ECE - Early Childhood Education

Students will examine theories of child development, perspectives of the developing child, and current practices in the early childhood education field. Issues of health, nutrition, outdoor play, group management techniques, and planning for the individual child will be researched using the Internet. Current multicultural perspectives and research for children birth to 8 will be investigated with fieldwork included. Prerequisite(s): A developmental psychology course. 5 quarter hours

This course will introduce candidates to the Early Childhood profession. Candidates will observe in a variety of developmentally appropriate infant, toddler and two-year-old programs. Various techniques and strategies for observation and assessment of infants, toddlers and two year olds will be used. Candidates will learn to evaluate programs and practices related to the education of infants, toddlers and two year olds. Candidates will also be introduced to using assessment tools for program evaluation purposes. 25 preclinical hours are required in this course. Pre-requisite(s): LAP 100 Current TB test and background check required. Co-requisite(s): None. 4 quarter hours

This course is one in a series of three designed to introduce students to the Early Childhood profession. Students will observe in a variety of developmentally appropriate programs for children between the ages of three and five. Personal and professional reflection and growth are facilitated through journal entries, seminars, and written assignments. 35 preclinical hours are required. Prerequisite(s): none Two quarter hours

This course is one in a series of three to introduce students to the Early Childhood profession. Students will observe in a variety of developmentally appropriate first, second, and third grade classrooms. Personal and professional reflection and growth are facilitated through journal entries, seminars, and written assignments. 35 preclinical hours are required. Prerequisite(s): None. 2 quarter hours

(replaces ECE315) This course will focus on the history of ideas, individuals and events that have influenced the curriculum, organization, policies and philosophies of education in the United States. A special topic option allows students to pursue topics related to their area of interest within the education spectrum. Prerequisite(s): None. Co-requisite(s): None. 3 quarter hours

Students will construct an understanding of speech and language acquisition in children birth through five years of age. An examination and analysis of typical, a typical and bilingual language patterns and their relationship to cognitive and social development will be included. Activities and strategies will be explored regarding early literacy and classroom intervention. Educational issues related to linguistically diverse children and families will be researched using the Internet as a resource. This course requires 15 hours of field experience. Prerequisite(s): Psychology of Early Childhood or an equivalent course in Developmental Psychology, current TB test and background check required Co-requisite(s): None. 3 quarter 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 view children and their families. Emphasis is on the current social, political, legislative, and economic status of children and their families and the crises they face. Students will study existing community interventions that support children and their families and discuss the issue of public policy and private advocacy. Prerequisite(s): None. Co-requisite(s): None. 5 quarter hours

This course focuses on the human relations side of administrating early childhood programs. It analyzes the objectives and functions of supervision and presents guidelines for recruiting, hiring, training, and evaluating a diverse staff. Participants will examine 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 will be provided. This course may be used as an elective in the Undergraduate Early Childhood Practice Program. Pre-requisite(s): None. Co-requisite(s): None. 1-5 quarter hours

Students will explore the world of infants and toddlers and the basis for individual differences, including prenatal factors, social and family factors, and the effects of infant temperament, attachment, health, and early experiences. Patterns of growth and development will be examined along with the potential for enhancement through enlightened caregiving and educational practices. Discussion of the impact of cultural differences, recent trends in early care, and support for children with special needs will be included. Observation hours are required. Prerequisite(s): Junior standing. 5 quarter hours

Key components of care for very young children form the basis of this course. Examination of the Infant-Toddler Environment Rating Scale and Illinois state regulations for licensed care combine with observations of model practice to provide students with insights into effective decision-making in centers serving infants and toddlers. Observation hours are required. Prerequisite(s): None. 3 quarter 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. This course may be taken as an elective in the Undergraduate Early Childhood Practice Program. Pre-requisite(s): None. Co-requisite(s): None. 1-5 quarter hours

Students in this course will examine the teacher's role in working with children within the context of family life, culture and society. Family systems theory, diverse family structures, and effective parent-school communication are included. Multi-cultural and anti-bias issues are explored. Family intervention services for support assessment and program planning are presented. Family crisis, family stress issues, child illness, and special needs children are discussed in relation to educational practice. Prerequisite(s): None. 5 quarter hours

In this course students will examine their leadership role and be introduced to a model of facilitative leadership as a way to empower staff and support shared decision making. Students will learn about effective employment practices that will help them find and keep the right person for an available job and their organization. Students will be introduced to a comprehensive model for supervising staff and promoting their ongoing professional development based on recognizing and appreciating individual differences. Students will develop and practice the skills needed to nurture a positive work climate that promotes peak performance. Prerequisite(s): None. 5 quarter hours

In this course students will 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. Students will understand how to manage a fiscally responsible early childhood business and be introduced to effective budgeting and accounting. Students will develop the skills needed to promote a positive public image. Students will learn how to create environments that welcome and support the learning of children and adults, as well as promote their health and safety. Prerequisite(s): None. 5 quarter hours

In this course students will learn to support children's development and learning by understanding the interactive environment, the advantages of different groupings and staffing patterns, and continuity of care. Students will learn how to implement curriculum and the importance of observation and child assessment in achieving program goals. Students will explore the director's role in creating family partnerships, promoting an appreciation of diversity, and nurturing open communication. Students will understand the 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. Prerequisite(s): None. 5 quarter hours

Students will construct an understanding of speech and language acquisition in children birth through eight years of age. An examination and analysis of typical, atypical and bilingual language patterns and their relationship to cognitive and social development will be included. Activities and strategies will be explored regarding early literacy and classroom intervention. Educational issues related to linguistically diverse children and families will be researched using the Internet as a resource. Appropriate field experiences are included. Prerequisite: Psychology of Early Childhood or an equivalent course in Developmental Psychology. 3 quarter hours

This course examines curricular models and instructional materials that foster the development of infants and toddlers. Strategies for administering and managing infant and toddler learning environments are examined. Observation hours are required. Prerequisite(s): Junior standing or instructor approval. 5 quarter hours

This course will examine issues in program development in child care centers, preschools, and family child care homes. Attention is paid to issues of diversity and accommodation of special needs as part of a coherent and consistent guiding philosophy and practice. Prerequisite(s): Junior standing or permission of advisor. 2 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. Current research and Internet will be used as resources. Fifteen pre-clinical hours will be collected as part of the required field experience for this course. Prerequisite(s): ECE205, EPS300, TIE300, current TB test and background check required. Co-requisite(s): None. 5 quarter hours

This course provides an overview of the knowledge and skills necessary to develop and administer an early care and education facility. This course explores management and leadership skills, program and facility development including: licensing, organizational structure, policy development, finances, personnel, families, marketing, program evaluation and other related topics. Students examine different styles of management and identify the methods and strategies that contribute to effective management. The course covers management tasks including program planning, people management, program evaluation, management of supplies and equipment, development, and managing and monitoring financial resources. Prerequisite(s): Junior standing or permission of advisor. 5 quarter hours

This is an introductory survey course, with emphasis on appropriate ways to use technology across the early childhood curriculum. Students learn computer literacy and its use in Early Childhood Education through hands-on activities, such as word processing, databases, graphics and instructional software appropriate for young children, software evaluation, hardware selection, telecommunications, and integration of technology into Early Childhood Education classroom practice. Five preclinical hours are required. Prerequisite(s): None. 3 quarter hours

In this course, students will examine the development of a high-quality family child care enterprise, utilizing best business practices and successful marketing strategies. Students will have an opportunity to develop a family child care business plan and mission statement, cultivate advocacy skills, explore techniques on creating a professional image, and learn about national family child care accreditation. Prerequisite(s): None. 3 quarter hours

This seminar course focuses on "best practices" for young children and their families in early care and education programs. Students examine how "best practice" is determined, cultural and historical influences on best practice, institutionalization of best practice by accreditation, licensure, and legislation, and the role of the teacher or caregiver in establishing and promulgating best practice in a variety of early childhood environments. Prerequisite(s): Junior standing or instructor approval. 5 quarter hours

The purpose of this course is to assist students in developing a detailed ethical framework that will guide their actions while working with children, families, schools and organizations. Areas of emphasis include: an introduction to some of the main theoretical issues in ethics, an examination of moral problems often encountered in the early childhood context (e.g. confidentiality, discrimination, diversity, etc.) and an exploration of some of the moral theories and practices in today's schools and child care centers, especially from the perspectives of Kohlberg and Gilligan. Prerequisite(s): Junior standing or instructor approval. 5 quarter hours

This course is designed to present the student with a variety of resources in guiding children and managing the classroom. Theory-based strategies are presented that focus on positive guidance, prevention techniques and creating a prosocial classroom environment. Prerequisite(s): None. 5 quarter hours

This is an introductory course for the pre-service early childhood candidate to learn basic theories about curriculum, differentiation, and assessment as they relate to developmentally appropriate practices in early childhood instruction. Candidates will learn specific ways to organize curriculum, differentiation strategies, and assessment techniques. Candidates will apply best practices for curriculum, differentiation, and assessment across all disciplines including English/ language arts, mathematics, science, and social studies. Ten hours of observation in a K-2 setting is required as part of this course. Prerequisite(s): EPS 300, TIE 300, ECE205. Co-requisite(s): Admission to the National College of Education. 5 quarter hours

Candidates apply what they have learned about early childhood practices by identifying effective strategies used to plan, implement, and assess instruction, guide children, and manage classrooms. They demonstrate their professionalism by planning, implementing, and assessing whole group, small group, and individual instruction, under the guidance of a master teacher in a preprimary setting for at least three hours a day for nine weeks. Candidates who have had a previous, supervised preprimary experience must have a portfolio review to determine if this component may be waived, in which case they would register for seminar and complete 25 hours in a preprimary classroom as part of their seminar requirements. Prerequisite(s): Admission to NCE, Completion of EPS300, ECE205, ECE220, LAE307, ECE210, TIE300 ECE215; current TB test and background check required. Co-requisite(s): ECE351. 2 quarter hours

Candidates will apply what they have learned about early childhood practices by identifying effective strategies used to plan, implement, and assess instruction, guide children, and manage classrooms. They will demonstrate their professionalism by planning, implementing, and assessing instruction for individual students, small groups and the whole group, under the guidance of a master teacher in a preprimary setting for at least three hours a day for nine weeks. Candidates who have had a previous supervised preprimary experience register for this seminar and will be required to complete 135 hours in a preprimary classroom as part of their seminar requirement. Prerequisite(s): Admission to NCE, Completion of EPS300, ECE205, ECE220, LAE307, ECE210, TIE300, ECE215, current TB test and background check required. Co-requisite(s): ECE350. 3 quarter hours

Students in this course will apply theory to instructional methods, materials and the Illinois State Board of Education Early Learning Standards for teaching Language Arts, Art, Music and Movement to young children. Play and the active and constructive nature of learning will be emphasized. Writing and evaluating curriculum using lesson plans will be done in each content area. Adaptation for special needs and culturally diverse children will be included. Current research along with the Internet will be explored as resources. 6 pre-clinical hours are required. Prerequisite(s): ECE202, ECE205, ECE206, SPE300, or their equivalents. 3 quarter hours

Students in this course will apply theory to instructional methods, materials and the Illinois State Board of Education Early Learning Standards for teaching Social Studies, Science, and Mathematics to young children. Play, and the active and constructive nature of learning will be emphasized. Writing and evaluating curriculum using lesson plans will be done in each content area. Adaptation for special needs and culturally diverse will be included. Current research along with the Internet will be explored as resources. 6 pre-clinical hours are required. Prerequisite(s): ECE202, ECE205, ECE206, SPE300, or their equivalents. 3 quarter hours

This advanced course continues to integrate educational theory and understanding with field experience .ECE451 is the first of two consecutive quarters of field experiences at the primary level; the course is linked to Student Teaching. Concurrent study and field experience help candidates’ bridge theory and practice with an emphasis on integration of content, differentiation, assessment, and child guidance. Candidates meet weekly to explore and analyze experiences and demonstrate independence in applying concepts learned in their classrooms as they progress to student teaching. Candidates are required to complete 2 full days each week in a primary classroom (minimum of 120 hours). Prerequisite(s): Admission to NCE, a grade of C or ECE350, ECE351, current TB test, mandated reporter and background check required. Co-requisite(s): ECE451. 2 quarter hours

This advanced course continues to integrate educational theory and understanding with field experience .ECE451 is the first of two consecutive quarters of field experiences at the primary level; the course is linked to Student Teaching. Concurrent study and field experience help candidates’ bridge theory and practice with an emphasis on integration of content, differentiation, assessment, and child guidance. Candidates meet weekly to explore and analyze experiences and demonstrate independence in in applying concepts learned in their classrooms as they progress to student teaching. Candidates are required to complete 2 full days each week in a primary classroom (minimum of 120 hours). Prerequisite(s): Admission to NCE, a grade of C or better in ECE350, ECE35, current TB test, mandated reporter and background check required. Co-requisite(s): ECE450. Required of all ECE BA Type 04 candidates. 3 quarter hours

Students in this course complete a half-day experience of student teaching in an early childhood setting for ten weeks. Successful completion of this experience is based on a wide variety of competencies, including having full responsibility for a classroom over an extended period during the term, usually two weeks. Students also participate in a weekly seminar, which deals with their concerns and experiences as beginning teachers. Prerequisite(s): Completion of ECE202, ECE205, ECE206, SPE300, ECE310, ECE315, ECE405, and ECE406 or their equivalents; Consent of department; Background check. 7 quarter hours

Candidates in this course complete a full-day experience of student teaching at the K-2 level, for a 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 BA 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. Prerequisite(s): Admission to NCE. Successful completion of all prerequisite coursework required for student teaching in the BA ECE Type 04 degree and licensure program with a grade of C or better. Pre-requisites include: SPE300, ECE324, ECE337, ECE345, ECE350/351, ECE450/451, RLL330, RLL487, MHE480A, SCE480A, CIS480A and CIL300 CIL305, CIL306, CIL310, CIL312, CIL331. Student teaching is the final, capstone program experience. Current background check and TB test; passing score on ECE Content Test (107) are required. Co-requisite(s): None. 12-14 quarter hours

Students will serve as interns in an approved child care center or preschool that provides a daily program of education and care for a minimum of 100 hours. Under the discretion of a mentor and with the University supervision, students will engage in all aspects of site management or of instruction and care, including daily interaction with children, parents, teachers, staff, and other constituents. A weekly seminar will support this activity. Prerequisite(s): Senior Standing in Early Childhood Education and approval of the department. 7 quarter hours

Students will serve as interns or teaching assistants in an approved infant-toddler setting that provides developmental support and care for a minimum of 100 hours. Under the direction of a mentor and with University supervision, students will engage in all aspects of daily interaction with children ages 0-2. A weekly seminar will support this activity. Prerequisite(s): Senior Standing in Early Childhood Education and approval of the department. 7 quarter hours

Special topic courses are developed to meet emerging learning needs. The specific topic is indicated on the transcript. There is no limit on the number of 495 courses which can apply to the degree, although each topic may be taken only once. 1 to 5 quarter hours.

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): EPS500A. Co-requisite(s): Admission to the College of Education. 2 semester hours

Students will study infants and toddlers, including the development of the self, temperamental differences, social interactions, and play development, and will also evaluate classroom management systems in a childcare setting, strategies for guidance and teaching, and interaction with diverse families and children with special needs. In addition, students will increase their skill in making observations and creating anecdotal records. 15 hours of observation in accredited, diverse infant-toddler settings is required, along with 10 additional hours of observation of children's play: total observation hours is 25. Prerequisite(s): None. 1-2 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): EPS500A. 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): EPS500A. Co-requisite(s): Admission to the College of education. 2 semester hours

Foundations of Second Language Acquisition along with the social and cultural adaptation of the English Language Learner (ELL) in the early childhood classroom form the basis for this course. Students will examine the myths and 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. Additional topics include: developing proficiency in English, bilingualism in the home, responding to linguistic and cultural diversity, understanding and negotiating cultural differences. Prerequisite(s): None. 1 semester hour

This course examines the dynamics of family life, family challenges, and family stresses, including their impact on children's development. It examines the cultural contexts in which children live, the relationship between parents and schools, and the personal and cultural filters through which students view children and the process of schooling. Emphasis is on the current social, political, legislative, and economic status of children and their families, and the crises they face. Students will study existing community interventions that support children and their families and discuss the issue of public and private advocacy. Prerequisite(s): EPS500A Human Development with Focus on Early Childhood Education. 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. Prerequisite(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

Students will construct an understanding of speech and language acquisition in children birth through eight years of age, based on major theoretical perspectives. An examination and analysis of typical, atypical and bilingual language patterns and their relationship to cognitive and social development will be included. Activities and strategies will be explored regarding early literacy and classroom intervention. Educational issues related to linguistically diverse children and families, including English Language Learners, will be addressed. Appropriate field experiences are included. This course is part of the certification sequence of the M.A.T Early Childhood Education Program. Prerequisite(s): EPS500A or ECE510. 2 semester hours

This course introduces the fundamentals of promoting and maintaining a positive public image in the community to prospective supporters, donors, and clients. It provides methods for conducting ongoing needs assessment, an overview of potential revenue sources, and effective fundraising strategies. Students will learn to develop short- and long-term fundraising goals as they relate to a program's mission and philosophy, and will learn components of an effective grant proposal. Included are opportunities for students to gain proficiency in using public relations, grant writing, and technological skills in their respective roles in different educational organizations. Prerequisite(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 provides an introduction to computer technology as an administrative tool in the management of child care programs. Participants will learn how to select computer systems for their organization and develop criteria for choosing hardware, software, and peripherals. In addition, students will become familiar with the Internet and e-learning, operating systems, word processing, presentation graphics, and spreadsheets applications. A discussion on the legal, ethical, and equity issues as they relate to technology will take place as well. Previous experience with computers is not necessary. Prerequisite(s): None. 2 semester hours

This course provides intermediate instruction to computer technology as an administrative tool in the management of child care programs. Participants will learn the higher- level features of operating systems, word processing, spreadsheets, presentation graphics, and database management software. In addition, students will be shown extensive searching techniques for locating and sharing child care information by accessing the Internet. They will also be introduced to personal management, desktop publishing, and photo editing software. The course will conclude with a demonstration of the software packages (e.g., scanners, digital cameras) that compliment several of the software packages previously discussed. Prior knowledge of and experience with computers will be required. 2 semester hours

This course will provide an overview of the legislative process at the federal and state levels and suggest ways that early childhood directors can effectively lobby for change. Current state and national legislative issues pertaining to the health, education, and welfare of children will be discussed as well as recent activities of prominent advocacy organizations. A field experience will provide the opportunity to implement a child advocacy action plan. 1-2 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. Prerequisite(s): None. 1-2 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. 1-2 semester hours

This course focuses on the physical environment of child 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. Field experiences will provide an opportunity for students to evaluate design elements of different facilities. Prerequisite(s): none 1-2 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 course provides the essentials tools early childhood leaders need for planning and presenting high-impact workshops and formal presentations. Students will learn how to develop training objectives, sequence ideas, prepare visuals, set up the learning environment, and organize presentation materials. Emphasis will be given to delivering presentations with clarity, poise, and confidence. 2 semester hours

In this course students will examine the concept of Developmentally Appropriate Practice in the context of the traditional primary grade classroom. Various curriculum models and techniques, including play, inquiry, and self- directed learning, will be considered as vehicles for teaching academic and cognitive skills to both typically developing and special-needs students. Development of a philosophy-based plan for teaching that at the same time responds to standards-based requirements of the modern school is a key task in this course. Prerequisite(s): None. 2 semester hours

This course provides students with practical experience in implementation of Developmentally Appropriate Practice in the traditional primary grade classroom. Students will plan and conduct mini-lessons, conduct authentic assessment, and make observations of instruction based on DAP principles. Prerequisite(s): This course must be taken concurrently with ECE547 - Developmentally Appropriate Curriculum in the Primary Grades. 1 semester hour

This is the initial course designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in early childhood education; elementary education; secondary education for science; social sciences, English language arts, or mathematics; special education for LBS-I; or K-12 foreign language. A portfolio documenting knowledge and experiences encompassing the certification standards for the certificate being sought will be created. This course is required for all candidates seeking subsequent certificates through the focused program. Prerequisite(s): Valid Illinois certificate. 4 semester hours

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 course introduces candidates for early childhood certification to the roles and responsibilities of teachers in grades K through 3. The course combines university and field experiences focusing on active involvement with a cooperating teacher and his or her class. Candidates gain an understanding of environments that encourage learners and of the role of constructivist methods in facilitating learning, and of their own skill in working with individuals and groups in an instructional setting. This course requires 30 hours of supervised classroom work with children in a university-specified setting. Prerequisite(s): EPS 500a, MHE 482, RLR 501, ECE 501 (or concurrent registration). 2 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 workshop provides a structured opportunity for participants of the Leadership Connections Director's Conference to reflect on the knowledge, experience, and insight gained from the conference and to achieve specific competencies required for the Illinois Director Credential. Attendees will have the opportunity to attend a policy forum skill-building clinic, and seminar on focused topics relating to the competency areas addressed in the Illinois Director Credential. During an on-line discussion group following the conference, participants will share the outcomes of a field project relating to their area of concentration. This workshop may be taken more than once. 2 to 6 semester hours.

The internship experience provides an opportunity to develop and refine teaching skills with children from birth through eight years of age. Placement is made in consultation with the faculty advisor in accordance with student's career goals and experience. Supervised experiences must be in approved programs. Students should make arrangements with their faculty advisor for placement two quarters before registering for internship credit. Prerequisite(s): Degree status, completion of methods course work and preclinical hours, and consent of department. 2-5 semester hours

Students will serve as interns or teaching assistants for a minimum of 100 hours in an approved infant-toddler setting that provides developmental support and care. Under the direction of a mentor and with University supervision, students will engage in all aspects of daily interaction with children ages 0 to 2. A weekly seminar will support this activity. Prerequisite(s): Admission to M.Ed. in ECE program; completion of ECE517, 518, and 519, EPS500A, or their equivalents. 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)

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)