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Course Offerings

Early Childhood Education, 2014–2015

One unit of credit equals four semester hours. Prerequisite for all courses 200-level or higher: admission to program.

ECE 200 Introductory Seminar to Teaching as a Caring Profession
.50 credit
An introduction to the Department of Education’s mission, goals, core values, professional conduct expectations and requirements for teacher licensure in Illinois. Teacher candidates are introduced to technology integration in education and create a professional electronic portfolio to monitor and evaluate their growth as future educators. To be completed as a first course at the 200-level or above in a teacher education program. Successful completion of this seminar is required to continue in the teacher education program. Prerequisites: admission to teacher education; may be taken concurrently with EDU 104. Fall Term.

ECE 201 History, Theory and Practice of Early Childhood Education
.50 credit
An introduction to the significant theoretical and historical developments in the care and education of children from birth through age eight. A variety of current organizational approaches to education and childcare are reviewed. Fall Term.

ECE 223 Education of PK-12 Learners with Exceptionalities
An introduction to the characteristics of children with cognitive, social, emotional and physical disabilities and educational principles applicable to them. Includes educational principles, methods and materials that may be useful in meeting the varying needs of learners with disabilities. Prerequisites: admission to an education program; non-majors must have consent of the instructor.

ECE 300 Intermediate Seminar for Teaching in Diverse and Inclusive Schools
.25 credit
An intermediate seminar for developing the knowledge and skills needed for creating inclusive and safe classroom environments that support all learners. The seminar requires field participation in diverse school settings. Teacher candidates demonstrate professional growth by developing a philosophy of teaching and presenting their reflective e-portfolios, which link coursework with professional standards and field experiences. Successful completion of this seminar is required as part of the evaluation process for continuation in the teacher education program. Prerequisite: ECE 200. Spring Term.

ECE 301 Curriculum Trends, Organizational Patterns and Methods of Early Childhood Education
An introduction to the major techniques and methods for preprimary organization and implementation of instruction, including activity/learning centers, individualization, play and media, and their use in expanding the preprimary child’s experience of art, music, literacy, language, math and science. Prerequisite: ECE 200. Spring Term, evening only.

ECE 308 Instructional Methods for the Young Child
An advanced study of instructional techniques and methods used in primary education. Open education, learning centers, activity projects and individualization are reviewed. Methods of teaching science, social studies, music, art, drama, movement and health are included. Prerequisite: ECE 300. Fall Term, evening only.

ECE 318 Reading and the Language Arts for the Young Child
An advanced study of how young children develop reading skills in early childhood and the primary grades. Developmental reading instruction, support, materials and resources are included. Focus areas include reading foundations and methodological approaches needed to integrate children’s developing skills in listening, speaking, reading and writing throughout the
content areas. Prerequisite: EED 200.

ECE 330 Teaching Mathematics in K-8 Classrooms
An advanced study of theories, methods and materials based on NCTM standards that are used to teach modern mathematics in K-8 classrooms. Prerequisites: ECE 200, MTH 325 and MTH 326 or equivalents.

ECE 412 Early Childhood Assessment: Typical and Atypical Development
An advanced study of measurement as it relates to the education of the young child including children with disabilities. Commonly used tests and diagnostic approaches are discussed, with a focus on the individuality and specific needs of the child. Students seeking the early childhood special education approval concentrate on assessments for young children with special needs. Prerequisites: ECE 200, ECE 301 and PSY 317. Spring Term.

ECE 413 Child, Family and Community Relationships
An advanced study of the relationship of children to their families and the role of the school and various community organizations in supporting the family. Focus areas include children with disabilities and public policies regarding the young child. Prerequisite: ECE 300. Fall Term.

ECE 414 Early Childhood Special Education Methods
An advanced study of developmentally and individually appropriate methods for fostering growth of young children with special needs. Focus areas include social/emotional, cognitive, communication, adaptive and motor development of young children in various setting such as the home, school and community. The development of collaborative team processes and the implementation of the Individual Family Service Plan and individualized Education Plan are investigated. Prerequisite: ECE 200. Spring Term.

ECE 419 K-8 Learning Environments and Assessment
An advanced study of classroom environments. Includes evaluation and application of strategies for using developmental knowledge to create healthy, respectful, supportive and challenging learning environments. Includes the study of formal and informal assessments to evaluate learning and instructional decisions. Requires directed field participation hours in a prospective student teaching classroom. Prerequisite: ECE 300. To be completed the term prior to student teaching.

ECE 450 Advanced Seminar in Teacher Collaboration and Professional Practice
.25 credit
Supports teacher candidates in updating reflective portfolios that demonstrate links between courses in education and content areas with professional standards, department goals and field experiences. The seminar focuses on professional collaboration and legal and licensure requirements for student teachers. Field experiences at prospective student teaching sites are required. Participation in individual conferences and a formal evaluation of the portfolio before being recommended for admission to student teaching is required. Must be completed the term prior to student teaching. Prerequisite: ECE 300; to be completed in the term prior to student teaching.

ECE 452A/ECE 452B Student Teaching in Early Childhood Education
1.50 credits
Full-day assignment to an early childhood or kindergarten program in a public school for an eight-week period and an elementary classroom (1-3) for an additional eight-week period. Attendance at seminar sessions is required. No additional sources should be taken while
student teaching. Must also complete ECE 454A or ECE 454B. Prerequisite: ECE 450. Pass/No Pass grading.

ECE 454A/ECE 454B Student Teaching in Early Childhood Education Special Education
1.50 credits
Full-day assignment to an early childhood special education class for eight weeks and an elementary classroom (1-3) for an additional eight-week period. Open only to those qualified for special education approval. Must also complete ECE 452A or ECE 452B. No additional courses should be taken while student teaching. Prerequisite: ECE 450. Pass/No Pass grading.

ECE 492/292 Independent Study in Early Childhood Education
Individually designed course under the supervision of a faculty member in the Department of Education.

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