300

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