School of Education MASTER OF SCIENCE IN EARLY CHILDHOOD EDUCATION. MSED: Early Childhood Education

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1 School of Education MASTER OF SCIENCE IN EARLY CHILDHOOD EDUCATION : Early Childhood Education

2 Master of Science in Education () (Early Childhood Education) Purpose The Master of Science in Education degree in Early Childhood Education is designed to prepare individuals to meet the unique needs of the youngest learners enrolled in day care, preschool and PreK 3 programs. Program The Master of Science in Education degree in Early Childhood Education is designed for: 1. A certified, experienced educator interested in pursuing graduate studies in early childhood education with or without obtaining Type 04 Certification in Early Childhood Education. 2. A person with an appropriate baccalaureate degree without a teaching certificate who is interested in pursuing a master s degree and Type 04 Certification in Early Childhood Education. 3. Teach for America participants interested in early childhood education who pursue an intensified curriculum. Requirements The Master of Science in Education degree in Early Childhood Education with Entitlement to Type 04 Certification is conferred upon candidates who have met the following requirements: 1. Satisfactory completion of semester hours of graduate credit while maintaining a minimum grade point average of 3.0 out of Successful completion of a minimum of 100 field experience hours in accordance with the policies and procedures of the Master of Science in Education program in the School of Education. Core Curriculum for the Master of Science in Education degree in Early Childhood Education with entitlement to Type 04 Certification ECE 500 Child Growth and Development (3) ECE 501 History and Philosophy of Early Childhood Education (3) ECE 503 Child, Family and Community Relations (3) ECE 504 Research in Early Childhood Education (3) SPED 522 Exceptional Students: Characteristics and the Special Education Process (3) ECE 530 Early Childhood Education Assessment (3) ECE 585 Early Childhood Speech and Language (3) ECE 597 Clinical Practice in Early Childhood Education (4) ECE 598 Clinical Practice Seminar in Early Childhood Education (1) Additional Requirements for Candidates Seeking Type 04 Early Childhood Education Certification General Education Competencies Persons seeking State of Illinois Type 04 certification in early childhood education must have completed at least 18 semester credit hours in one of the liberal arts disciplines. Illinois Certification Testing System Requirements Persons seeking Type 04 Certification in Early Childhood Education must pass the Illinois Certification Testing System s Early Childhood Education Content- Area Test. The candidate must take and pass the test during the semester prior to placement for clinical practice (student teaching) as specified by the School of Education. The candidate must also pass the Early Childhood Education Assessment of Professional Teaching (APT) test. Candidates with questions about special education approval should speak with their advisor. Course Descriptions Courses in Early Childhood Education ECE 500 Child Growth and Development (3) (also listed as SPED 500) This course is a comprehensive introduction to the principles and basic concepts of typical and atypical child growth and development. The course integrates the physical, cognitive and social dimensions of a child s life from prenatal development through pubescence. Specific emphasis will be given to the growth and development of young children from birth through 8 years. ECE 501 History and Philosophy of Early Childhood Education (3) In this course, 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, multidisciplinary and inclusive approach to the formal and informal education of all young children. ECE 503 Child, Family and Community Relations (3) (also listed as SPED 503) ECE 572 Internship and Seminar: Early Childhood (2) The purpose of this course is to assist candidates in developing the necessary skills ECE 580 Instructional Methods of Curriculum and Organization in the Early to work cooperatively with families and community members. This starts with the Childhood Classroom (3) understanding that all young children are fully functioning members of a diverse ECE 581 Methods of Teaching Reading for the Young Child (3) and multicultural school, family and community. In this class, candidates gain ECE 582 Theory of Play (2) insight into family perspectives and experiences by examining the social, economic, ECE 584 Techniques and Methodologies in the Early Childhood Education legislative and technological impacts on children and families, including families Classroom (3) 2 3

3 with special needs children. They evaluate existing support services and service delivery models in the school and community with respect to diversity, exceptionality, and family health and well being. A particular emphasis is placed on strategies to promote and assure effective communication, collaboration and consultation between home, school and community. Topics covered include, but are not limited to, social-ecological framework and assessment; life-span development in relation to life history and historical moments; community resources, programs, and service personnel; cultural sensitivity; family demographics; family systems theory; family stressors and grievance; intergenerational family assessment; child abuse and neglect; collaborative and communicative techniques; professional ethics; legal rights of parents, teachers and students in the school system; legislation; and advocacy. ECE 504 Research in Early Childhood Education (3) The purpose of this course is to introduce candidates to research in the field of early childhood education. This course includes an overview of the different types of quantitative and qualitative research, educational statistics and methodologies for conducting and evaluating research. Using a variety of research studies, candidates critically read and analyze research in the field. They then determine how to apply research to practical school situations by designing and proposing a research study. SPED 522 Exceptional Students: Characteristics and the Special Education Process In this course, candidates study the psychology and characteristics of exceptional students, grades preschool through high school, and access to services in a variety of school settings. Consideration of the impact of disabilities on development, learning and communication processes is also addressed. A major portion of this course focuses on the special education process including laws, rules, regulations and procedural safeguards, as well as development of IEPs and Behavior Management Plans. Candidates will become familiar with their role in working with exceptional students, their families and special education service providers. 4 ECE 530 Early Childhood Education Assessment (3) In this course, candidates address specific assessment techniques for use with all young children from birth through third grade, including young children with disabilities. The course emphasizes formal and informal techniques and strategies needed for making decisions regarding individual and group development, diagnosis and placement, learning, curricula and instructional approaches and modifications appropriate for all young children and their families. Candidates examine specific formal and diagnostic instruments, interpret data from case studies and explore considerations unique to the assessment of young children. ECE 572 Internship and Seminar: Early Childhood Education (2) The purpose of this course is to combine fieldwork with a seminar in order to introduce the candidate to the early childhood classroom. Each candidate is assigned to a school setting with a diverse group of students, ages birth to 8 years, in which the candidate observes and participates in early childhood classroom activities. The candidate attends a weekly seminar in order to share his or her experiences and to discuss issues related to the early childhood classroom. Topics discussed include environment preparation, classroom management, daily scheduling, lesson planning, cooperative grouping and learning centers. Candidates completing this course satisfy the 100 hours of pre-student teaching field experience. ECE 580 Instructional Methods of Curriculum and Organization in the Early Childhood Classroom (3) 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. Additionally, the selection and implementation of curricular modifications for exceptional children are explored. ECE 581 Methods of Teaching Reading for the Young Child (3) methods and materials for promoting and teaching reading and literacy in diverse and inclusive early childhood settings. Candidates explore recent research, philosophical and theoretical views, issues related to emergent literacy, and quality children s literature. 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, candidates explore the selection and implementation of curricular modifications for exceptional children.. ECE 582 Theory of Play (2) In this course, candidates focus on the theoretical and methodological aspects of play and its effect on a child s physical, cognitive, social and emotional development. Course content emphasizes the importance of children s play, identifies how play environments are organized in diverse and inclusive early childhood settings, and illustrates how play is used to promote learning. Candidates examine procedures for planning, organizing and interpreting various 5

4 methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, candidates explore the selection and implementation of curricular modifications for exceptional children. ECE 584 Techniques and Methodologies in the Early Childhood Education Classroom (3) methods and materials for teaching mathematics, science and social studies in diverse and inclusive early childhood settings. Candidates examine procedures for planning, organizing and interpreting methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, candidates explore the selection and implementation of curricular modifications for exceptional children. ECE 585 Early Childhood Speech and Language (3) In this course, candidates study various theories and stages of typical and atypical speech and language development at the early childhood level. 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. ECE 597 Clinical Experience in Early Childhood Education (4) The purpose of this clinical experience is to assist candidates in applying their theoretical and methodological knowledge and skills to the diverse and multicultural early childhood classroom. During clinical practice, candidates engage in a guided, full-time teaching experience in an early childhood classroom under the cooperation and supervision of a mentor teacher and university field supervisor. Clinical practice consists of the candidate observing the students, the environment and the cooperating teacher, as well as being responsible for the developmentally appropriate instruction of students individually, in small groups and as a whole class. Candidates in this course concurrently enroll in the early childhood clinical practice seminar. ECE 598 Clinical Experience Seminar in Early Childhood Education (1) The purpose of this weekly seminar is to encourage candidates to collegially discuss the demands, challenges and rewards of clinical experience in early childhood education. Candidates discuss experiences and explore ways to continue meeting student needs. This seminar also serves as a platform for bridging the candidate s university experience to the early childhood profession. Candidates explore topics such as job search and employment, continued professional development, the promotion of positive change in educational contexts, professional organizations and professional advocacy. To show that bridging is occurring, candidates complete their professional portfolios, which align with Illinois State Standards. Candidates in this course concurrently enroll in the early childhood clinical experience. Teach for America Program Courses ECE 540 Child Growth and Development (4) This course serves as a comprehensive introduction to the theories, principles and concepts of typical and atypical child growth and development. The course addresses the physical, cognitive, language and social-emotional dimensions of a child s life from prenatal development through pubescence. Specific emphasis is given to the growth and development of young children aged birth through 8 years. ECE 541 Methods of Teaching Reading and Language Arts for the Young Child (4 Credits) In this course, candidates focus on the developmentally appropriate instructional methods and materials for promoting and teaching reading and literacy in diverse and inclusive early childhood settings. Candidates explore recent research, philosophical and theoretical views, and issues related to emergent literacy, quality children s literature, and environments that support language acquisition and the development of the children s ability to read, write, speak and listen. Candidates examine procedures for planning, organizing and assessing various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, candidates select and implement curricular modifications for exceptional children. ECE 542 Instructional Methods of Curriculum and Organization in the Early Childhood Classroom (3) In this course, candidates focus on the 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, art and play are considered. Candidates examine procedures for planning, organizing and assessing various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, candidates select and implement curricular modifications for exceptional children. ECEA 583 Special Education Issues in Early Childhood Education (2) This course will focus on issues in early childhood education with respect to students with disabilities. Specific attention will be given to the importance of 6 7

5 observation of student behavior, skills and reaction to instruction within the natural setting of the early childhood classroom setting. Common observable symptoms or identifiers for specific disabilities will be addressed in class lectures and text readings. Legal guidelines for special education services at the early childhood level, procedures for referral and the inclusive early childhood classroom will also be addressed. Lastly, specific considerations and methodology for instruction, adaptations, accessibility, socialization and behavior management as each relates to teaching young students with disabilities will be studied within this course West Division Street River Forest, IL dom.edu (708)

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