300

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