Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

Access archived catalogs in the Catalog Archive section.​​​​​

Students are required to follow the Academic Handbook and Code of Student Responsibility​​

Course Requirements

Pre-Education Introductory Courses: 16 quarter hours required

Advanced Standing Courses: 32 quarter hours required

Heath, Safety and Child Nutrition Requirement

Candidates should be prepared to document course or other experience that shows they meet the knowledge and skills to provide experiences for young, which appreciates the interrelationships among child, family and the areas of health, safety and nutrition.  Candidates should demonstrate comprehension of the issues of health, safety and nutrition that affect young children from the ages of birth through age 8. In addition, candidates are expected to demonstrate understanding of cultural issues and special needs of children with health impairments. Finally candidates should be familiar with the knowledge and application of practices that promote good nutrition, dental health, physical, social and emotional well being of young children.

Student Teaching: 8 quarter hours required

Registration in student teaching requires completion of all requirements and procedures listed in the college core section.  EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete.

Licensure Tests

All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license.  Early Childhood majors must complete the following tests:

  • Test of Academic Proficiency (TAP) (test #400) - assesses knowledge of reading comprehension, language arts, writing, and math.  Test is required to qualify for Advanced Standing.  *Check with your advisor about qualifying for a waiver with acceptable ACT or SAT test scores.​
  • Early Childhood Content Area Test (test #107) – assesses knowledge of language and literacy development, learning across the curriculum, diversity, collaboration, and professionalism in the early childhood program.  Test is required before Student Teaching (deadlines apply).
  • Assessment of Professional Teaching (APT) (test #103, grade 6-12) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology.  Test is required to be licensed; recommended that it be taken before Student Teaching.

Field Experiences

Each student seeking licensure from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of age levels (birth-age 8), multicultural experiences, and a minimum of 15 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. Four special field experience courses T&L 400T&L 401T&L 402, and T&L 403 are associated with theory courses and should be taken concurrently with the specified theory courses.  FEDS entry of these clinical hours is not required. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.

Additional Requirements

Please also view the college core requirements under the MA or MED for Early Childhood for additional requirements.

EDU 25

BASIC TECHNOLOGY LITERACY

(0 Credit) This online course provides students with a knowledge about assembling, using, and troubleshooting basic technology hardware and software. In this course, students demonstrate understanding of basic computer setup and the use of peripheral devices such as printers, speakers, flash drives, scanners, digital cameras, videos, and computer software.

SCG 404

HUMAN DEVELOPMENT AND LEARNING: THE EARLY YEARS

This course will focus on the developmental process of children from birth to age 8 by beginning with the study of the young child's social, emotional, cognitive and physical growth and change. The theoretical and observational study of child development will be framed by an examination of culture, gender, and socio-economic factors as they inform assumptions about normative processes. The relationship between development and learning in a social context will be examined with particular attention to children's developing cognitive concepts. Attention will also be given to the role of teachers, schools, and other institutions in fostering the healthy development and learning of young children. COREQUISITE(S): T&L 400.

ECE 298

CHILD HEALTH SAFETY AND NUTRITION

This course focuses on the interrelationships among child, family and the areas of health, safety and nutrition. Special emphasis will be placed upon the issues of health, safety and nutrition that affect young children from the ages of birth through age 8. Understanding cultural issues and special needs of individual children are addressed, as are aspects of health and safety. Central to this course is the acquisition of knowledge and application of practices that promote good nutrition, dental health, and the physical, social and emotional well being of young children. The course includes information on common diseases and health problems.

T&L 595

EARLY CHILDHOOD STUDENT TEACHING

(6 quarter hours) This course requires students to participate in supervised teaching at a cooperating school, five full days per week, for an academic quarter. Part of the teaching will be in a preprimary setting and part will be in a primary setting. Feedback and discussion of issues encountered in student teaching as well as new materials and techniques of student teaching will be included. PREREQUISITE(S): Application and approval required. Open only to DePaul students.

T&L 596

EARLY CHILDHOOD STUDENT TEACHING SEMINAR

(2 credit hours) In this seminar, candidates will reflect upon their teaching experiences with young children; collaborate with colleagues and instructor to identify alternative strategies for problematic situations. Candidates will outline ways to maintain strategies for lifelong learning. In addition, candidates will share resume development and job-search strategies. COREQUISITE: T&L 595.

EDU 95

CLINICAL EXPERIENCE WITH CHILDREN AND YOUTH

(no credit) Required of all students. Observations and participatory experience with children and youth in a school or agency. This course is a prerequisite for student teaching and related professional courses.

SCG 408

EDUCATION AND SOCIETY

A study of social forces that impinge upon the educational enterprise and analysis of the relationship to major social problems in urban education with emphasis on their social, economic, political, historical and philosophical dimensions.

SCG 409

SOCIOLOGY OF EDUCATION

This course focuses on the relationship between school structures and culture, social relations of race, ethnicity, class, and gender, and ideologies organizing education in the United States. Students will explore a range of theories in the sociology of education atha5t explore linkages between school structures and processes and broader social forces. Readings may examine the political economy of schooling, inequalities in educational practices, and student and teacher identities shaped by schools and the larger society.

SCG 411

PHILOSOPHY OF EDUCATION

This course examines the relationship of education to the moral and ethical dilemmas or predicaments of the human condition. It will entail issues related to the nature of education's responsiveness, or lack there of, to the concerns of the human condition: for example, human alienation, suffering, success and failure, caring, freedom, responsibility, liberaiton and agency. Special attention will be given to how these concerns influences or have social, cultural and political implications for how teachers address them within the teaching and learning process.

SCG 410

INTRODUCTION TO RESEARCH: PURPOSES, ISSUES, AND METHODOLOGIES

(formerly CUG 400) This course will examine the basic questions, issues and theoretical frameworks central to the purpose, conceptualization, conduct, writing, reading and the use of educational research as a means for informing educational theory, practice and policy. Students will be exposed to the multiple frameworks which inform education research, the various methodologies employed in collecting and analyzing data and will examine the advantages, limitations and values implicit in conducting and evaluating research.

T&L 432

EARLY CHILDHOOD CURRICULUM STRATEGIES AND PHILOSOPHY (BIRTH-8)

Operating from a constructivist curricular perspective that considers individual child and the social learning context, candidates will plan, implement and evaluate activities that promote the physical, emotional, social, spiritual, aesthetic, creative, and cognitive development of young children from diverse cultural and socioeconomic backgrounds. Methods of facilitating children's play; individuation through building on children's experiences, learning styles and interests; using technology and, developing learning centers will be emphasized. A variety of teaching methods and classroom management strategies will be discussed and illustrated, including teacher led instruction and student-centered instruction. Students will be encouraged to reflect upon their own emerging educational philosophies and teaching styles as they take part in laboratory and field experiences. Many opportunities for planning, using and evaluating a variety of teaching methods will be offered. Each student will write at least one teaching unit on a primary social studies theme. Prerequisite: Child Growth and Development: the Early Years, taken concurrently with T&L 402). (Combination of previous T&L 407 and T&L 408)
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 427

YOUNG EXCEPTIONAL CHILD

This course introduces students to the field of early childhood special education including the Early Intervention System. Characteristics of infants, toddlers and young children with special needs as well as, methods of working with different disabilities during early years will be explored. Strengths and needs of families of young children with disabilities and collaboration with family members will be emphasized. Students are required to complete field assignments and 15 hours of field experience in a special education setting.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 420

MATH AND SCIENCE IN EARLY CHILDHOOD

Students will explore theoretical principles, materials, methods, and activities for teaching and integrating mathematics and science in preschool and primary grades. Students will conduct clinical observations and complete individualized teaching assignments. PREREQUISITE(S): SCG 404, T&L 432 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 411

ASSESSMENT IN EARLY CHILDHOOD SPECIAL EDUCATION

Candidates will study, use, and evaluate early childhood assessment methods and tools that are appropriate for young children with diverse learning, cultural, and socioeconomic experiences. Focus of the course is on the teacher candidate's acquisition of knowledge and skill regarding an array of formal and informal assessment instruments and techniques used to gather information needed for making decisions about typical and atypical children served in individual and group learning situations. Focus s directed toward the development of curricular goals and instructional approaches that evolve from the assessment information. Such information is used to create learning plans, including Individualized Family Service Plans (IFSP) and Individualized Education Plans (IEP), serving child and family responsively.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 431

EARLY LANGUAGE AND LITERACY DEVELOPMENT

This course will focus on enhancing language development and promoting early literacy in young children. It addresses instruction and assessment of language and literacy skills. Students will learn how family/child and teacher /child interactions promote language and literacy development and learning. Implementation of language and literacy curricula and activities that lead to growth in the key areas of literacy development for preschool and primary aged children will be explored. (Combination of previous T&L 406 and T&L 412).

T&L 423

UNDERSTANDING YOUNG CHILDREN'S BEHAVIOR

This course focuses on understanding children's observable behaviors and environmental and biological factors, that effect young children's behaviors (ages birth through 8). It will provide students with techniques to identify and effectively address negative behaviors in young children through using principles of Applied Behavior Analysis, and Functional Behavior Assessment and Analysis (FBA). General classroom management techniques will also be examined. Students will complete field assignments using FBA in addressing challenging behaviors of a child with or without special needs.

T&L 421

CHILD AND FAMILY IN THE MULTICULTURAL COMMUNITY

This course will focus on understanding the diversity of children and families in approaches to development, learning, and disability. It will examine how teachers may provide a curriculum and environments within the context of family and community that honor the families' and communities' beliefs, values, and practices. In addition, ways to develop and maintain productive and collaborative relationships between professionals and families, communities and other professionals across the range of systems are examined. Attention is given to the development of collaborative problem-solving for families with young children who have special needs.

T&L 410

CHILDREN'S LITERATURE AND FAMILY LITERACY

This course addresses literacy development in young children and the roles of families and early childhood programs in fostering that development. Strategies for enhancing literacy, such as word play, storytelling, conversations will be provided and all appropriate genres of children's literature will be explored. Finally, the course features appropriate poetry, early books for infants and toddlers, read-aloud materials, and all genres of children's literature for young children.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 400

CLINICAL EXPERIENCES WITH INFANTS AND TODDLERS

(1 quarter hour) Teacher candidates will observe and interact with infants and toddlers (25 clock hours). Appropriate lesson planning and assessment techniques and tools will be emphasized in the seminar. COREQUISITE: SCG 404.

T&L 401

CLINICAL EXPERIENCE IN EARLY LANGUAGE AND LITERACY DEVELOPMENT

(1 quarter hour) Teacher candidates will observe and interact with young children and their families in programs, related to language and literacy development. A weekly seminar is required.

T&L 403

CLINICAL EXPERIENCES IN PRIMARY GRADES

(1 quarter hour) Students will observe and interact with and teach primary-age children (25 clock hours). Appropriate curricula, assessment and instructional methodologies for children in the primary grades (K-3) will be emphasized.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 402

CLINICAL EXPERIENCES WITH PRE-SCHOOLERS

(1 quarter hour) Candidates will observe and interact with preschool-age children (25 clock hours). Appropriate early childhood curricula, assessment and instructional methodologies will be emphasized. COREQUISITE(S): T&L 407.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 481

INTERNSHIP IN PRESCHOOL SETTING (75 CLOCK HOURS OF SUPERVISED EXPERIENCE)

Candidates conduct 75 hours of intense supervised field work in preschool during the winter quarter. The internship is designed for advanced ECE candidates to be taken before student teaching. Candidates taking this internship have either taken ECE 310: Preprimary Programs: Curriculum and Strategy (at the undergraduate level), and T&L 432: ECE Curriculum Strategies and Philosophy (at the graduate level) in a previous quarter, or they are taking these courses as co-requisites with this internship.

T&L 482

INTERNSHIP IN PRIMARY SETTING (75 CLOCK HOURS OF SUPERVISED EXPERIENCE)

Candidates conduct 75 hours of intense supervised field work a primary grade (K-3) during the spring quarter. The internship is designed for advanced ECE candidates to be taken before student teaching. Candidates taking this internship have either taken ECE 311: Curriculum and Instruction in Primary Grades (at the undergraduate level), and T&L 432: ECE Curriculum Strategies and Philosophy (at the graduate level) in a previous quarter, or they are taking these courses as co-requisites with this internship.

T&L 406

LANGUAGE DEVELOPMENT OF THE YOUNG CHILD

This course will focus on the development of language in young children, including techniques and materials for use in assessing and enhancing speech and language development with appreciation for dialectic variations. Emphasis will be on issues relating to second language learners and young children with special needs. PREREQUISITE: SCG 404.

T&L 434

LITERACY, LITERATURE, & THE YOUNG CHILD

This course addresses the phenomenal process of literacy development in young children. Strategies for enhancing literacy through unlocking the phonemic code, acquiring vocabulary, and comprehending oral as well as print messages are emphasized within the context of choosing and using high-quality literature for children from birth through age 8. Curriculum content and sequence, instructional strategies, and assessment processes are interwoven across course assignments and field experiences. The influences of development, home languages and dialects (especially those of U.S. metropolitan areas), and educational settings are studied and applied to candidates? instructional planning and teaching.
Prerequisites:
SCG 404 and Advanced Standing are a prerequisite for this class.