500

This course provides a comprehensive study of instructional methods for teaching language arts and social studies in the K-3 classroom. Students identify, design, demonstrate and evaluate appropriate language arts and social studies experiences and strategies for primary children. Course topics include multicultural literature, an integrated curriculum approach, and adaptation of curriculum for children with special needs. 10 hours of observation in a K-3 setting are required as part of this course. Prerequisite(s): EPS 500A. Co-requisite(s): Admission to the College of Education. 2 semester hours

This course will allow candidates to understand infant and toddler development (0-24 months), including the self, temperament, social interactions, and play development within child care settings. The course is designed to enhance candidates’ knowledge of professional ethics, developmentally appropriate practices, and effective curriculum. Candidates will learn how to evaluate child care quality from multiple dimensions. In addition, candidates will advance their skills in observing and assessing child development within child care contexts. Twenty-five hours of observation in an accredited infant/toddler setting is required. Pre-requisite(s): None. Co-requisite(s): None. 2-3 semester hours

This course applies child development principles to the planning of language arts, social studies, art and music curriculum for both typically and atypically developing young children. Candidates design, identify, demonstrate and evaluate appropriate language arts, social studies art and music experiences and strategies for primary children. Course topics include multicultural literature, an integrated curriculum approach, and adaptation of curriculum for children with special needs. 10 hours of observation in an accredited K-3 setting is required as part of this course. Pre-requisite(s): ECE 504. Co-requisite(s): None. 3 semester hours

This course introduces human development from birth through eight years old. Candidates examine and develop an appreciation of the unique needs of development during early childhood. Emphasis is placed on the physical, neurological, cognitive, linguistic, social, emotional, moral, spiritual, and cultural development of children, particularly the young child. Emphasis will be on the typically developing child; however, various developmental patterns will be explored. Contemporary issues related to the care and education of young children will be examined relative to the developmental domains. Candidates are required to complete a case study involving 20 hours of observation in an ECE setting. Pre-requisite(s): None. Co-requisite(s): None. 3 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): EPS 500A. Co-requisite(s): None. 2 semester hours

This course is a survey of instructional materials, methods and supportive learning environments for teaching mathematics, science and social studies to children in preprimary settings. Candidates design, identify, demonstrate and evaluate appropriate experience and teaching strategies that support development of mathematics, scientific and social studies concepts for preprimary children. Course topics include discussion of behavior management, multicultural education, an integrated curriculum approach and adaptation of the curriculum for children with special needs. 10 hours of preclinical experiences are required. Prerequisite(s): EPS 500A. Co-requisite(s): Admission to the College of education. 2 semester hours

This course applies child development principles to the planning of science and mathematics experiences for both typically and atypically developing young children. Emphasis is placed on understanding how children develop problem-solving skills, and on recognizing how teachers can facilitate inquiry-discovery experiences for young children with diverse learning styles and needs. Candidates design, identify, demonstrate and evaluate appropriate experience and teaching strategies that support development of math and science concepts in early childhood learners. Course topics include discussion of a variety of guidance strategies for young learners, multicultural education, an integrated curriculum approach and adaptation of curriculum for children with special needs. Five hours of observation are required in an accredited ECE setting. Pre-requisite(s): ECE 504. Co-requisite(s): None. 3 semester hours

Foundations of Second Language Acquisition along with social and cultural adaptation of the English Language Learner (ELL) in the early childhood classroom form the basis for this workshop. Participants will examine the 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. Participants will also learn about developing proficiency in English, bilingualism in the home, responding to linguistic and cultural diversity, and understanding cultural differences and similarities. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

This course examines the dynamics of family life, family challenges, family stresses, and their impact on child development. The course explores the ecological contexts in which children live, the relationships among families, child care settings, communities, and broader social and cultural systems, and the personal and cultural filters through which early childhood professionals and families view each other. Emphasis is on the current social, political, legislative, and economic status of children and their families and the crises they face. Candidates study existing community interventions that support children and their families and discuss the issue of public policy and private advocacy. Pre-requisite(s): ECE 504. Co-requisite(s): None. 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. Pre-requisite(s): None. Co-requisite(s):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 best practices for the care and education of infants and toddlers form the basis of this course. State regulations for licensed care; environmental and program assessment tools; accreditation for infant/toddler programs; infant and toddler development, health, safety, and nutrition; and caring for children with typical and atypical development including special needs, are discussed. Additional topics include supporting the culture of the family in terms of child-rearing practices with children ages 0-3 as well as meeting the needs of multi-lingual children and their families during the critical period of language acquisition. 10 observation hours required. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

Candidates learn about what constitutes sound policy and practices in infant/toddler care and education. A close examination of historical and cultural contexts is provided as well as how developmental theory impacts policy and practices in programs today. Topics include societal attitudes about very young children in child care, notions surrounding the value of early interaction with very young children, and moral and political implications of early child care, as well as advocacy efforts needed for quality infant/toddler care and education. Candidates further examine how to use observation techniques to assist with developing sound program policy that supports the learning and development of children ages 0-3. 10 observation hours required. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

Students will examine the developmental needs of children from birth through three and how these needs can be met in group care and at home. Published curricula will be analyzed and evaluated. Candidates will create plans for using "teachable moments" to foster development. Candidates will also create lesson plans using the College’s approved format for lesson planning. 10 observation hours required. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course 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 and an introduction to graduate studies at NLU will also be included. Pre-requisite(s): None, Co-requisite(s): None. 1 semester hour

This course explores the historical and philosophical antecedents of educational programs for young children, and historical views of childhood. Influential pioneers in early education and philosophies will be reviewed. The course also examines the impact of history on current educational practices. The interactions among political strategy, children’s programming, and teacher preparation regulations will be discussed. The course purpose is to provide early childhood educators with a context for understanding and evaluating current practices. The context for the development of a reasoned and coherent personal philosophy of caring for and teaching children, based on ethical professional practice and decision-making will be examined. Pre-requisite(s): None. Co-requisite(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. Participants 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 participants to apply models of supervision and staff development in their respective educational settings are provided. Pre-requisite(s): None. Co-requisite(s): None. 0.5 - 3 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 grantswriting 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. Pre-requisite(s): None. Co-requisite(s): None. 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. 2 semester hours

This course focuses on the physical environment of early childhood education 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. Applied field assignment in an early childhood program will provide an opportunity for students to evaluate design elements of different facilities. Pre-requisite(s): None. Co-requisite(s): None. 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 relating 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 is the initial course designed for teachers currently licensed in Illinois who wish to secure a subsequent teaching endorsement on the Professional Educator License in early childhood education; elementary education; secondary education for science, social sciences, English language arts, mathematics, K-12 foreign language; or special education for LBS 1. A portfolio documenting knowledge and experiences encompassing the content area standards for the endorsement area will be created. This course is required for all candidates seeking subsequent endorsement through the focused program. Pre-requisite(s): Valid Professional Educator License, evidence of passing the Basic Skills Test or Test of Academic Proficiency; additional semester hours of appropriate coursework in the content areas for secondary education candidates as required for endorsement. Co-requisite(s): None. 4 semester hours

This is an advanced course that integrates educational theory and practice with field experiences and methods courses. ECE 570 is the first in three terms of integrated ECE course work and field experiences at the preprimary grade level. The concurrent university study and field experience provide an opportunity to bridge theory and practice, with a particular emphasis on various types of literacy (e.g., reading, writing, speaking and listening, visual literacy, numeracy). Candidates meet weekly in seminar to explore and analyze their varied experiences and broaden their base of professional knowledge prior to student teaching. 40 hours of field experience are required in an accredited ECE setting. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is designed for Master of Arts in Teaching candidates to document their knowledge and skills needed to complete the degree after the university’s six-year time limitation has expired. This course is for candidates who were enrolled in MAT degree programs in Early Childhood Education, Elementary Education, Secondary Education [science, social science, English/language arts, mathematics, K-12 foreign language], and in Special Education – LBS 1. Candidates will develop an online portfolio demonstrate their currency regarding knowledge and performance indicators for the content areas standards of educators in the degree program being pursued. Pre-requisite(s): Professional Educator License. Co-requisite(s): None. 1 semester hour

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): ECE 569 Completion of all content coursework as described on the transcript assessment. Completion of individual 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 is an advanced course that integrates educational theory and practice while supporting candidates who serve as teachers of record during the second and third years of the field-based residency program. The course explores teaching and learning in the primary grades (K-2). The concurrent university study and field experience provides an opportunity to bridge theory and practice, with a particular emphasis on various types of literacy, numeracy, and social emotional developmental practices supporting primary age students. Candidates meet in bi-monthly seminars to explore and analyze their varied experiences and broaden their base of professional knowledge. Pre-requisite(s): ECE 570. Co-requisite(s): None. 8 semester hours

This is an advanced course that integrates educational and practice with field experience and methods courses. ECE580 is the first in two consecutive quarters of integrated course work and field experience at the primary grade level. The concurrent university study and field experience provide opportunities to bridge theory and practice, with a particular emphasis on various types of literacy (e.g., reading, writing, speaking, listening, visual, math). Candidates meet weekly in seminar to explore and analyze their varied experiences and broaden their base of professional knowledge prior to student teaching. Required of all ECE MAT for early childhood endorsement. 50 hours of field experience is required in an ECE accredited setting. Pre-requisite(s): Admission to the Early Childhood Education program. Co-requisite(s): None. 3 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 course engages participants in a structured opportunity to use knowledge gained from attendance at Leadership Connections to inspire and document program improvements. Participants will reflect on the knowledge, experience, and insight gained from the conference. These reflections will promote program-wide quality improvement actions that are aligned with the Illinois Director Credential. Conference activities include attendance at sessions related to leadership competencies. Post-conference activities include reflections, quality improvement plans, documentation portfolios, and project work within a competency domain. This course fosters a community of program administrators working to create cultures of continuous quality improvement. Pre-requisite(s): None. 2 semester hours.

This is an advanced course that integrates educational theory and practice with field experience and methods courses. ECE589 is the first in three quarters of integrated ECE course work and field experience at the preprimary grade level. The concurrent university study and field experience provide an opportunity to bridge theory and practice, with a particular emphasis on various types of literacy (e.g., reading, writing, speaking, listening, visual, math). Candidates meet weekly in seminar to explore and analyze their varied experiences and broaden their base of professional knowledge prior to student teaching. 40 hours of field experience are required in an accredited ECE setting. Pre-requisite(s): Admission to the Early Childhood MAT program. Co-requisite(s): None. 3 semester hours

Candidates in this course complete a full-day experience of student teaching at the K-3 level, for one academic term. In addition, weekly seminars address issues facing beginning teachers. Successful completion of this experience is based on attainment of a wide variety of professional competencies, including demonstration of professional dispositions and ability to assume full responsibility for a classroom over an extended period of time. All ECE MAT program coursework must be completed prior to taking this course. Candidates must apply for, and be approved by the ECE Department, to take the course. Pre-requisite(s): ECE 589, ECE 504, ECE 523, ECE 507, ECE 503, ECE 502, ECE 510, ESR 504, ECE 580; passing score on State of Illinois Content Area Test for Early Childhood. Co-requisite(s): None. 5 semester hours

Students will serve as interns or teaching assistants for 180 hours in an approved infant-toddler setting that provides developmental support and care. Under the direction of a mentor teacher and with University supervision, students will engage in all aspects of daily interaction with children ages 0 to 3. A weekly seminar support this activity. Pre-requisite(s): None. Co-requisite(s): None. 4 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

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)