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Emphasis on early childhood programs and models; Montessori, Froebel, Agatzi, Pastalozi. Theoretical foundations of the cognitive, social, and behavioral models, with an emphasis on their contents and implementation in the field of childhood education. A review of research in the field with an emphasis on social and economic influencers.
Fourth Year
  
Prerequisite: (None) Acquiring knowledge concerning children's physical and motor development and various factors influencing it such as heredity and environment. A special focus on vaccines, diseases, and ways of physically caring for the young child in a healthy safe environment. Other issues include environmental awareness and nutritional needs of the child.
Second Year
  
Introduces students to the key role which families play in children's development. Types of families, responsibilities of the family, socialization processes and their effect on children's development. Emphasis will be placed on the influence of child's status in the family and how it affects his or her development. Finally, students will acquire skills for effect dealing with parents.
Second Year
  
This course includes developmental process, its definition, principles, and the factors which influence on it, Also the course discusses the developmental stages in the childhood with concentration on the age stages (6-9) years old, physical, cognitive, social, and emotional development. This course has application part for the parents and teachers in their deal with child and student development.
Second Year
  
Familiarizes students with the value of literature for children; sources of such literature; types of literary texts suitable for children’s development such as stories, plays, poems and songs; analysis and evaluation of some literary models written by famous; and methods and techniques of teaching children’s literature.
Fourth Year
  
The effect of recent developments in educational thinking and practice on childhood programs. Focus on various social, political, and family issues affecting the child, i,e.-child education in a developing society, children and the media, child abuse, legislation and the rights of the child, learning in a kindergarten setting, teacher status, research on kindergarten children, and gender issues.
Third Year
  
Concept of early childhood curriculum. General foundations of early childhood curriculum construction and implementation. Developmentally appropriate activity -based curriculum. Parent’s participation in developing and implementing curriculum of young children.
Second Year
  
This course will include: Environmental education concept, the importance of integrating it with other subjects, ecosystems, sustaining, natural resources, environmental problem, desertification, distinction, green house effect,environmental pollution, effects of natural phenomena and environment, protecting and managing environment, and national and international safety, science, technology, society and human. Also integrated approach in designing and implementation environmental curriculum will be included.
Fourth Year
  
A historical perspective on early childhood education programs and the educators associated with them such as Montessori, Froebel, etc. Islam and early childhood education. A brief introduction to child curriculum; philosophy, goals, foundations, planning, and evaluation. Ethical issues in child education. Competences and skills for preschool teachers.
Second Year
  
A comprehensive analytic view of school curricula and methods of instruction!, with reference to basic school curricula in Jordan; concepts of the curriculum and its relationship to learning and teaching; aspects of the curriculum (cognitive, philosophical, social and psychological); curriculum components (goals, content, learning activities, teaching methods and evaluation).
Second Year
  
Concept of play. Theories of play. The importance of play to a child’s social, cognitive, physical, language and emotional development. Guiding children’s behavior through play. Learning through play. Types of appropriate play materials that enhance children’s social skills.
Third Year
  
Provides students with knowledge of early childhood problems, including types and categories of the problems, their causes, prevention and treatment methods. Emphasis on common early childhood problems such as: coping in the kindergarten setting, phobias, hyperactivity, aggression, nail biting, bedwetting, soiling, shyness, isolation, stuttering, etc. In addition, students will study the common criteria used in evaluating the density and severity of children's problems. The course provides students with communication skills necessary for obtaining parents' cooperation in dealing with children's problems.
Fourth Year
  
This course aims at helping students to learn about how to make designs concerning the arrangement of early childhoods classrooms, and how to select, arrange and evaluate materials and equipment for learning areas. It also aims at providing students with knowledge and skills needed for planning indoor and outdoor space and safety. Techniques for disciplining and guiding children’s behavior and time management are also covered.
Fourth Year
  
This course aims to enable students to practice teaching partially; training student teachers to plan and prepare for lessons; activity management; questioning techniques; management of groups; methods of teaching; assessment techniques; preparing worksheets; individual differences; developing thinking skills. Students are supposed to spend a whole day at school every week, and discuss this in a weekly meeting at the university.
Third Year