Ruth V. Guirguis
Phone: +1 (212) 220-1215
Associate Professor Ruth Guirguis joined the BMCC Teacher Education Department in Fall 2017. “One of the key things that attracted me to BMCC is its multicultural and diversity aspects,” she says. “It is beautiful to see so many cultures come together, and to be a part of guiding students as they earn their degrees and move on to teach a very diverse student population, themselves.”
Before her time at BMCC, Professor Guirguis taught education courses at Pace University. Her scholarly focus centers on the development of self-regulation and dual language learners, and her areas of expertise include early childhood, childhood special education and bilingual education.
Early Childhood, Childhood Special Education and Bilingual Education
- Ed.D. Long Island University, Post Campus
- This course provides an overview of the social context of early care and education. It focuses on the historical, philosophical, sociological, and political foundations of programs for young children, birth to eight years. The following topics will be explored in depth: Historical and contemporary theories of early childhood education, multicultural and social ecological factors in early care and schooling, particularly for diverse urban settings; early childhood programming; family and community involvement; advocacy, trends and current issues in early childhood practice. This course requires 30 hours of fieldwork. Prerequisite: Grade of C or better in ECE 110
- This is a fieldwork course focusing on the observation and assessment of young children. It requires supervised participation in an assigned early childhood education setting (preschool to second grade) and attendance at a weekly seminar. Students will learn the appropriate use of assessment and observation strategies to document the development, growth, play and learning of young children; and how authentic assessment methods can be used to tailor curriculum to promote children?s success. Recording strategies, rating systems, child studies/portfolios, and various assessment tools are explored. Students spend a minimum of 60 hours in the field. Prerequisite: Grade of C or better in ECE 210 and ECE 211
- This course is a continuation of ECE 211, focusing on the theories, methods and materials of curriculum planning in early childhood education (preschool to 2nd grade). The emphasis in this course is on providing developmentally and culturally appropriate learning environments and experiences that encourage foundational social scientific, mathematic and scientific thinking and skills in young children. The following topics are explored in-depth: social studies as a lens by which young children can explore our diverse ethno-cultural society and their place in it; the use of materials and play-based techniques to facilitate ways of constructing everyday mathematical ideas; the creation of environments and experiences that stimulate children?s scientific curiosity and playful exploration of our natural and human-made world; the use of block/construction and cooking experiences for the integration of social studies, mathematics, science, literacy and the arts. Course work includes workshops in planning and implementing inquiry/play-based experiences for young children.
Prerequisite: Grade of C or better in ECE 210 and ECE 211
- This course examines the psychological and psychosocial foundations of early childhood and relates these foundations to educational practice with your children, birth to eight years. It focuses on historical and contemporary theories of childhood development. Early learning is considered in relation to biological factors, child and family factors, program factors and social factors, particularly in diverse urban settings. Young children?s physical, cognitive, communicative, social and emotional development is explored as contributors to and as consequences of early learning experiences. This course requires 15 hours of fieldwork.
- This course focuses on children's physical, cognitive, linguistic and socio-emotional development, and the related implications for learning. Within the context of race, class and culture, the following topics are explored in depth: the nature of intelligence, gender identity, attachment and other psychosocial attributes (typical and atypical). Students participate in a minimum of 15 hours of course-related fieldwork.
Prerequisites: PSY 100
Research and Projects
- Guirguis, R. (June, 2020) The State of Play, In International Journal of Play. https://doi.org/10.1080/21594937.2020.1778268
- Barriers in Latino Early Childhood Education (2019),Dimension of Early Childhood Journal
- Developing Academics in Early Childhood Through Different Types of Play: Structured versus Elicit Play,New York Academy of Public Education Professional Journal, Vol. 6, No. 1
Honors, Awards and Affiliations
- Association for the Study of Play (TASP)
- New York State Association of Early Childhood Teachers Education (NYSAECTE)
- NAEYC and CAEP Program Reviewer
- NYC DOE Division of Early Childhood Education Early Childhood Student Recruitment and Tuition Reimbursement Project, May 2015