ECE - Early Childhood Education

Through this course, students will gain an in-depth understanding of development and learning in children from prenatal to age three. This course will look at the interrelationship between unique developmental trajectories and early relationships (e.g. attachment, trust) with primary caregivers on infant and toddler development, learning, mental health, and well-being. Students will deepen their understanding of the biological and environmental risk factors that affect development, and the importance of (and eligibility for) Early Intervention (EI) services in Illinois. Collaboration, communication and providing support to families, within the context and respect of family culture, beliefs and community , is an integral part of this course as well. Pre-requisite(s): EDU 299. Co-requisite(s): None. 5 quarter hours

Through this course, students will gain an in-depth understanding of development and learning in children from prenatal to age three. This course focuses on the interrelationship between unique developmental trajectories and early relationships, nutrition, and safety on infant and toddler development, learning, mental health, and well-being. Students will also examine the ways that attachment and development are influenced by early environments and experiences. Collaboration, communication and providing support to families, within the context and respect of family culture, beliefs and community, is an integral part of this course as well. This course is designed to cover INCCRRA Gateways to Opportunities Infant Toddler Credential Competencies: HGD1, HGD2, HGD3, HSW1, HSW2, IRE1, IRE2. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours.

This course provides students with both theory and application practices around creating a healthy and safe environment for infants and toddlers. Students will explore the role of the teacher in the learning environment that promotes wellness which include relationship-based care models of practice. Safe outdoor environments, nutrition and culturally responsive interactions with infants/toddlers (within the context of a healthy, safe, collaborative environment) will also be explored. Students will build competency in engaging families through access to health, nutrition, and safety information, supporting an overall goal of supporting the healthy development and learning of young children, prenatal to age three. Pre-requisite(s): EDU 299. Co-requisite(s): None. 5 quarter hours

This course builds competency for successful advocacy and leadership on behalf of children, families, and practitioner in the field. Participants learn how to maximize knowledge of systems, effective communication strategies, collaboration techniques, policies, and resources to support and enhance the work of birth to three leaders. Concepts of whole leadership and visionary leadership will be explored and practiced. Students will also engage in an exploratory leadership project of their own choosing over the course of the term. In addition, individual professional development planning will take place as well as identification of credentials or certifications that the student is interested in pursuing. Pre-requisite(s): None Co-requisite(s): None 5 quarter hours

In this course participants examine their leadership role in their early childhood programs and are introduced to a model of facilitative leadership as a way to empower staff to support shared decision making. Participants identify effective employment practices that will help them find and keep the right people for available jobs and their organizations. Participants are introduced to a comprehensive model for supervising staff and promoting their ongoing professional development based on recognizing and appreciating individual differences. Participants develop and practice the necessary skills to nurture a positive work climate that promotes peak performance. Pre-requisite(s): None. Co-requisite(s): None. 1-5 quarter hours

In this course participants learn about the components of effective management including: systems and the importance of systems thinking; stakeholder analysis and management; the strategic planning process; how policies, procedures, and systems are interconnected; and tools for taking charge of program operations. Participants understand how to manage a fiscally responsible early childhood business and be introduced to effective budgeting and accounting. Participants develop the skills needed to promote a positive public image. Participants learn how to create environments that welcome and support the learning of children and adults, as well as promote their health and safety. Pre-requisite(s): None. Co-requisite(s): None. 1-5 quarter hours

In this course participants learn to support young children's development and learning by understanding the interactive environment, the advantages of different groupings and staffing patterns, and continuity of care. Participants learn how to implement developmentally appropriate early childhood curriculum and the importance of observation and child assessment in achieving program goals. Participants explore the early childhood administrator's role in creating family partnerships, promoting an appreciation of diversity, and nurturing open communication. Participants explore importance of program evaluation and learn how to implement continuous quality improvement - the leadership practice of assessing needs, defining desired outcomes, developing an action plan, and evaluating effectiveness. Pre-requisite(s): None. Co-requisite(s): None. 1-5 quarter hours

This course is an intensive investigation into curriculum and program design for infant and toddler settings. Special attention will be paid to cultural, individual, and developmentally responsive curricular strategies for typical and atypical children. Foundational assessment strategies, including observation methods and organizational approaches to gain knowledge of young children, and their familial and social contexts are also included. There will be a special focus on evidence-based practices that are responsive to the unique developmental trajectories and contexts of infants and toddlers. Twenty hours of field work are required for this course. Pre-requisite(s): EDU 299 and ECE 301. Co-requisite(s): None. 5 quarter hours

Students in this course will apply theory, materials, and the Illinois State Board of Education Early Learning Standards for teaching language arts, literacy, art, music/movement, math, science, social studies, health, and safety to instructional methods for children ages three to five. Play and the active and constructive nature of learning will be emphasized. An integrated unit, addressing all content areas, will be developed. Students will also examine the implications of planning an integrated methodology with ELL children and those that have special needs. Fifteen field experience hours in a preschool classroom are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

Students in this course will apply theory and observational data to make evidence-based decisions about curriculum and program development. The relationship between curriculum , relationships, and child development, and learning in analyzing environments is a key competency demonstrated through this course. The design of engaging environments based on appropriate theory, policy, and guidelines will also be discussed. Additionally the use of observation and assessment as tools to ethically support child development, learning, and program development will be covered. Finally, communication with families and colleagues in an effort to support healthy child development and program development is a critical competency gained in this class. Pre-requisite(s): EDU 200CB, EDU 210CB, EDU 290CB, and EDU 305CB, or Gateways level 3 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course will introduce students to the fundamentals of early language and literacy development, and their connection to one another. Students will learn the importance of planning a curriculum that includes emergent literacy at its core as well as how to incorporate activities that strengthen early language and literacy development, based on the five domains of language development. Typical and atypical development will be explored in addition to differentiated early literacy instruction as well as strategies for including families. Twenty five field hours are required and are directly connected to the assignments within the course. Pre-requisite(s): EDU 299. Co-requisite(s): None. 5 quarter hours

Participants will examine the components of a high-quality family child care enterprise through the lens of a business owner and educator. Participants will have an opportunity to develop a family child care business or quality improvement plan aligned with their mission statement, cultivate healthy environments for children and families, explore advocacy skills and techniques for creating a professional image, and pursue standards aligned with the national family child care Administration Scale and self-reflection and/or evaluation of a family child care program. Pre-requisite(s): None. Co-requisite(s): None. 1-5 quarter hours

This course takes a relationship-based, developmental approach to using observation and information about the child to perform assessments of infant/toddler behavior within identified contexts. The development of collaborative relationships with families to share in the information is central to the course. Students gain experience in screening and authentic assessment, including the appropriate use of standardized tests and criterion-referenced tools. Also examined is the potential for various interventions and improving outcomes for children and their families. Teacher candidates will research and evaluate current intervention programs, and will investigate the impact of intervention programs within families, child care programs and communities. Twenty hours of field work is required for this course. Pre-requisite(s): EDU 299 and ECE 301. Co-requisite(s): None. 5 quarter hours

This course provides the student with an overview of the ways culture impacts the development for infants and toddlers. Students focus on the ability to form healthy working relationships with the families of infants and toddlers across a range of cultures. Included is an investigation into the meaning of various child-rearing behaviors, cultural practices and how they relate to parental expectations and cultural traditions to develop culturally appropriate practices. Students will explore what it means to be culturally responsive when working as an infant/toddler early educator. Twenty field hours are required for this course. Pre-requisite(s): EDU 299 and ECE 301. Co-requisite(s): None. 5 quarter hours

This course provides students with an overview of infant/child mental health, including an investigation into its importance in the overall well-being and development of a child as well as how social and emotional development impact the trajectory of development. Trauma informed practice is an underlying theme in this course as well as the role of attachment and trusting relationships with caregivers, teachers and other adults, particularly as they impact healthy responses and overall health and development of the young child. Twenty hours of field work are required for this course. Pre-requisite(s): EDU 299 and ECE 301. Co-requisite(s): None. 5 quarter hours

This course provides students with an overview of infant/ toddler mental health, including an investigation into its importance and impact in the overall well-being and development of an infant/toddler, with a focus on biological and environmental risks and eligibility for early intervention. Special consideration is given to advocacy for practices, policies, and systems to support the significance of infant/toddler mental health and learning. This course is designed to cover INCCRRA Gateways to Opportunities Infant Toddler Credential Competencies: HGD7, CPD5, FCR7, PPD5. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course is designed for Undergraduate Educator Preparation majors that have previously obtained a Gateways to Opportunity Level 4 ECE Credential. Packaged in one course, the Level 5 competencies are needed for an Early Childhood Educator to obtain a Level 5 Credential, once a Bachelor’s Degree is completed. Competencies included cover content in Human Growth and Development, Health, Safety, and Well-Being, Interactions, Relationships, and Environments, Observation and Assessment, Curriculum or Program Design, Family and Community Relationships, and Personal and Professional Development. Field hours and/or a secure place of employment with children ages birth-to-five is required for this course. Pre-requisite(s): Students must have a Gateways to Opportunity Level 4 ECE Credential (or have demonstrated competencies in all of the Level 2-4 competencies) prior to taking this course. Co-requisite(s): None. 1-5 quarter hours

This is the final field–based experience course in the professional sequence of the Educator Preparation program. This course will continue to expand the teacher candidates’ work through our innovative virtual coaching model. Under the guidance of a qualified Mentor Teacher and a University Field Coach, teacher candidates will gradually assume instructional responsibilities in the field, building towards a minimum of 4 weeks of full take-over in the classroom setting. Pre-requisite(s): EDU 299, EDU 350, ECE 324, ECE 334, EDU 477, EDU 480, EDU 483, and EDU 420. Co-requisite(s): None. 5 quarter hours

Students engage in a weekly seminar that is required for all student teachers. This seminar includes creating a Professional ePortfolio, reflecting on the art and process of teaching, and exploring resources that support novice and developing teachers. Successful completion of this experience is based on the demonstration of a wide variety of competencies including collaboration with peers, reflective practice, and the successful completion of a Professional ePortfolio. The ePortfolio includes artifacts such as resume and cover letter, teaching philosophy, lesson plans, reflections and other demonstrations of teaching proficiency. This course is the culmination of the full teacher preparation program, and provides opportunities for teacher candidates to synthesize their learning into actionable and demonstrated skills and behaviors. NOTE: Ten weeks of full-day student teaching is required for this course. Pre-requisite(s): EDU 299, EDU 350, ECE 324, ECE 334, EDU 477, EDU 480, EDU 483, and EDU 420. Co-requisite(s): ECE 470A. 5 quarter hours

This course investigates equitable opportunities for students’ development and learning. Special attention will be paid to utilizing collaborative strategies and reflecting on professional feedback for continuous growth. Students will examine discriminatory policies that impact students, families, communities, and teachers. Candidates will also have the opportunity to focus on culturally responsive communication and collaboration with families and professionals. This course is designed to cover INCCRRA Gateways to Opportunities Level 5 to PEL Competencies: G22, G23, G1, G2, G3. Pre-requisite(s): EDU 200CB, EDU 210CB, EDU 290CB, EDU 305CB, EDU 299CB, EDU 352CB, or Gateways Level 4 Credential. Co-requisite(s): None. 10 quarter hours

This course is a culminating experience for students in the Early Childhood Practice program. Through an internship experience, students will demonstrate an internship experience, students will demonstrate frameworks that the ECP program is aligned to. The purpose of this internship will be for students to work in an infant/toddler setting of their choice and exhibit high levels of quality work and competency through a master project that demonstrates their learning and development over the entire program. One-hundred hours of field work are required for this course. Pre-requisite(s): ECE 200, ECE 301, ECE 302, ECE 321, ECE 334, ECE 400, ECE 341 and ECE 342. Co-requisite(s): None. 10 quarter 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 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

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

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

Candidates in this course will apply literacy theory to instructional methods, materials and the Illinois State Board of Education Early Learning and Common Core Standards for teaching reading and language arts to young children. Play and the active nature of constructive learning will be emphasized. Adaptation for special needs and culturally diverse children will also be included. Current research along with the Internet will be examined. Ten pre-clinical hours are required as part of the course. Pre-requisite(s): Admission to the Early Childhood MAT program. Co-requisite(s): None. 3 semester hours

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 focuses on early mathematical content and concepts that are relevant to young children during the first eight years of life. The course is designed to teach candidates and practicing teachers effective strategies to recognize and promote mathematical development and learning in all young children. Candidates and practicing teachers will explore what early mathematics looks like in early years and learn specific ways to facilitate young children’s mathematical mindsets. By developing growth mindset in mathematics and reasoning and problem solving in the areas of number and operations, algebra, geometry, measurement, and data analysis, candidates and practicing teachers will be able to identify opportunities for early mathematics learning throughout the curriculum, build positive early mathematics’ mindsets and identities, observe and assess young children’s developing mathematical knowledge, plan experiences that focus on specific math concepts, and use a variety of strategies and materials to promote children’s interests and abilities in mathematics. Pre-requisite(s): Admission to the Early Childhood Education MAT program or consent of MAT Program Director. Co-requisite(s) None. 3 semester hours

Using Systems Theory as an integrating paradigm, this course is designed to deepen participants’ awareness of how they affect and are affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Topics include an analysis of leadership style cross-cultural communication, and an assessment of organizational climate in the context of early childhood programs. Opportunities are provided for participants to apply the concepts of organizational theory, group dynamics, and models of leadership in their respective educational settings. Pre-requisite(s): None. Co-requisite(s): None. .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, culturally competent 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. Co-requisite(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 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 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. 1-8 semester hours

This is an advanced course that integrates educational theory and practice with field experience and methods courses. ECE580 is the first in two consecutive terms of integrated coursework 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. This course is a requirement for all ECE MAT candidates seeking an early childhood endorsement. 50 hours of field experience is required in an ECE accredited setting. Pre-requisite(s): FDN 503, EPS 500A, FND 502,, at least one pre-primary methods course. Co-requisite(s): None. 3 semester hours

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

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.

ECE 587 is a course that integrates educational theory and practice with field experience and methods courses for resident teachers at the preprimary or primary grade level in an early childhood residency setting. This course integrates field-based experiences with on-site seminars for preservice teacher candidates who are working full time as teacher assistants in a classroom. 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. A minimum of 40 hours of field experiences is required in K-grade 2 setting for candidates in a pre-K setting. This course runs 2 terms. Pre-requisite(s): None. Co-requisite(s): None. 1-6 semester hours

The course is delivered as a four-term seminar, Summer through Spring terms, to create a connection between educational theory and content with field experience and instructional practice. The course is offered as part of the Early Childhood Residency Program for candidates working as teacher assistants in preprimary or primary grade level classrooms. 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) and math content for the Early Childhood years. Candidates meet in a weekly seminar over the four terms to engage in topics related to curriculum, assessment and instruction for young learners while simultaneously analyzing high-leverage practices and diverse and inclusive classroom environments to broaden their professional knowledge. Students must take his course for 2SH in the first term, (summer) and then 3 SH for the next three terms (fall, winter, spring) for a total of 11SH throughout the residency year. Pre-requisite(s): Passing grade in all previous residency year. Co-requisite(s): None. 1-11 semester hours

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre-requisite(s): None. Co-requisite(s): None. 0 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

Students in this course complete a full-day experience student teaching in K-3 level for 11-12 weeks. Weekly seminars are conducted for all student teachers and topics include problems, issues and concerns of beginning teachers. Successful completion of this experience is based on a wide variety of competencies including full responsibility for a classroom over an extended period (at least two weeks) during the term. This course is the culminating experience for early childhood majors seeking licensing in the state of Illinois. Pre-requisite(s): All coursework must be completed before student teaching. Passage of the ECE Content Test (#107) is required. Students are required to submit a current (no more than 6 months old) criminal background check and TB test to their academic advisors along with a Certificate of Completion for the Mandated Reporter course. FND 503, EPS 500A, FND 502, ECE 580 and at least one pre-primary methods course. Co-requisite(s): None. 5 semester hours

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

This is an advanced course that integrates educational theory and practice with field experience and methods courses. ECE 591 is an integrated ECE course work and field experience at the preprimary or primary 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): None. Co-requisite(s): None. 1-7 semester hours

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre-requisite(s): None. Co-requisite(s): None. 0 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