This course is designed as an overview of early childhood care and education, including the basic values, history, philosophy, structure, teaching methods, organization and programming in early childhood. Examination of students' personal qualities in relationship to expectations of the field is addressed throughout the course. Considerations for diversity of culture, language, race, socio-economic status, gender, ethnicity, and ability will be included. A field experience component of 15 contact hours of direct observation in a variety of early childhood settings is required.

This is a foundation course that presents the theory and principles of child development, conception through grade three, as well as an examination of theory (Piaget, Erikson, Vygotsky, Skinner, and others). Content includes an in-depth study of physical, social/emotional, cognitive, linguistic and aesthetic development and the exploration of child development in the context of gender, family, culture, language, ability and diversity and society. An emphasis is placed on the implications for early childhood practice. IAI Code: ECE912

This course focuses on personal health of the individual including nutrition, health and safety issues, a healthy lifestyle, preventive health and community health are examined. Emphasis is also placed on the health, safety, nutrition needs of children in group settings, including USDA and DCFS nutrition standards and procedures. Content includes meeting health, nutrition and safety standards, and planning culturally and nutritionally appropriate meals in a variety of settings. It covers various diseases and chronic health conditions that are common among children as well as promotes lesson plan development for teaching, health, safety, and nutrition concepts to young children.

This course focuses on language and literacy development in children age birth to eight years old, as well as the practices to individualize teaching to support language and literacy development in a diverse classroom. The course will include an overview of typical language development birth to age eight, and students will be introduced to atypical language development and specific disabilities that affect language and literacy. Supporting children of diverse abilities and English language learners will be emphasized. Students will explore and practice methods for supporting development, learning and literacy for all children as well as learn the ways in which these skills lay a foundation for later reading success. Students will be introduced to key practices that promote explicit and systematic instruction, and they will participate in field-based assignments where they apply their learning.

This course defines the concept of curriculum and provides students with a basic knowledge of the importance of curriculum in an early childhood setting. Assessment as a tool for early childhood development and planning is intro- duced. Students learn about and explore a variety of age, individually, linguistically, and culturally appropriate formal and informal assessments to gather and share infor- mation on each child's skills, abilities, interests and needs. Development of curriculum based on the needs and interests of young children including those who are culturally, linguistically, and ability diverse. This course studies the techniques of planning, presenting, evaluating and motivating educational experiences for young children.

This course covers socio-emotional development, classroom management, and child guidance strategies for children birth through eight years. The course emphasizes the adults' role in promoting pro-social skills and self-esteem in young children. Students will learn the purposes, benefits and uses of observation, in relation to providing appropriate classroom management and managing challenging behaviors. Among the variety of issues addressed in this course are strategies for developing and maintaining supportive relationships with children and families with a range of child-rearing practices, language differences, racial identities, cultural traditions, and economic vulnerabilities. Observation techniques and practical application of observing children are included.

This course incorporates music and movement education and planning for programs with young children birth to eight. It explores the relationship of music and movement in the development of the child. It covers motor, auditory and musical development and the integration of music education with expressive and physical fitness activities. Emphasis is placed on the criteria for selecting and developing activities, developing learning areas and developing music and movement programs, and analyzing methods that encourage individual expression and creative participation. Special consideration is given to adapting activities and modifying the environment to address needs of children that are culturally, linguistically and ability diverse.

This course emphasizes the practical application of early childhood education principles and theories. In an approved early childhood program, the student will work with diverse young children in a high-quality, culturally, linguistically and ability diverse early childhood setting under the direct supervision of a qualified professional, during which students will be given the opportunity to plan and direct activities. The college instructor will coordinate the learning experience, including performance assessments. Evaluation will be based on the quality of work in relation to implementation of principles learned in the ECE program. The student will be required to complete 64 contact hours of time in a licensed early childhood program. Students must contact the Coordinator of the Early Childhood Program the semester prior to taking the course to determine placement. Students MUST pass a DCFS background check before they will be allowed to have contact hours with children.

This course is designed as an overview of basic principles of child development and learning, professionalism, in the field of early care and education, and planning and maintaining safe and healthy learning environments. The course includes how providers advance and support children's physical, intellectual, social and emotional development. Experiential learning opportunities engage students in building productive relationships with families.

The course focuses on the preparation of indoor and outdoor learning environments for children from birth through grade three; developmentally and culturally appropriate materials, equipment and technological resources; and the importance of play as the primary vehicle through which young children learn. Emphasis is placed on how to provide learning opportunities that support and enhance all areas of development while designing learning experiences that are responsive to the learning needs of children from diverse cultural and language backgrounds as well as representing a range of special needs.

This course focuses on the child in the context of family and community. Included are issues of communication, diversity, professionalism, and social policy. The course promotes awareness and effective use of community resources. Emphasis on strategies and techniques for developing family-centered programs in early childhood programs. The course will examine the interplay of diverse cultures, lifestyles, language and communication with the role of school and other community institutions. IAI Code: ECE915

This course is an overview of children with exceptional cognitive, physical, social and emotional characteristics; analysis of developmental and educational needs imposed by exceptionality; identification, interventional strategies, methods, and programs designed to meet their needs. The course examines the characteristics and impact of a range of disabilities on young children and their development, with consideration for group care and educational environments, including schools, center-based child development programs, and family child care homes. Practical issues addressed include adapting classroom environments and activities. Considerations for diversity of culture, language, race, socio-economic status, gender, ethnicity, and ability will be included. There is a study of applicable federal and state laws and requirements; Individuals with Disabilities Act, Individualized Family Service Plan, Individualized Education Plan, and Inclusive programs. Identifies legal and best practice guidelines for programs, well as guidance for working with parents.

This course is designed to provide the student with knowledge pertaining to the patterns of growth and development in the child from birth to 3 years of age. It focuses on the physical, social, emotional, cognitive, language and literacy of infants and toddlers with the examination of the influence of culture and environment context on development. The specific needs of infants and toddlers will be examined with current research considered, including safety measures and planning developmentally appropriate activities that are responsive to the learning needs of children from diverse cultural and language backgrounds as well as representing a range of special needs. Observations are required.

This course is designed to give the student an understanding of the natural creative potential that evolves through play within all areas of development. Students develop skills in planning and implementing developmentally appropriate, creative activities, the use of various art media and musical materials and the integration of music and art experiences in daily classroom activities. The student will have the opportunity to learn how to establish an aesthetically creative environment for young children. The student will learn methods of presenting activities to young children that are culturally, linguistically and ability diverse ways to enhance and encourage creativity.

This course provides students with the knowledge, skills, and techniques necessary to incorporate science and mathematics concept development into an integrated, developmentally appropriate early childhood classroom. Development of the math/science curriculum based on the needs and interests of young children including those who are culturally, linguistically and ability diverse. Emphasis is placed on the need of the young child to understand biological and physical science and mathematics concepts in her/his environment, on the development of environmental understanding, and integrated curriculum in a developmentally appropriate classroom. Students design and implement science and mathematics activity plans.

This course covers program development, supervision, staff training, budgeting, and evaluation. Emphasis on interpersonal skills building and community resources utilization as key components of effective program management. Course addresses implementing practices that are developmentally and culturally appropriate and that address the needs of children and families that are culturally, linguistically, a ability diverse.

This course is designed for students preparing to teach children under six years of age. In an approved early childhood program, the student will work with young children that are culturally, linguistically, and ability diverse in a high-quality, early childhood setting under the direct supervision of a qualified professional during which students will be given the opportunity to plan and direct activities. Students will demonstrate skill in guiding young children and providing for their health and safety in a group setting. Students will also demonstrate the ability to play and execute developmentally appropriate activities in all curriculum areas. Students will complete this course in an approved off-campus facility arranged by the instructor and must meet pre-fieldwork requirements. Emphasis is placed on understanding the teacher's role in early childhood education. Weekly seminars will be held as well as individual conferences and writing assignments. This course requires students to complete 225 contact hours in a licensed early childhood program. Students must contact the Coordinator of the Early Childhood Program the semester prior to taking the course to determine placement. Students MUST pass a DCFS background check before they will be allowed to have contact hours with children.

This course addresses the specific knowledge and skills needed to effectively set up and manage the legal and fiscal components of a child-care program. Course content includes IL DCFS Licensing Standards, building, zoning, fire, occupational safety, health sanitation, and Americans with Disabilities Act standards as they apply to child care programs. Also includes training in identifying funding sources and applying for funding (loan and grant writing). Practice in budgeting, cash-flow management, fundraising, and state and federal reimbursement programs included. Legal aspects addressed include knowledge of child abuse, child custody and special education laws, insurance liability, contract and labor laws which impact on child care programs.

This course includes knowledge and skills necessary to the effective staff management and leadership of a child development program. Students will gain practical experience in early childhood administration while working with a child care center director, staff, young children and families in a professional setting. Also includes information and practice in relating to staff and community of diverse racial, cultural and ethnic backgrounds. There is additional emphasis on effective, interpersonal communication, team building and collaboration within the program and in the larger community. Students will complete this course in an approved off-campus facility arranged by the instructor and must meet pre-fieldwork requirements. Emphasis is placed on understanding the administrator's role and practical application of principles, practices and theories in early childhood care and education. Students will complete the 300 documented hours required for the State of IL Director Credential-Level I.

This course is required for all students completing the Associate in Applied Science Degree (AAS) in Early Childhood Education (ECE). This capstone course provides students with the opportunity to synthesize, analyze, and apply their learning from their courses in ECE in a comprehensive manner. In this course, students will explore their identities as leaders and professionals in the field of ECE, including the cultural competence necessary to build strong relationships with young children and families from a variety of cultural and linguistic backgrounds. Students will learn what engagement in the field entails and develop the personal and relational knowledge, skills and ways necessary to be active and reflective participants as teacher leaders. As a part of this course, students will be required to create a reflective and comprehensive ECE Professional Teaching Portfolio, complete 10 hours of participation in an EC setting, and continue to develop an understanding of the National Association for the Education of Young Children (NAEYC) standards, IL Professional Teaching Standards, Gateways Competencies, and other current standards pertinent to early childhood teacher preparation.

This course focuses on the practical knowledge and skills necessary for the early childhood professional to successfully design inclusive environments and practice quality programming for infants, toddlers, and families. Students examine various strategies that can be used in inclusive environments to teach children with diverse needs. The skills, knowledge and abilities for professional and ethical behavior in programs for very young children and their families will be addressed, including family child care, center-based care, home visiting programs and early intervention programs. Topics include compliance with pertinent legislation, team collaboration, individualized learning plans, accessibility, universal design, accommodations and modifications for educating very young children that are culturally, linguistically and ability diverse. In addition students evaluate physical and social environments designed to enrich the learning lives of infants and toddlers with special needs with emphasis on instructional strategies adaptations, environment, inclusion, and multicultural considerations. Observations are required.

This course is designed for family child care providers who offer early care and education within their own homes for children from birth through school age. This comprehensive and practical course addresses the full range of information and competencies that are the components of quality child care. The student will acquire knowledge and skills needed to operate a home-based child care and education program. This course requires 15 hours of supervised experience in a family child care setting.

This course explores methods and principles of mentoring adults and the role of mentors as facilitators of adult learning in early childhood education settings. Students will practice effective mentoring strategies and study the role of the mentor as a change agent. Students will reflect on their personal and professional growth and leadership skills. This course researches the similarities and differences among coaching, mentoring, and supervising and the appropriate uses of each in classroom and program leadership within differing cultural contexts. The course is designed for those that have at least two years of experience in an early childhood environment. The use of technology and media in supervision and staff development is included.

This course includes knowledge and skills necessary to run a family child care business, setting up the environment, business management and administrative skills, child development principles as applicable to family child care, home and community, home and families. Students will gain practical experience in family child care business while working with a family child care provider, young children and families in a professional setting. Also includes information and practice in relating to staff and community of diverse racial, cultural and ethnic backgrounds. There is additional emphasis on effective, interpersonal communication, team building and collaboration within the program and in the larger community. Students will complete this course in an approved, licensed family child care business arranged by the instructor and must meet pre-fieldwork requirements. Emphasis is placed on understanding the administrator's role and practical application of principles, practices and theories in family child care. Students will complete the 50 documented hours required for the Gateways Family Child Care Credential-Level 4.

This course provides an overview of observation, documentation, and assessment for children birth to age eight with or at risk for having special needs. Students will be introduced to developmentally appropriate techniques for observing, documenting, and assessing the development of children with or at risk for special needs in order to inform curriculum planning and promote positive guidance strategies. Students will become familiar with informal and formal methods and tools for observation, documentation, and assessment and their appropriate use across developmental domains, environmental contexts, disability diagnosis and ages. Students will identify methods for individual, environmental, and program assessment in special education contexts. This course emphasizes a strengths-based approach to assessment that includes building partnerships with families and professional colleagues and cultural responsiveness. Self-reflection is a major component of the course as well as the examination of bias in the observation and assessment of young children from diverse backgrounds. Observing young children in an early childhood education setting are required for the course. This course is part of an approved set of courses that fulfill requirements leading to the Illinois State Board of Education (ISBE) Approval for Early Childhood Special Education.

In-depth study of a specialized subject in early childhood education topics based on early childhood research and current issues, ECE advisory board recommendations, and early childhood community needs assessments. Topics will vary from semester to semester. The topic will be listed on the student's permanent academic record. A maximum of twelve (12) hours may be earned in this course.