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Course Offerings

Early Childhood Education, 2016–2017

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. This course requires field experience. Prerequisite: 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 child care 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. Prerequisite: 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: ECE 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. Prerequisite: 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 200. 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 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. 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.

EYC 300 Introduction to Curriculum, Planning and Instruction
.75 credit
An introduction to curriculum, the underlying principles of instructional planning, and designing learning opportunities based on the knowledge of young students. Matching materials to students’ needs and their developmental levels through the evaluation, selection and adaptation of curricular materials and technologies will be introduced. EYC 300 must be taken concurrently with EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328. Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

EYC 301 Practicum I–Birth-Three Natural Environments
.25 credit
Directed and supervised pre-clinical experiences in curriculum study, planning and instruction across all areas of early learning. The majority of the pre-clinical experiences will be in diverse settings, pre-arranged and supervised by faculty. EYC 301 must be taken concurrently with EYC 300, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328. Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program. Pass/No Pass grading.

EYC 314 Elementary Methods and Materials for Literacy Learners in Diverse Primary Classrooms
.75 credit
A study of the language and literacy curriculum, materials, texts, and technology for the primary grades (K-3) focusing on foundational knowledge, research-based instructional methods, monitoring student learning through assessment, content area reading, and constructing a supportive language and literacy environment. Teacher candidates apply research-based instructional methods successful for supporting all learners’ literacy across the content areas. Assignments provide opportunities to administer, evaluate and communicate a wide range of developmentally appropriate literacy assessments to monitor student learning and plan instruction designed to meet the needs of diverse learners. EYC 314 must be taken concurrently with EYC 341, EYC 419 and EYC 450. Prerequisites: EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416.

EYC 318 Early Intervention Internship (elective)
.50 credit
This practicum provides students with a 250-clock-hour clinical internship in Early Intervention, working hands on with infants and toddlers with disabilities and their families in natural environments. Students will be given the opportunity to develop, refine and demonstrate those competencies that are essential for effective intervention planning and implementations in the field of Early Intervention B-3 as developmental therapists. Students will receive clinical supervision from faculty at the College across their semester of internship work. Students will also be evaluated by their mentor developmental therapists on their work in the field on the basis of the behaviors described on the Early Intervention Internship Evaluation document in addition to satisfactory completion of all assignments. EYC 318 may be taken concurrently with EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416. Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328. Pass/No Pass grading.

EYC 321 Early Intervention Methods
.50 credit
Using an interdisciplinary case study approach, this course examines the philosophy, goals and clinical approaches utilized in working with infants/ toddlers who are “at risk” and disabled and their families. Special focus is placed on the design and implementation of family-centered services, the development of collaborative team processes among professionals, and on the implementation of the Individual Family Service Plan (IFSP). EYC 321 must be taken concurrently with EYC 300, EYC 301, EYC 323, EYC 326, EYC 327 and EYC 328. Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

EYC 323 Infant – Toddler Assessment Birth-3 Typical and Atypical Development
.50 credit
A developmental approach to observation and assessment of typical and atypical infants and toddlers is highlighted. Students focus on underlying developmental processes in cognitive, language, motor and social/emotional development. Students learn to assess children’s strengths as well as needs. Selected screening and informal and formal assessment tools are examined. The involvement of families in assessment and collaborative goal setting is stressed. This course includes a field experience clinical component. EYC 323 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 326, EYC 327 and EYC 328. Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

EYC 326 Typical and Atypical Development of the Young Child, Birth–5
.75 credit
Major developmental theories and models of cognitive, psychosocial, emotional and play development of young children birth to age five are presented. Personality is traced from birth to age five. The interrelated nature of development, culture and the characteristics of and influences of disabilities and risk factors on development are also studied. The impact of disability on the family system and implications for educational programming are also studied. EYC 326 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 323, EYC 327 and EYC 328. Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

EYC 327 Typical and Atypical Language Development and Emergent Literacy
.75 credit
Study of the typical and atypical language development in young children, including specific language/communication delays. Course includes examination of the relationship between language/communication delays and other areas of development, specifically emergent literacy, exploring the use of alternative communication systems to foster communication. EYC 327 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 323, EYC 326 and EYC 328. Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

EYC 328 Family and Community Relationships
.75 credit
Strategies in developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation; family-centered services; and strategies for working with socially, culturally and linguistically diverse families. Strategies and models for promoting effective consultation and collaboration with other professionals and agencies within the community. EYC 328 must be taken concurrently with EYC 300, EYC 301, EYC 321, EYC 323, EYC 326 and EYC 327. Prerequisites: EDU 104, EDU 223, TEL 204 and admission to EYC Early Childhood program.

EYC 341 Primary Classroom Methods in Elementary Mathematics, Science and Social Science
An integrative methods course focused on developmentally appropriate planning and content area instruction and inquiry for primary grades; math, earth and space and physical science; historical, economic and political social science curriculums. Candidates will learn how to plan meaningful content area lessons that are based on best practices and current standards. They will also learn how to critically reflect upon instruction to improve lessons and plan next steps. The course meets for six hours a week, three of which are devoted to education lab experiences. EYC 341 must be taken concurrently with EYC 314, EYC 419 and EYC 450.

EYC 350 Curriculum, Instruction and Assistive Technology
.75 credit
An advanced study of curriculum in Early Childhood Special Education environments. Course content includes methods and materials for teaching at the PK–2nd grade levels, the use of assistive technology and augmentative communication system components and the decisions involved in selecting these components for individual students. EYC 350 must be taken concurrently with EYC 352, EYC 412, EYC 414 and EYC 416. Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

EYC 352 Practicum II in Early Childhood Special Education
.25 credit
A practicum that requires directed and supervised pre-clinical experiences in curriculum planning and instruction of science, math, literacy and social science, physical development and fine arts in Early Childhood Special Education/PreK environments, serving young children with Individualized Educational Plans, within an elementary school. The majority of the pre-clinical experiences will be in diverse settings, pre-arranged and supervised by program faculty. EYC 352 must be taken concurrently with EYC 350, EYC 412, EYC 414 and EYC 416. Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328. Pass/No Pass grading.

EYC 412 Assessing Young Children
.75 credit
Strategies, procedures and formal and informal instruments for assessing young children’s social, emotional, cognitive, communication and motor skills; family concerns, priorities and resources; and school, home and community learning environments; and methods for conducting formative and summative individual and program evaluation. EYC 412 must be taken concurrently with EYC 350, EYC 352, EYC 414 and EYC 416. Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

EYC 414 Early Childhood Special Education Methods
.75 credit
Developmentally and individually appropriate methods for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs in various settings such as the home, the school and the community. EYC 414 must be taken concurrently with EYC 350, EYC 352, EYC 412, and EYC 416. Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

EYC 416 STEAM Curriculum for 3-5 year olds
.75 credit
An integrative classroom methods course focused on developmentally appropriate planning and content area instruction for children 3-5 years of age with concepts and modes of inquiry related to math, life and environmental science, social science (geographical), fine arts, physical development and health curriculum. Candidates will learn how to plan meaningful content area lessons that are based on best practices and current standards. They will also learn how to critically reflect upon instruction to improve lessons and plan next steps. EYC 416 must be taken concurrently with EYC 350, EYC 352, EYC 412 and EYC 414. Prerequisites: EYC 300, EYC 301, EYC 321, EYC 323, EYC 326, EYC 327 and EYC 328.

EYC 419 Evidence-Based Elementary Classroom Assessment and Learning Environments
.75 credit
An advanced study of classroom environment and assessment requiring the use of data to create effective and responsive elementary classroom environments. Coursework involves continuous data collection and analysis with critical self-evaluation to support instructional decisions regarding planning, student learning and classroom relationships in a successful learning culture of collaboration, inclusion and achievement for all learners. EYC 419 must be completed concurrently with EYC 314, EYC 341 and EYC 450 the semester prior to student teaching. Prerequisites: EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416.

EYC 450 Practicum III–Collaboration and Professional Practice
An advanced field-based, clinical experience designed to apply knowledge and skills from Block I and II coursework with a focus on effective instructional practices, optimal learning environments, professional collaboration, school policies and procedures (e.g., mandated reporting), and reflective practice. Candidates present their professional ePortfolios as part of the evaluation process for admission to student teaching. Requires a minimum of two full days per week in each of the prospective student teaching placements. EYC 450 must be taken concurrently with EYC 314, EYC 341 and EYC 419. Prerequisites: EYC 350, EYC 352, EYC 412, EYC 414 and EYC 416.

EYC 454 A & B Student Teaching
1.50 credit each
Full-day assignment to an early childhood or kindergarten program (ages 3-5 years) in a public school for an eight-week period and an elementary classroom (ages 5-8 years) for an additional eight-week period. EYC 454 A &B must be taken concurrently with EYC 498. Prerequisites: EYC 314, EYC 341, EYC 419 and EYC 450. Pass/No Pass grading.

EYC 498 Capstone Seminar
.25 credit
An advanced clinical seminar that provides guided support on the preparation of final licensure and capstone assessments. Seminars focus on documenting teaching growth and performance using data collection and analyses with critical self-evaluation of the student teaching experience. The Educating Young Children Education Program’s formal capstone project is presented as the culminating seminar project. EYC 498 must be completed concurrently with EYC 454. Prerequisites: EYC 314, EYC 341, EYC 419 and EYC 450.

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