Faculty-supervised independent or collaborative inquiry into fundamental and applied problems within a discipline that requires students to gather, analyze, synthesize, and interpret data and to present results in writing and other relevant communication formats.

Faculty-supervised independent or collaborative inquiry into fundamental and applied problems within a discipline that requires students to gather, analyze, synthesize, and interpret data and to present results in writing and other relevant communication formats.

Faculty-supervised independent or collaborative inquiry into fundamental and applied problems within a discipline that requires students to gather, analyze, synthesize, and interpret data and to present results in writing and other relevant communication formats.

Faculty-supervised independent or collaborative inquiry into fundamental and applied problems within a discipline that requires students to gather, analyze, synthesize, and interpret data. Students will write or produce a thesis or other professional capstone product, such as a report or portfolio that describes their systematic and in-depth inquiry.

Implementing appropriate practices in early education environments for children from birth to age 8. Analysis of recent research, theoretical developments, and social issues relevant to the construction of quality care and education settings and their relationship to children's personal, social, and academic development.

Implementing appropriate practices in early education environments for children from birth to age eight. Analysis of recent research, theoretical developments, and social issues relevant to the construction of quality care and education settings and their relationship to children's personal, social, and academic development.

Examination of significant theories in early childhood and elementary education research, constructs used in those theories, and current philosophical and empirical work drawing on those theories. Readings in the course will include texts drawn from philosophy, developmental and social psychology, socio-cultural theories, critical theories, and poststructural/postmodern/literary theories.

Examination of significant theories in early childhood and elementary education research, constructs used in those theories, and current philosophical and empirical work drawing on those theories. Readings in the course will include texts drawn from philosophy, developmental and social psychology, socio-cultural theories, critical theories, and poststructural/postmodern/literary theories.

Exploration of topics related to theories and practices in early childhood contexts, including pedagogies, policies, curricula, teachers, and students.

Critical analysis of the social, economic, and political trends in the education of very young children, birth to age 8. Examination of state and national public policy, and social and political movements and the resulting influence on the care and education of young children.

Significant figures, incidents, pedagogical, and curriculum approaches that have greatly influenced contemporary early childhood and elementary education. Readings in the course will include primary sources of works produced by thinkers and educators influential in shaping the field's discourses and debates.

Significant figures, incidents, pedagogical, and curriculum approaches that have greatly influenced contemporary early childhood and elementary education. Readings in the course will include primary sources of works produced by thinkers and educators influential in shaping the field's discourses and debates.