Early Childhood Course Descriptions

EDGEC 401: Lab-Methods and Curriculum of Pre-Primary Education (1)

*30 field experience hours
*Cross Ref: EDUL 329
*Co-requisite: Concurrent enrollment in EDGEC 429
*Offered annually
This course is the clinical component of EDGEC 429. Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component. 

EDGEC 402: Lab-Methods and Curriculum of Primary Education (1)

*30 field experience hours
*Cross Ref: EDUL 330
*Co-requisite: Concurrent enrollment in EDGEC 430
*Offered annually
This course is the clinical component of EDGEC 430. Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component.  

EDGSP 413: Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)

*5 field experience hours
This course explores the characteristics and learning needs of learners with exceptionalities and regular classroom adaptations necessary for these learners. The responsibilities of teachers under federal legislation are emphasized. Course includes examination of research and pedagogy related to this area of education. Learners with exceptionalities include students with intellectual and developmental disabilities, gifts, learning disabilities, autism, traumatic brain injury, physical and health disabilities, communication disabilities, emotional disabilities, vision or hearing disabilities, other health disabilities, multiple disabilities, diverse cultural and language backgrounds, and specific risk factors. This course meets the requirement for Illinois House Bill 150.

EDGEC 425: Early Childhood Education Practicum (3-6)

*Offered as needed
This practicum experience is designed for teachers who currently have a professional educator license with an Elementary Education endorsement and who are seeking a subsequent Early Childhood Education endorsement. In lieu of a second student teaching experience, graduate students enroll in EDGEC 425: Early Childhood Education Practicum for eight or sixteen weeks during the fall or spring semester, depending upon primary teaching experience and credits needed. The experience takes place either in the teacher candidate's own classroom (if teaching in an approved setting in grades pre-K to 3), or at a setting assigned by the School of Education. Only candidates with a professional educator license with an Elementary Education endorsement and who are seeking a subsequent Early Childhood Education endorsement and who have at least 3 months of experience as the teacher of record in a primary classroom are required to complete a 3 hour practicum in a pre-K setting. A faculty member from the School of Education supervises the practicum. 

EDGEC 426: History and Philosophy of Early Childhood Education (3)

*5 field experience hours
*Cross Ref: EDU 326
*Offered annually
This course provides a study of selected theorists, both philosophers and psychologists whose impact has been felt most strongly at the early childhood level. Focus is on European and American conceptions of the child. Historical and conceptual analysis of the family and the school as they relate to the education of young children are also looked at. Course includes investigation and examination of related research. 

EDGEC 427: Child, Family and Community Relationships (3)

*5 field experience hours
*Cross Ref: EDU 327
*Offered annually
This course provides an examination of socializing agents, structural constraints and supports by fundamental American institutions as they affect child development. Legal, commercial, religious, familial and political institutions are explored for their effects on the development of the young child. Review of literature and research in the field are required. 

EDGEC 429: Methods and Curriculum of Pre-Primary Education (3)

*Cross Ref: EDU 329
*Offered annually
Topics explored in this course include types of instructional methods and curriculum for preschoolers including study of activity/learning centers, individualization, educational play, and media and their utilization in extending the child's understanding of art, music, literature, reading instruction, mathematics, natural and social science. Review of literature and research in the field are required. 

EDGEC 430: Methods and Curriculum of Primary Education (3)

*Cross Ref: EDU 330
*Offered annually
This course provides an exploration of principles, methods, materials and curriculum for teaching language arts, mathematics, science and social studies at the primary level. Emphasis on planning, implementing and assessing the teaching and learning of language arts, mathematics, science and social studies. Applied research techniques are evaluated. 

EDGEC 431: Methods of Reading with an Emphasis on the Young Child (3)

*10 field experience hours
*Cross Ref: EDU 331
*Offered annually
Investigation of theory, research and practice related to the teaching of reading and whole language are emphasized in this course. This course prepares teachers of young children to acknowledge differences in language and cultural backgrounds and to emphasize developmentally appropriate strategies of teaching young children to read and write. The growth toward literacy in young children is stressed. 

EDGEC 432: Developmental Assessment of Young Children (3)

*10 field experience hours
*Cross Ref: EDU 328
*Offered annually
This course is designed for the educator who desires experience in the identification and diagnosis of special education needs in the early childhood years. Field experiences include: administration of formal and informal diagnostic measures, observations in early childhood special education settings, development of integrated case studies, and simulation of screenings and staffing. 

EDGEC 443: Directed Teaching - Early Childhood Education (6)

*Prerequisite: A minimum of 100 clock-hours of supervised field experiences in education; the required sequence in education courses
*Co-requisite: Concurrent enrollment in EDGEC 445
*Offered fall and spring semester
Program of guided observation, participation and teaching in classroom, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for sixteen weeks. 

EDGEC 445: Seminar in Teaching and Learning (2)

*Cross Reference: EDU 345
*Co-requisite: To be taken concurrent with student teaching; concurrent enrollment in EDGEC 443
*Offered fall and spring semester
This course provides a reflective analysis of the directed-teaching setting; analysis and evaluation of the candidate's classroom management, instructional planning, implementation and assessment strategies; instructional modifications to address diverse learners; analysis and evaluation of students' learning.

EDGIP 461: Methods of Teaching Young Children with Disabilities (3)

*10 clinical hours
*Cross Ref: EDU 361
*Level 2 education course: Requires admission to the SOE
This course provides an overview of early childhood special education history and philosophy, reflected in current practices, curriculum development, materials selection, assistive technology use, adapted assessment, intervention planning in the context of collaborative services to young children with disabilities.

EDGTE 479: Theoretical Foundation of Teaching ESL and Bilingual Education (3)

*10 clinical hours
*Cross Ref: EDU 363
*This course fulfills a requirement in the Latino/Latin Studies Program
This course is designed to introduce students to an understanding of historical, philosophical, socioeconomic and educational issues that have led to the formation of ESL and bilingual education policies, programs, and services for culturally diverse populations. Theories of language learning and acquisition as they pertain to ESL and bilingual education are included. This course will meet the Diversity Studies guideline.

EDGTE 480: Methods and Materials for Teaching English as a Second Language (3)

*25 clinical hours
*Cross Ref: EDU 364
* Offered annually
In this course, student learn and practice a variety of methods of teaching English as a Second Language, as well as the nature of second language acquisition. Methods of teaching, listening, speaking, reading, and writing are presented, with a focus on creating comprehensible input. Students will become familiar with methods of sheltered instruction, including SIOP, CALLA and TPR. Students select and critically analyze culturally and linguistically appropriate materials for ESL and are placed in supervised ESL classrooms for clinical experience.

EDGTE 481: Cross-cultural Studies in a Bilingual Program (3)

*20 clinical hours
*Cross Ref: EDU 365
* Offered annually
This course focuses on teaching children from multilingual, multicultural backgrounds within the context of societal issues related to poverty, discrimination, racism and sexism. Learning and communication styles and the impact of teacher expectations on student achievement are examined. Effective utilization of home and community resources are explored. This course will meet the Diversity Studies guideline.

EDGTE 482: Methods and Materials of Teaching English in a Bilingual Program (3)

*25 clinical hours
*Cross Ref: EDU 366
*Offered annually
This course includes analysis and evaluation of a variety of program models and methodologies for teaching bilingual students, including dual language, integrative and transitional programs. Methods and materials for integrating the English language arts into the teaching of content areas are reviewed and employed. The course introduces techniques for managing a multi-level class and presents curricular development techniques for programs that assist students who are learning English in a bilingual educational setting. The course includes a focus on integrating the fine arts in the bilingual classroom as well as engaging multilingual/multicultural families and communities with schools. A supervised clinical experience in a bilingual classroom is provided.

EDGTE 483: Linguistics for Educators (3)

* 10 clinical hours
*Cross Ref: EDU 367
*Offered annually
This course is an introduction to contemporary theories of language structure, phonology, morphology, syntax and semantics. It also concentrates on applied linguistics relevant to the Pre-K-12 classroom.

EDGTE 484: Assessment of Bilingual Students (3)

* 10 clinical hours
*Cross Ref: EDU 368
*Offered annually
This course examines the theoretical and practical study of instruments and procedures for testing bilingual students. Formal and informal methods used to evaluate and assess language skills and academic proficiency are examined. Issues of non-discriminatory testing are addressed.

EDGEC 506: Advanced Child Development (3)

*5 field experience hours
*Offered once a year or as needed
This course focuses on the psychological and social development of the individual from infancy through childhood. Students engage in research-based readings on varied topics of development, including prenatal development, the major goals and theoretical issues in the study of development, major historical influences in the field, and normal and abnormal characteristics of individuals. Graduate students seeking certificate in Early Childhood or Elementary Education may not substitute this course with an undergraduate course. 

EDGCC 511: Foundations of Education (3)

*Offered as needed
This course examines the social, historical and philosophical foundations of American education. It explores the relationship between school and society, the development of the U.S. educational system from its inception to the present, and the philosophical questions that guide educational thought and practice. Students apply these philosophical questions to a variety of contemporary situations, including theories of learning and educational policies. 

EDGCC 512: Assessment of Instruction and Learning (3)

*Cross Ref: EDGCI 527
*Required for Licensure
*Offered as needed
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results. 

EDGCC 513: Educational Research Design and Development (3)

*Cross Ref: All sections of 513
*Offered as needed
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed. 

EDGCC 514: Scholarship of Teaching: Finalizing the Inquiry Process (3)

*Prerequisite: EDGCC 513
*Offered as needed
This course is designed to guide and assist graduate students in the completion of the graduate research study. Students receive guidance in the collection and interpretation of data. Dissemination of research findings to peers, the educational community and other relevant audiences is required. 

EDGSP 523: Language Disorders and Instruction in Diverse Classrooms (3)

*Cross Ref: EDGSP 523
*NOTE: This course will count as one of the optional courses
*Offered according to the cohort schedule
This course provides a study of typical and atypical language development, including cultural influence, second-language acquisition, and the effects of sensory impairment. Included is he exploration of research-based language-intervention strategies and devices/systems across age and skill levels.