500

A comprehensive study of instructional methods for teaching language arts and social studies in the K-3 classroom. Includes methods for working with mainstreamed children and children in a multicultural setting. Preclinical experiences are required. Prerequisite(s): EPS500A 2 semester hours

Students will study infants and toddlers, including the development of the self, temperamental differences, social interactions, and play development, and will also evaluate classroom management systems in a childcare setting, strategies for guidance and teaching, and interaction with diverse families and children with special needs. In addition, students will increase their skill in making observations and creating anecdotal records. 15 hours of observation in accredited, diverse infant-toddler settings is required, along with 10 additional hours of observation of children's play: total observation hours is 25. Prerequisite(s): None 1-2 semester hours

This course is a survey of instructional materials, methods, and supportive learning environments for teaching language arts, literature, art, music, and movement to children in preprimary settings. Students design, identify, demonstrate, and evaluate appropriate experiences and teaching strategies for preprimary children. Course topics include discussions of behavior management, multicultural education, an integrated curriculum approach, and adaptation of the curriculum for children with special needs. Ten hours of observation of children ages three to five in a university-approved site are required. Prerequisite(s): EPS500A 2 semester hours

This course is a survey of instructional materials, methods, and supportive learning environments for teaching math, science, and social studies to children in preprimary settings. Students design, identify, demonstrate, and evaluate appropriate experiences and teaching strategies that support development of mathematics, scientific, and social studies concepts for preprimary children. Course topics include discussions of behavior management, multicultural education, an integrated curriculum approach, and adaptation of the curriculum for children with special needs. Preclinical experiences required. Prerequisite(s): EPS500A 2 semester hours

Foundations of Second Language Acquisition along with the social and cultural adaptation of the English Language Learner (ELL) in the early childhood classroom form the basis for this course. Students will examine the myths and misconceptions about Second Language Learning in the early childhood classroom as well as how to fulfill the needs of English Language Learners to provide students with insights in assisting with their instructional strategies in the early childhood classroom. Additional topics include: developing proficiency in English, bilingualism in the home, responding to linguistic and cultural diversity, understanding and negotiating cultural differences. Prerequisite(s): None 1 semester hour

This course examines the dynamics of family life, family challenges, and family stresses, including their impact on children's development. It examines the cultural contexts in which children live, the relationship between parents and schools, and the personal and cultural filters through which students view children and the process of schooling. Emphasis is on the current social, political, legislative, and economic status of children and their families, and the crises they face. Students will study existing community interventions that support children and their families and discuss the issue of public and private advocacy. Prerequisite(s): EPS500A Human Development with Focus on Early Childhood Education 3 Semester Hours

This course is designed to acquaint students with basic concepts and principles of the early childhood curriculum. The emphasis of topics and readings is on numerous definitions of curriculum, orientations toward curriculum, curriculum models in early childhood education, and the philosophical underpinnings of approaches to teaching the young child, including the use of technology. Emphasis is given to the concept of "developmentally appropriate practices," and to analyzing historical developments and current criticisms. Finally, students are taught the role of diversity in curriculum planning, and approaches to child assessment and curriculum evaluation, for all children including those with challenges. Prerequisites: none 2 semester hours

This course examines the financial and legal issues pertinent to establishing and operating child and family service programs. Emphasis is given to the development of sound fiscal policy that adequately addresses the issues of quality, compensation, and affordability. The course includes a survey of laws and regulations pertaining to licensing, insurance, children's records, affirmative action and employment provisions, inclusion of special needs children, parental rights, child abuse, and custody. Students will also analyze the legal requirements and tax provisions that relate to the operation of programs with differing legal status (e.g., sole proprietorship, partnership, or a not-for-profit corporation.) Prerequisite(s): none 3 semester hours

Key components of care for very young children form the basis of this course. Examination of the Infant-Toddler Environmental Rating Scale and Illinois state regulations for licensed care combine with observations of model practice to provide students with insights into effective decision- making in centers serving infants and toddlers. Additional topics include controversies surrounding sleeping arrangements, feeding, toilet-training, immunizations, and other elements of care. Observation hours are required. Prerequisite(s): none 2 semester hours

Students will examine historical and cultural trends in the care of infants and toddlers and the way these ideas have affected perspectives on caregiving practices today. Topics will include the link between maternal employment and early child care, notions surrounding the value of early interaction with very young children, and the moral and political implications of early child care. Discussion of the impact of cultural differences, recent trends in early care, and support for children with special needs will be included. Observation hours required. Prerequisite(s): None 3 semester hours

Students will examine the developmental needs of children from birth through thirty-six months and how these needs can be met in group care and at home. Published curricula will be analyzed and evaluated. Students will create plans for using "teachable moments" to foster development. Observation, interviews, and/or other field work required. Prerequisite(s): None 3 semester hours

Students will construct an understanding of speech and language acquisition in children birth through eight years of age, based on major theoretical perspectives. An examination and analysis of typical, atypical and bilingual language patterns and their relationship to cognitive and social development will be included. Activities and strategies will be explored regarding early literacy and classroom intervention. Educational issues related to linguistically diverse children and families, including English Language Learners, will be addressed. Appropriate field experiences are included. This course is part of the certification sequence of the M.A.T Early Childhood Education Program. Prerequisite(s): EPS500A or ECE510 2 semester hours

This course introduces the fundamentals of promoting and maintaining a positive public image in the community to prospective supporters, donors, and clients. It provides methods for conducting ongoing needs assessment, an overview of potential revenue sources, and effective fundraising strategies. Students will learn to develop short- and long-term fundraising goals as they relate to a program's mission and philosophy, and will learn components of an effective grant proposal. Included are opportunities for students to gain proficiency in using public relations, grant writing, and technological skills in their respective roles in different educational organizations. Prerequisite(s): None 3 Semester Hours

This course focuses on the human relations side of administering early childhood programs. It analyzes the objectives and functions of supervision and presents guidelines for recruiting, hiring, orienting, supervising and evaluating a diverse staff. Students will examine different conceptual models for understanding job satisfaction and the career stages through which practitioners progress and explore various individual and organizational strategies for promoting optimal performance. The use of technology and media in supervision and staff development is also included. Opportunities for students to apply models of supervision and staff development in their respective educational settings are provided. Prerequisite(s): None 3 Semester Hours

This course explores the nature of play and its role in the cognitive, social, emotional, physical, language, and creative development of children, birth through age eight. In addition, it examines the major theories of play, current research on play behavior, environments that support play, the role of technology in children's play, and the role of adults in facilitating play activity. Attention is given to the cultural contexts of play and the importance of play for children challenged by special needs. Prerequisite(s): none 2 semester hours

This course is designed to allow students to build on their knowledge about special education and to expand their understanding of the networks available for addressing the needs of the children in an early childhood setting. Knowledge areas will relate to state and federal guidelines, legal issues, interpreting IEPs and IFSPs, and identifying the characteristics of children with special needs. Community networks will be analyzed for their ability to meet the needs of young children, and to serve an advocacy role for families of children with special needs. Classroom management, staff development, and teacher support will be discussed. The students enrolled in this course will determine the special needs discussed in the class. 2 semester hours

This course provides an introduction to computer technology as an administrative tool in the management of child care programs. Participants will learn how to select computer systems for their organization and develop criteria for choosing hardware, software, and peripherals. In addition, students will become familiar with the Internet and e-learning, operating systems, word processing, presentation graphics, and spreadsheets applications. A discussion on the legal, ethical, and equity issues as they relate to technology will take place as well. Previous experience with computers is not necessary. Prerequisite(s): none 2 semester hours

This course provides intermediate instruction to computer technology as an administrative tool in the management of child care programs. Participants will learn the higher- level features of operating systems, word processing, spreadsheets, presentation graphics, and database management software. In addition, students will be shown extensive searching techniques for locating and sharing child care information by accessing the Internet. They will also be introduced to personal management, desktop publishing, and photo editing software. The course will conclude with a demonstration of the software packages (e.g., scanners, digital cameras) that compliment several of the software packages previously discussed. Prior knowledge of and experience with computers will be required. 2 semester hours

This course will provide an overview of the legislative process at the federal and state levels and suggest ways that early childhood directors can effectively lobby for change. Current state and national legislative issues pertaining to the health, education, and welfare of children will be discussed as well as recent activities of prominent advocacy organizations. A field experience will provide the opportunity to implement a child advocacy action plan. 1-2 semester hours

This course will examine key issues in adult development and job socialization as they relate to the early childhood practitioner within the context of his/her workplace or other professional settings. Life-span and life-course literature from the fields of psychology, sociology, and anthropology will provide the theoretical framework. Topics covered will include personal dispositions and temperament, leadership practices, ethics and moral development, role perceptions, crisis and transition, autonomy vs. inclusion, and the changing nature of relationships over the life-span. Prerequisite(s): None 2 Semester Hours

This course will examine grants writing and fundraising as an integral part of an organization's strategic plan. Participants will develop short-range and long-range fundraising goals as they relate to program mission and philosophy. Topics included will be potential revenue sources and effective fundraising strategies for early childhood programs. Students will learn the components of an effective grant proposal and the reasons why many proposals fail to get funded. Field experiences will provide an opportunity for students will gain proficiency in conducting a fundraising event or writing a grant proposal for their early childhood program. Prerequisite(s): none 1-2 semester hours

This course introduces the fundamentals of effective marketing, the strategic marketing process, strategic marketing planning, and the components of an organization's marketing program. The importance of promoting and maintaining a positive public image to parents, supporters, and prospective donors will be stressed. Included will be strategies for writing effective promotional literature, handbooks, newsletters, and press releases. Field experiences will provide an opportunity for students to develop a strategic marketing plan for their early childhood center. Prerequisite(s): none 1-2 semester hours

This course focuses on the physical environment of child care centers and how facility design affects the behavior of both children and adults. The principles of environmental psychology will provide the framework for assessing both indoor and outdoor environments. Topics also include health and safety considerations and the importance of implementing effective facility management systems. Field experiences will provide an opportunity for students to evaluate design elements of different facilities. Prerequisite(s): none 1-2 semester hours

This course provides structured opportunities to build and refine mentoring and coaching skills. Students will learn the elements of effective coaching including goal alignment, active listening, asking questions, and giving feedback. The course examines how different communication styles impact interpersonal relationships both on and off the job. Special emphasis is given to issues relation to workplace diversity and their impact on the early childhood leader's role as mentor and coach. A clinical experience is included. 2 semester hours

This course provides the essentials tools early childhood leaders need for planning and presenting high-impact workshops and formal presentations. Students will learn how to develop training objectives, sequence ideas, prepare visuals, set up the learning environment, and organize presentation materials. Emphasis will be given to delivering presentations with clarity, poise, and confidence. 2 semester hours

In this course students will examine the concept of Developmentally Appropriate Practice in the context of the traditional primary grade classroom. Various curriculum models and techniques, including play, inquiry, and self- directed learning, will be considered as vehicles for teaching academic and cognitive skills to both typically developing and special-needs students. Development of a philosophy-based plan for teaching that at the same time responds to standards-based requirements of the modern school is a key task in this course. Prerequisite(s): none 2 semester hours

This course provides students with practical experience in implementation of Developmentally Appropriate Practice in the traditional primary grade classroom. Students will plan and conduct mini-lessons, conduct authentic assessment, and make observations of instruction based on DAP principles. Prerequisite(s): This course must be taken concurrently with ECE547 - Developmentally Appropriate Curriculum in the Primary Grades. 1 semester hour

This is the initial course designed for candidates considering admission to the Practicing Professionals certification program in Early Childhood Education. In this course, candidates will devote a minimum of 30 hours outside of class time to create a portfolio documenting knowledge and experiences encompassing early childhood teaching standards for the certificate. This course is required for all candidates seeking initial certification through the Practicing Professionals program. Prerequisite(s): Department approval based on a candidate's relevant undergraduate preparation and relevant employment history including current employment. Admission is not prerequisite to this course. 4 semester hours

This course is designed for candidates who are enrolled in the Practicing Professionals program leading to Early Childhood certification (type 04). In this Practicum, the candidate will complete 75-150 hours of instruction in a classroom setting at the preprimary or primary level, depending upon prior experience. Enrollment in this class requires advance application and approval. Placement is restricted to an approved region, which currently includes only our home campus regions: Chicago, North Suburban, West Suburban, and South Metropolitan. Prerequisite(s): ECE567 - Portfolio Development for Practicing Professionals; Completion of individualized program of study as determined by initial portfolio review and detailed in the candidate's Professional Development Plan; Application for placement with preclinical review of portfolio; Passing score on Illinois Test of Basic Skills on file at NCE; Passing score on Illinois Early Childhood Content Area Test on file at NCE; Current TB test; Current Criminal Background Check 3-6 semester hours

This is the initial course designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in early childhood education; elementary education; secondary education for science; social sciences, English language arts, or mathematics; special education for LBS-I; or K-12 foreign language. A portfolio documenting knowledge and experiences encompassing the certification standards for the certificate being sought will be created. This course is required for all candidates seeking subsequent certificates through the focused program. Prerequisite(s): Valid Illinois certificate 4 semester hours

This course is designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in early childhood education. The candidate will be required to complete between 75 and 150 hours in a classroom setting that is represented in the subsequent certificate. The candidate will also meet for seminar with a faculty member in the subsequent certificate area. Enrollment in this class requires advance application and approval. Prerequisite(s): ECE569 Completion of all content coursework as described on the transcript assessment Completion of individualized program of study as determined by initial portfolio review Application for placement with preclinical review of portfolio. Passing score on Illinois Test of Basic Skills on file at NCE. Passing score on Illinois Subject Area Test for the subsequent certificate on file at NCE. Current TB test Current Criminal Background Check. 3–6 semester hours

This course introduces candidates for early childhood certification to the roles and responsibilities of teachers in grades K through 3. The course combines university and field experiences focusing on active involvement with a cooperating teacher and his or her class. Candidates gain an understanding of environments that encourage learners and of the role of constructivist methods in facilitating learning, and of their own skill in working with individuals and groups in an instructional setting. This course requires 30 hours of supervised classroom work with children in a university-specified setting. Prerequisite(s): EPS 500a, MHE 482, RLR 501, ECE 501 (or concurrent registration) 2 Semester Hours

This workshop is designed for early childhood program administrators who want to improve their written communication. Participants will learn how to increase the readability, emphasis, and appeal of letters, memos, reports, handbooks, and promotional literature. A review of grammar, APA format, and editing symbols will also be included. Prerequisite(s): none 1 semester hour

This workshop provides a structured opportunity for participants of the Leadership Connections Director's Conference to reflect on the knowledge, experience, and insight gained from the conference and to achieve specific competencies required for the Illinois Director Credential. Attendees will have the opportunity to attend a policy forum skill-building clinic, and seminar on focused topics relating to the competency areas addressed in the Illinois Director Credential. During an on-line discussion group following the conference, participants will share the outcomes of a field project relating to their area of concentration. This workshop may be taken more than once. 2 to 6 semester hours.

The internship experience provides an opportunity to develop and refine teaching skills with children from birth through eight years of age. Placement is made in consultation with the faculty advisor in accordance with student's career goals and experience. Supervised experiences must be in approved programs. Students should make arrangements with their faculty advisor for placement two quarters before registering for internship credit. Prerequisites: Degree status, completion of methods course work and preclinical hours, and consent of department. 2-5 semester hours

Students will serve as interns or teaching assistants for a minimum of 100 hours in an approved infant-toddler setting that provides developmental support and care. Under the direction of a mentor and with University supervision, students will engage in all aspects of daily interaction with children ages 0 to 2. A weekly seminar will support this activity. Prerequisite(s): Admission to M.Ed. in ECE program; completion of ECE517, 518, and 519, EPS500A, or their equivalents. 4 semester hours

This course is designed to advance the research, inquiry, and writing skills of candidates as they prepare a literature review on a topic of their choosing. The chosen topic must have relevance to practitioners and leaders in the field of early childhood. Candidates will analyze a variety of literature in early childhood education to identify relevant research approaches and methodologies. Additionally, candidates will discuss theoretical and conceptual frameworks, and current issues related to the profession. Prerequisite(s): FND503. 2 semester hours

Provides students in degree programs an opportunity to pursue advanced scholarly study in special areas of early childhood education or to investigate practical problems relating to early childhood programs. Must be done under supervision of a full time faculty member. 1-3 semester hours

Students in this course complete a full-day experience of student teaching at the primary level (grades K-3) for ten weeks. Weekly seminars are conducted for all student teachers and address problems, issues, and concerns of beginning teachers. Successful completion of this experience is based on a variety of competencies, including full responsibility for a classroom for at least 2 weeks. Prerequisite(s): Degree status, completion of methods coursework, ECE593, passing score of Early Childhood Content Area exam, and timely completion of the student teaching application. 5 semester hours

This course provides a full morning or full afternoon in a preprimary classroom (birth to prekindergarten) for ten weeks. Weekly seminars are conducted for all student teachers and address problems, issues, and concerns of beginning teachers. Successful completion of this experience is based on a variety of competencies, including full responsibility for a classroom for at least 2 weeks. Prerequisite(s): Degree status, completion of methods course work, ECE 593, passing score of the Early Childhood Content Area exam, and timely completion of the student teaching application. 3 Semester Hours

This internship is required for all candidates with a Resident Teacher Certificate. The seminar provides the candidates an opportunity to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students and community; and to develop an understanding of the multiple roles of teachers. Also, each candidate is mentored in the classroom by an experienced, certified teacher and a university supervisor. Candidates enroll in the internship for two semester hours for six consecutive terms (12 semester hours) during their first two years of teaching. Prerequisite(s): *Employed as a teacher in a partnership district *Admitted to the Resident Teacher Program in the area in which they are seeking certification and degree *Hold a Resident Teacher Certificate Resident teachers must successfully complete (grade of B or higher) all coursework in terms 1, 2, and 3; Resident Teacher Internship A; have satisfactory district-level evaluations; and pass the appropriate ISBE content area test to continue into terms 4, 5, and 6 and Resident Teacher Internship B. A grade of X is assigned for the first two terms and a letter grade is assigned for the third term [and replaces the X] for each separate internship year. 2 semester hours per term for two years, (6 semester hours per year for a total of 12 semester hours)

This internship is required for all candidates with a Resident Teacher Certificate. The seminar provides the candidates an opportunity to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students and community; and to develop an understanding of the multiple roles of teachers. Also, each candidate is mentored in the classroom by an experienced, certified teacher and a university supervisor. Candidates enroll in the internship for two semester hours for six consecutive terms (12 semester hours) during their first two years of teaching. Prerequisite(s): *Employed as a teacher in a partnership district *Admitted to the Resident Teacher Program in the area in which they are seeking certification and degree *Hold a Resident Teacher Certificate Resident teachers must successfully complete (grade of B or higher) all coursework in terms 1, 2, and 3; Resident Teacher Internship A; have satisfactory district-level evaluations; and pass the appropriate ISBE content area test to continue into terms 4, 5, and 6 and Resident Teacher Internship B. A grade of X is assigned for the first two terms and a letter grade is assigned for the third term [and replaces the X] for each separate internship year. 2 semester hours per term for two years, (6 semester hours per year for a total of 12 semester hours)