Field Experience.
EDHD 323 Children Study their World (3) Prerequisite: EDSP423, EDHD431, and EDSP315; and track 1: Must have completed EDSP430, EDSP433; or Track 2: Must have completed EDHD415, EDHD424. Corequisite: EDHD322, EDSP417, EDHD441, EDHD443, EDHD442, EDHD444, and EDSP321. Restriction: Must be in the Professional Early Childhood/Early Childhood Special Education program; and senior standing or higher; and minimum cumulative GPA of 2.75. Provides a theoretical and instructional framework for social studies instruction in inclusive early childhood classrooms. Course will reflect current thinking about content and instructional strategies for social studies curriculum; identification and review of standards/expectations for learning outcomes for all children; assessment strategies for evaluating of social studies objectives; use of data-driven instruction to support all children; observation of children's understanding of their social world in field placements; opportunities to explore these understandings through interviews with children and the implementation of activities. Includes Phase 1 Field Experience.
EDHD 402 Social Development (3)
Recommended: EDHD411. Social Development. Critical concepts and ideas of the study of child and adolescent social development. Focus on changes in interpersonal relationships, emotions, achievement-related behavior and competence, and functioning within the broader social context
EDHD 411 Child Growth and Development (3)
Theoretical approaches to and empirical studies of physical, psychological and social development from conception to puberty. Implications for home, school, and community.
EDHD 413 Adolescent Development (3)
Adolescent development, including special problems encountered in contemporary culture. Observational component and individual case study.
EDHD 420 Cognitive Development and Learning (3)
Prerequisite: EDHD320, EDHD411, PSYC341, or PSYC355; or permission of EDUC-Human Development and Quantitative Methodology department. Current developmental theories of cognitive processes such as language, memory, and intelligence and how differences in cognitive level (infancy through adolescence) mediate learning of educational subject matters.
EDHD 425 Language Development and Reading Acquisition (3) This course focuses on young children's language development and the relationship between language and reading acquisition. Students will learn concepts central to language development; language achievements at different ages; concepts of emergent literacy; models of reading acquisition and skilled reading.
EDHD 426 Cognition and Motivation in Reading: Reading in Content Areas I (3)
Students preparing for secondary teaching will learn the cognitive and motivational aspects of reading and learn from the text in subjects of literature, science, history, and mathematics. Different structured approaches to using text for content learning are presented. Classroom contexts that enable students to engage productively with diverse texts and internet resources are identified.
EDHD 430 Adolescent Violence (3)
Prerequisite: PSYC100; or permission of EDUC-Human Development and Quantitative Methodology department. Examines the roots of violence among adolescents and the extent to which this constitutes a problem in various settings. Research studies on its origins, prevention and intervention and implications for social policy are examined.
EDHD 441 Data-Driven Decision Making in EC/ECSE (1)
Prerequisite: Minimum grade of C- in EDSP423, EDHD431, and EDSP315; and TRACK I: Must have completed EDSP430 and EDSP433 or TRACK 2: Must have completed EDHD415 and EDHD424. Corequisite: EDHD322, EDHD323, EDSP321, EDSP417, EDHD442, EDHD443, and EDHD444. Students will be exposed to formative (e.g., classroom-based, ongoing) and summative (e.g., standardized testing) assessments. Students will collect and analyze formative assessment data from their internship classrooms as the basis for planning and delivering instruction to meet the diverse needs of all learners. They will also analyze standardized assessment data to gain an understanding of measures used to determined cross-school and cross-teacher effectiveness. Includes Phase I field experience.
EDHD 442 Interventions for Children with Behavioral Challenges (1)
Prerequisite: Minimum grade of C- in EDSP423, EDHD431, and EDSP315; and TRACK I: Must have completed EDSP430 and EDSP 433, or TRACK 2: Must have completed EDHD415 and EDHD 424. Corequisite: EDSP321, EDSP417, EDHD322, EDHD323, EDHD441, EDHD443, and EDHD444. Students will expand knowledge of and develop skills to address challenging behaviors in inclusive early childhood classrooms. Students examine the causes underlying challenging behaviors during the early childhood years and identify appropriate resources and support services for working with families to develop a unified approach when responding to behavioral challenges. Includes Phase I field experience.
EDHD 443 Interventions for Children with Social and Communication Challenges (1) Prerequisite: Minimum grade of C- in EDSP423, EDHD431, and EDSP315; and TRACK I: Must have completed EDSP430 and EDSP 433, or TRACK 2: Must have completed EDHD415 and EDHD 424. Corequisite: EDHD322, EDSP321, EDSP417, EDHD323, EDHD441, EDHD442, and EDHD444. Students will learn about the characteristics of children with autism spectrum disorder, pervasive developmental disorder, social communication disorder, and other related challenges and will be equipped to meet the needs of this group of children in the early childhood classroom. The utilization of Universal Design for Learning (UDL), Response to Intervention (RTI) and other early childhood special education approaches, as they apply to this specific group of children, will be addressed. Interventions designed to improve the functioning of children with autism spectrum disorders and related disorders will be reviewed. Includes Phase I field experience.
EDHD 444 Action Research in EC/ECSE (1)
Prerequisite: Minimum grade of C- in EDSP423, EDHD431, and EDSP315; and track 1: Must have completed EDSP430 and EDSP433, or Track 2: Must have completed EDHD415 and EDHD424. Corequisite: EDHD322, EDHD323, EDHD441, EDHD442, EDHD443, EDSP417, and EDSP321. Students will become familiar with the EC/ECSE research process, literature and how teachers use action research to improve pedagogy and the experiences of children in classrooms or home-based contexts. Students will utilize this knowledge, as well as either a goal in an Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP) or School Improvement Plan (SIP), to develop an action research study commenced during the following semester. Includes Phase I field experience.
EDHD 460 Educational Psychology (3)
Prerequisite: PSYC100; or permission of EDUC-Human Development and Quantitative Methodology department. Application of psychology to learning processes and theories. Individual differences, measurement, motivation, emotions, intelligence, attitudes, problem-solving, thinking and communicating in educational settings.
EDHD 498C: Special Problems in Education; Intervening in the Lives of Socially Anxious Children
EDHD 600 Introduction to Human Development and Child Study (3 credits)
An overview of the multidisciplinary, scientific principles which describe human development and behavior and an application of these principles in an analysis of a behavioral record. Techniques of observation, recording, and analysis of human behavior. Emphasis on critiquing and applying research findings.
EDHD 662 Research Methods in Education Settings (3 credits)
Research methods associated with studying the development, achievement, and school adjustment of children and adolescents in educational settings, with an emphasis on quantitative methodologies.
EDHD 690 History and Systems in Human Development (3 credits)
History of the field of human development; philosophical basis of major theoretical paradigms and contemporary research drawn from foundational traditions.
EDHD 692 Cognitive Bases of Instruction (3 credits)
Restriction: Permission of EDUC-Human Development and Quantitative Methodology department.
Psychological and educational research literature on human cognition, especially as applied to learning and teaching in classroom settings.
EDHD 718 Apprenticeship in College Teaching (1 credits)
Restriction: Permission of EDUC-Human Development and Quantitative Methodology department. For graduate students teaching autonomously for the first, second, or third time at the University of Maryland, College Park; not intended for teaching assistants. This course provides graduate student teachers with a set of structured experiences that foster professional growth and development in the role of a college instructor. Includes seminars on the scholarship of college teaching and principles of optimal college classroom environments, peer, and faculty in-class observations of teaching, and guided reflective analysis of experience in the classroom.
EDHD 720 Social Development and Socialization Processes (3 credits)
This course covers social development and socialization processes across the lifespan. The course typically covers the following topics: parent-child relationships, peer relationships, moral development, social cognition, social competence, social motivation, self-regulation, and cultural influences on development. This is core doctoral course.
EDHD 721 Cognitive Development and Learning: An Introduction (3 credits)
An introductory survey of contemporary theory and research in cognitive development; applications to classroom learning.
EDHD 820 Advanced Topics in Social Development (3 credits)
Prerequisite: EDHD720; or permission of EDUC-Human Development and Quantitative Methodology department. Credit only granted for EDHD820 or EDHD821. Formerly: EDHD821. Advanced doctoral seminar on socialization and social development with consideration of selected topics. Identification of research problems and areas of application.