300

This course provides an in-depth exploration of infant and toddler development from birth to age three through the lens of theory, research, and professional practice. Students will examine major developmental frameworks across cognitive, language, social-emotional, perceptual, motor, and physical domains using evidence-based resources and current research in the field. Emphasis is placed on the interrelationship between brain development, environment, relationships, and early learning experiences as foundational to healthy growth and Infant and Early Childhood Mental Health (IECMH).

Through this course, students will demonstrate competency in understanding development and learning in children prenatal to age three. This course focuses on the interrelationship between unique developmental trajectories and early relationships, nutrition, and safety on development, learning, mental health, and well-being. Collaboration, communication and supporting families, within the context and respect of family culture, beliefs and community is emphasized. This course covers the following Gateways to Opportunities lnfant Toddler Credential Competencies: HGD1, HGD2, HGD3, HSW1, HSW2, IRE1, IRE2. NOTE: This course is only open to students in the ECE Competency-Based program.

This course examines the foundations of creating and maintaining healthy, safe, and developmentally supportive environments for infants and toddlers. Emphasis is placed on the teacher’s role in promoting wellness through relationship-based care, culturally responsive practices, and environments that nurture both physical health and emotional well-being. Students will explore how health, safety, and nutrition practices intersect with Infant and Early Childhood Mental Health to support secure relationships and optimal growth from the prenatal period through age three.

Students will demonstrate competency in understanding of children from prenatal to age three with a focus on the inter-relationship between children, family, practitioners, and community contexts, and their impact on family-practitioner collaboration. Students will identify routines that support relationships and development, and strengths-based strategies to support families. Confidentiality, personal growth, and respectful relationships are emphasized.This course is designed to cover Gateways to Opportunities Infant Toddler Credential Competencies: IRE3, FCR1, FCR2, FCR3, PPD1, & PPD2. NOTE: this course is only open to students in the ECE Competency-Based program.

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

This course develops leadership competencies essential for early childhood program effectiveness. Students reflect on leadership style, values, and the Whole Leadership Framework to strengthen administrative, pedagogical, and essential leadership skills. Students learn to create program vision and mission statements, address ethical dilemmas, and apply strategies to empower and inspire others. The course emphasizes workforce development through recruitment, evidence-based hiring, onboarding, and continuous staffing models. Students also explore program evaluation, continuous quality improvement, strategic planning, and advocacy to secure resources that support high-quality, sustainable early childhood programs.

This course provides an opportunity for students to demonstrate their competency in various areas related to early childhood education administration and leadership including educational programing, family partnerships, and program operations and facility management. Participants will develop policies and handbooks, environmental design, use of technology, and curriculum planning. This course is designed to cover Gateways to Opportunities Illinois Director Credential Competencies: EP1, EP2, EP3, FP1, POFM1, TEC1, POFM2, TEC1. NOTE: this course is only open to students in the ECE Competency-Based program.

This course explores advanced leadership and operational management in early childhood programs. Students apply motivation theory, coaching, mentoring, and performance appraisal practices to support staff engagement and professional growth. Emphasis is placed on fostering positive workplace cultures through communication, collaboration, shared leadership, and conflict management. Students examine succession planning, systems theory, and strategic planning aligned with program mission and long-term goals. The course also addresses legal compliance, emergency preparedness, risk prevention, business structures, budgeting, grant writing, marketing, and program sustainability.

This course provides an opportunity for students to demonstrate their competency in various areas related to early childhood education administration and leadership including legal and fiscal, management, communication, human resources development, marketing and public relations, and personal and professional self-awareness. Participants will evaluate case studies, create policies and procedures for hiring and staff management, and create professional portfolio. This course is designed to cover Gateways to Opportunities Illinois Director Credential Competencies: LFM1, LFM2, OWC1, HRD1, MPR1, PPS1, PPS2 . NOTE: this course is only open to students in the ECE Competency-Based program.

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This course explores the design of culturally responsive, inclusive early childhood learning environments that support children’s development and well-being. Participants apply child development theory and research to create indoor and outdoor spaces, implement developmentally appropriate curricula, and use intentional technology to enhance learning. Emphasis is placed on health, safety, nutrition, assessment, and continuous program improvement through observation and data use. The course also highlights family-centered practices, including welcoming strategies, shared decision-making,

and culturally responsive partnerships that empower diverse families to support children’s growth.

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 will demonstrate competency in designing and implement developmentally appropriate curriculum for infants and toddlers. Special attention will be given to culturally individually, and developmentally responsive curricular strategies for infants and toddlers. Foundational assessment strategies, including observation methods and organizational approaches to gain knowledge of young children, and their familial and social contexts are also included. This course is designed to cover Gateways to Opportunities Infant Toddler Credential Competencies: CPD1, HSW3, HSW4, HGD4, HGD5, OA1, OA2. NOTE: this course is only open to students in the ECE Competency-Based program.

Students in this course will learn and use early childhood theories, instructional materials, and Early Learning Standards to plan and teach language arts, literacy, art, music/movement, math, science, social studies, health, and safety for children ages three to five. Play, inquiry, 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 who have special needs and consider ways to collaborate with families and other professionals when planning integrated learning experiences. Fifteen field experience hours in a preschool classroom are required for this course.

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.

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.

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

Through this course, students will demonstrate competency in the identification of culturally, and developmentally responsive curriculum strategies that nurture infant/toddler development, learning, mental health and well-being. Additional attention will be given to collaborating and partnering with families to integrate their experiences, cultural practices and perspectives in order to support the healthy growth of infants and toddlers and create positive family-child interactions and relationships. This course is designed to cover Gateways to Opportunities Infant Toddler Credential Competencies: CPD2, CPD3, FCR4, IRE4, IRE5, IRE6, PPD3. NOTE: this course is only open to students in the ECE Competency-Based program.

This course explores how culture influences infant and toddler development and emphasizes building strong relationships with families across diverse backgrounds. Students examine child-rearing practices, cultural traditions, and parental expectations to develop culturally appropriate, responsive care strategies. The course includes 20 required field hours.

Students will demonstrate competency in supporting and partnering with families and children at different developmental stages in a variety of experiences, such as transitions, sleeping, eating, diapering, safety and schedule to support healthy development, learning, mental health and well-being of infants and toddlers. Additional attention will be given to supporting social and cognitive development, understanding temperament and responsive care that promotes healthy relationships. NOTE: this course is only open to students in the ECE Competency-Based program.