ECED - Early Childhood Education

Experiences in observation and recording of behavior of young children are applied. Candidates will explore screening approaches, assessment techniques and materials for use with young children of all abilities, from birth through age five. Students will gain experience in utilizing formal and informal instruments for assessing young children’s social, emotional, cognitive, communication, and motor skills; integrating family concerns, priorities, and resources; understanding the role of school, home, and community learning environments; and employing methods for conducting formative and summative individual and program evaluation. Candidates will complete 25 hours of field experience in early intervention and licensed infant/toddler classroom setting.

 

This field experience provides candidates with school-based observation opportunities and educational experiences with students who are receiving special education services within the PreK inclusive classroom. In this field experience, candidates will spend a total of 25 hours at an assigned early childhood center. During that time, candidates will complete a variety of experiences and assignments designed to deepen and enrich their knowledge of mixed age, inclusive PreK classroom settings. 

Candidates will explore screening approaches, assessment techniques and materials for use with young children of all abilities.  Candidates will gain experience in utilizing formal and informal instruments for assessing young children's social, emotional, cognitive, communication, and motor skills; integrating family concerns, priorities, and resources; understanding the role of school, home, and community learning environments; and employing methods for conducting formative and summative individual and program evaluation.  Use of appropriate technology will be integrated.  Candidates will complete 25 hours of field experience in an early intervention and/or licensed infant-toddler classroom setting.

Candidates will gain experience in developing curricular adaptations and instructional strategies that are interdisciplinary, multicultural, inclusive, family-centered, and developmentally appropriate and address the needs of young children across a range of characteristics and abilities, including emergent bi- and multilingual children and children with developmental delays and disabilities. Candidates will apply teaming models, skills and processes, including appropriate uses of assistive technology. Specific attention is given to effective co-teaching practice including effective communication, collaboration, co-planning and conflict resolution skills. Fostering positive interactions between students with and without disabilities is addressed. Candidates complete 50 hours of field experience in a blended/inclusive Pre-Kindergarten classroom.

This course focuses on the underlying principles and philosophies of the field of early childhood education. It helps candidates understand the processes and reasoning behind practices in the field, with an emphasis on developmentally and individually appropriate practices and the role of play in early childhood growth and learning.  Candidates focus on the historical and philosophical aspects of early childhood education, early intervention, and early childhood special education and explore contemporary models and practices.

This course prepares candidates to understand the physical, social, emotional and intellectual growth and development from prenatal through pubescence, with special emphasis on birth through eight years. Candidates apply knowledge of normative developmental sequences and variations, individual differences across the range of abilities, including developmental delays and disabilities.

Candidates explore strategies for developing strengths-based partnerships with families within the community context by applying family centered practices in light of family systems theory. The impact of culture on society and the educational system and the importance of culture in addressing the needs of emergent bi- and multilingual children are examined. Candidates explore strategies for developing supportive relationships with community partners/agencies and with families of young children with developmental delays and disabilities through cross-cultural communication and strategies for working collaboratively with socially, culturally, and linguistically diverse families.

Candidates focus on the developmentally appropriate instructional methods and materials for promoting and teaching reading and literacy in diverse and inclusive early childhood settings. Recent research, philosophical and theoretical views and issues related to emergent literacy, and quality children’s literature are explored. Activities and strategies will be explored regarding early literacy and classroom intervention. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation of curricular modifications for exceptional children are covered using the Response to Intervention model. 

Candidates are introduced to developmentally appropriate instructional methods and materials for teaching the creative and expressive arts in diverse and inclusive early childhood settings. Areas such as music, movement, storytelling, creative writing, poetry and art are considered. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Experiences in selection and implementation of curricular modifications for exceptional children are also developed.

Candidates are introduced to contextualized instructional methods and materials for creative and expressive arts, music, literacy, and social studies in diverse and inclusive early childhood settings. Students will examine the multiple ways in which children represent their thinking and how to use these representations to refine teaching practices. Students will be acquainted with a wide variety of materials and literature for young children. Candidates will explore home literacies as tools for teaching multiculturally and in expanding views of literacy learning. Candidates will have experiences in selection and implementation of curricular modifications for emergent bi- and multilingual children and children with developmental delays and disabilities.

Candidates will critique screening approaches, assessment techniques and materials for use with diverse learners from Kindergarten through second grade. Candidates address specific assessment techniques for use with all children from Kindergarten through 2nd grade across a range of characteristics and abilities, including emergent bi- and multilingual children and children with developmental delays and disabilities. The course emphasizes the importance of home language, formal and informal assessment strategies, diagnosis and placement. Candidates will critique screening approaches, assessment techniques and materials and explore specific formal diagnostic instruments. Fairness and equity in test selection, administration and interpretation are addressed.

The dimensions of language acquisition especially as it relates to first and second language acquisition in children from birth through age eight are introduced. Phonetics, phonology, morphology, syntax, semantics, and communicative competence and their implications for teaching all children are considered. An examination and analysis of typical and atypical language patterns and their relationship to cognitive and social development will be included. As a result of demonstrations and observations, candidates familiarize themselves with speech and language screening and diagnostic processes for young children. They also explore a variety of direct and indirect language stimulation techniques and learn how to create an environment that supports language acquisition for all young children. Educational issues related to linguistically diverse children and families will be researched.

Professional learning community courses facilitate the co-construction of candidate knowledge, skills, and dispositions as pre-service early childhood professionals. Candidates collaboratively work to make meaning of courses and field experiences in the current sequence within the plan of study. Using the NAEYC Code of Ethics and ISBE Culturally Responsive Teaching and Leading Standards, students will explore systems of oppression through the lens of critical pedagogy. PLC I will focus on orientation to the early childhood field, the early childhood program at Lewis. Candidates will develop an understanding of responsive infant/toddler practice as well as their role in planning and implementing curriculum and caregiving techniques.

Professional learning community courses facilitate the co-construction of candidate knowledge, skills, and dispositions as pre-service early childhood professionals. Candidates collaboratively work to make meaning of courses and field experiences in the current sequence within the plan of study. Using the NAEYC Code of Ethics and ISBE Culturally Responsive Teaching and Leading Standards, students will explore ways in which advocacy can better empower diverse students and communities. PLC II will focus on materials and environments in pre-primary settings that center learning around children’s experiences and positioning them as co-creators, with emphasis on supporting historically marginalized children.

Candidates focus on the developmentally appropriate instructional methods and materials for teaching mathematics, science and social studies to all children in early childhood settings. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation for curricular modifications for exceptional children are developed. 

Candidates focus on the historical and philosophical aspects of early childhood and special education as related to contemporary society. Candidates study key individuals, movements and curricula, and apply a multicultural and inclusive approach to the study of both formal and informal education of all young children. Advocacy and ethical issues will be analyzed using historical and current information from a variety of sources. A personal philosophy of early childhood education will be written. 

Candidates complete 50 hours of field experience practice in a Kindergarten setting serving linguistically diverse students. Guidelines for the field experience are found in the Department of Education Field Experiences Handbook. Candidates meet on campus with their University supervisor to discuss their work in the schools. The mentor teacher and University supervisor conduct performance assessments of the pre-service teacher during this experience.

Candidates complete 50 hours of field experience practice in primary grades regular education and special education settings in grades 1-3. Guidelines for the field experience are found in the Department of Education Field Experiences Handbook. Candidates meet on campus with their University supervisor to discuss their work in the schools. The mentor teacher and University supervisor conduct performance assessments of the pre-service teacher during this experience.

Candidates will explore methods for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of children of all abilities and home languages. Candidates will gain experience in developing curricular adaptations and instructional strategies that address the needs of primary students that are interdisciplinary, multicultural, inclusive, family-centered, and developmentally appropriate. Candidates complete 75 hours of field experience in a Kindergarten, 1st or 2nd grade classroom serving emergent bilingual or multilingual children.

Professional learning community courses facilitate the co-construction of candidate knowledge, skills, and dispositions as pre-service early childhood professionals. Candidates collaboratively work to make meaning of courses and field experiences in the current sequence within the plan of study. PLC III will focus on the role of the teacher as a professional in leading learning at the primary level, centering learning around children's experiences and positioning them as co-creators, with emphasis on supporting historically marginalized children.

Candidates examine the importance and process of collaboration with family, classroom teachers, para-educators and other school and community personnel in integrating individuals with disabilities into various social and learning environments. Candidates study the process of examining the learning environment and classroom demands combined with the learning characteristics of the student for the purpose of selection of appropriate strategies and materials. Candidates investigate techniques for modifying instructional methods, curricular materials and the environment, modification of state and local assessments, as well as use of behavior management plans. Specific attention is given to effective co-teaching practice including effective communication, collaboration, co-planning and conflict resolution skills. Fostering positive interactions between students with and without disabilities is addressed. Candidates practice collaboration through involvement in collaborative exercises and projects within this course.

Candidates will examine a network of “big ideas” in the disciplines of science and technology in early childhood settings, birth through 2nd grade in diverse and inclusive early childhood settings. This course provides a constructivist framework for understanding the concepts, habits of mind, and skills central to inquiry-based learning. The goal of the course is to prepare teachers to recognize important concepts and to become effective in facilitating children’s emerging understandings and skills in various domains of thinking, as these understandings emerge in daily classroom life. Candidates will learn practical, effective ways to integrate various technology resources throughout their work with young children and families, applying various technology tools and instructional strategies, including assistive technology to support learning across a range of characteristics and abilities, including emergent bi- and multilingual children and children with developmental delays and disabilities.

This course is intended for those candidates who need extended field experiences with the ongoing supervision by University personnel.  Length of field experiences will be determined by the Department and is subject to Department Chair approval.  Completion of this experience does not guarantee eligibility for student teaching.

Candidates focus on the developmentally appropriate instructional methods and materials for teaching mathematics to all children in early childhood settings, birth through 2nd grade. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments in the pre-primary and primary early childhood classrooms. These include curricular modifications to support learning across a range of characteristics and abilities, including emergent bi- and multilingual children and children with developmental delays and disabilities.

The purpose of this clinical practice experience is to assist the candidates in applying their theoretical and methodological knowledge and skills to the diverse and inclusive early childhood classroom. During clinical practice, candidates engage in a guided, 16 week full-time experience in early childhood classrooms or other settings, under the cooperation and supervision of mentor teachers and a University supervisor. Clinical practice consists of the candidate observing the students, the environment and the mentor teacher, as well as being responsible for the developmentally appropriate instruction of students individually, in small groups and as a whole class. Attendance at Clinical Practice Seminar is required. For those seeking Illinois licensure, evidence of successful completion of the appropriate State of Illinois content area test must be received in the Department of Education. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring student teaching, all tests must be completed by September 1 of the prior semester.

See course schedule book for associated fees.