Early Childhood Education, M.A.T. (Teacher Resident Program)
The Early Childhood Education, M.A.T., Teacher Residency Program, leads to a master's degree and a Professional Educator License endorsed for self contained general education (Birth to Grade 2). Visit Licensure and Endorsements at NLU for more details.
The field residency model requires teacher candidate placement in a classroom during an entire academic year.
Program Learning Outcomes (PLOs):
PLO1. PROMOTING CHILD DEVELOPMENT AND LEARNING - Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
PLO2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS - Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
PLO3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES - Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
PLO4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES - Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
PLO5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM - Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
PLO6. BECOMING A PROFESSIONAL - Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
PLO7. EARLY CHILDHOOD FIELD EXPERIENCES - Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).
Program Details:
- Requires 35 SH for completion
- Candidates must complete General Education Requirements before the end of the second term or before the start of the third term:
- Science – coursework covering at least three of the following areas: physical, life science, and earth and space
- Social Sciences – coursework covering at least four of the following areas: history, geography, civics and government, economics of Illinois, US and the world
- Requires practicum
- Requires student teaching
- Requires a passing score on the Early Childhood Content Area Test before Resident Teacher Practicum
Required Courses
Program Requirements - 35 SH
| CIL 531 | Cross Cultural Education | 3 |
| ECE 503 | Teaching & Learning in Early Childhood Settings:Language Arts, Social Studies, Art, Music & Movement | 3 |
| ECE 504 | Human Development: Infancy and Childhood | 3 |
| ECE 507 | STEM in Early Childhood | 3 |
| ECE 523 | Historical and Philosophical Foundations of Early Childhood Education | 3 |
| ECE 570 | Internship in Early Childhood Education Preprimary Settings | 3 |
| MHE 450 | Mathematics for Elementary and Middle School Teachers | 3 |
| RLL 535 | Foundations of Emergent Literacy | 3 |
| RLL 537 | Early Literacy Methods PreK-3 | 3 |
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
| ECE 587 | Early Childhood Resident Teacher Practicum | 1 TO 6 |
Note: ECE 587 must be taken for 5 SH.