Course Requirements 

Pre-Education Courses

Theory & Practice Introductory Core: 18 quarter hours required, grade of C or better required

Health and Nutrition: 4 quarter hours required, grade of C or better required

Pre-Education Core: 12 quarter hours required, grade of C or better required

Bilingual/ESL Concentration Courses: 28 quarter hours required, grade of C or better required

Advanced Standing Courses: 36 quarter hours required, grade of C or better required

Open Electives: 4 quarter hours required

Open elective credit also is required to meet the minimum graduation requirement of 192 hours.  The following cannot be used to fulfill an open elective: WRD 98, WRD 101, MAT 94, and MAT 95.  

Student Teaching: 12 quarter hours required, grade of B- or better required

Registration in student teaching requires completion of all requirements and procedures indicated in the college core section.  EDU 095 indicates to the Illinois State Board of Education that all field experience hours are complete.  All students also take ECE 387, Capstone Seminar with student teaching (listed in the Liberal Studies section) during the Autumn, Winter or Spring quarters.  Early Childhood students complete 6 weeks in a preschool classroom and 6 weeks in a primary classroom

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 tests.
  • Early Childhood Content Area Test (test #107) – assesses knowledge of the content of what is taught at the early childhood level including 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 #101, grades 0-3) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology.  Test is required to be licensed; recommended that it be taken before Student Teaching.

ECE 290

CHILD GROWTH AND DEVELOPMENT

This course examines human growth and development of the child from pregnancy through age eight, including cognitive, language, physical, social, spiritual, creative, and emotional areas of development. Learning and development theories of young children including those of Freud, Piaget, Erikson, Vygotsky, Gardner, Bronfenbrenner, and others are explored. COREQUISITE: ECE 091.

ECE 91

CLINICAL EXPERIENCES WITH INFANTS AND TODDLERS

(1 credit) Candidates will observe and interact with infants and toddlers (25 clock hours) and attend a weekly seminar in which they will be required to reflect on their experiences in relation to the development and learning processes in infants and toddlers. Appropriate early childhood assessment and intervention methodologies will be emphasized. COREQUISITE: ECE 290.

ECE 286

ART, MUSIC, AND MOVEMENT FOR THE YOUNG CHILD

This course will focus on the theory, research, methods, and activities of art, music, and movement for young children birth through age 8. Emphasis will be on the integration of developmental domains, creative and critical thinking as developmental domains are integrated.

ECE 302

CHILD AND FAMILY IN THE URBAN ENVIRONMENT

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.

ECE 92

CLINICAL EXPERIENCES WITH YOUNG CHILDREN AND FAMILIES

(1 credit) Candidates will observe and interact with young children and their families in family training programs, family conferences and home visits will be included in the options.(25 clock hours). COREQUISITE: ECE 302.

ECE 303

HISTORY AND PHILOSOPHY OF EARLY CHILDHOOD EDUCATION

Historical, sociological, philosophical and psychological foundations of early childhood education are explored. Review of key theories and research informs the development of early childhood education goals and practices including administration, ethics and major program models including Montessori, Reggio Emilia, High Scope and Creative Curriculum. Personal reflections are applied to the field and course readings.

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.

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.

SCU 207

SOCIAL AND HISTORICAL ISSUES IN EDUCATION

This course examines through an interdisciplinary framework sociological and historical issues and concerns associated with the relationship between education and public life. The course analyzes education as a form of cultural power, addressing its political and ideological effects. Emphasis will be placed upon the social and historical meanings and purposes assigned to education, especially as it pertains to questions of race, gender, sexuality, and the political economy of class.

EE 347

CHILDREN'S LITERATURE

This course familiarizes students with quality children's literature for infancy through young adulthood. Students will select, discuss, critique, and share books appropriate for this age span, focusing primarily on ages 5-14 years. The influences of child development, culture, technology, and education stakeholders (i.e., parents, students, teachers, administrators, and their community) on literature selection are emphasized. Students will develop skills in evaluating books, responding to books, and using literature across the curriculum.

ECE 309

YOUNG EXCEPTIONAL CHILD

This course introduces candidates to the field of early childhood special education including the Early Intervention System. Characteristics of infants, toddlers and young children with special needs are examined. Methods of working with different disabilities during the early years will be explored. Strengths and needs of families of young children with disabilities and collaboration with family members will be emphasized in this course. Students are required to complete field assignments and 15 hours of field experience in a special education setting.

ECE 313

CROSS CULTURAL STUDIES IN EARLY CHILDHOOD EDUCATION

The course will discuss the historical, philosophical and cultural foundations of education of young children in a multicultural society, emphasizing the role of ethnicity and cultural variables in development of young children within the context of families, childcare centers, and educational systems. Topics include: history of immigration and predictions for the future; the effects of population shifts on the education of English Language Learners and their families; the impact of laws, litigation and executive orders on bilingual/English-as-a-Second-Language education; understanding cultural and linguistic differences regarding locating and using educational resources.

ECE 314

METHODS AND MATERIALS FOR ENGLISH LANGUAGE LEARNERS IN EARLY CHILDHOOD EDUCATION

This course will discuss best practices in teaching English Language Leraners, helping them to learn English while maintaining their native language, in bilingual/ESL early childhood classrooms, from birth through age 8. Candidates will demonstrate competencies with different approaches and methodologies currently used to support the development of listening, speaking, reading, and writing in social and academic contexts in learners' first and second language. Curriculum based assessment, cultural awareness, and self-reflective practice will also be addressed.

ECE 325

SECOND LANGUAGE ACQUISITION AND EARLY LITERACY DEVELOPMENT

This course will examine the process of learning and using a second language. Research in second language acquisition (SLA) is multi-disciplinary in nature, reflecting the complexity of language learning and use. Linguistic, psychological and social processes that underlie language(s) learning and use will be introduced and applied to the understanding of this learning in young children. Language acquisition theory concerning relationships between early literacy and oral language development in first and subsequent languages will be explored. Understanding developed through this exploration will then be applied to the classroom in the form of strategies and literacy development activities.

ECE 377

ASSESSMENT OF YOUNG BILINGUAL/ESL STUDENTS

This course will focus on the discussion of basic principles and current approaches to assessment of language learning students in ESL and bilingual early childhood and early elementary educational settings. Candidates will learn about the different purposes of process and product assessment tools, authentic and curriculum-based forms of assessment, issues in the assessment of English Language Learners (ELLs), and assessment in academic areas for early elementary ELLs. Research on language and literacy acquisition in multilingual learners vis a vis instruction and assessment will be discussed. Candidates will have opportunities to critically examine and learn how to administer assessment tools used in current practice.

ECE 383

LINGUISTIC PRACTICUM IN EARLY CHILDHOOD EDUCATION (150 CLOCK HOURS)

This course will focus on application of the theories of effective teaching practices and assessment procedures appropriate for young English Language learners. It will emphasize an application of knowledge gained from previous ESL/ELL courses and demonstration of skills necessary to work collaboratively and effectively with families of young English Language Learners. Professional behaviors that respect, value, and support all children's native language and culture will be reinforced.

BBE 305

THEORETICAL FOUNDATIONS IN BILINGUAL EARLY CHILDHOOD DEVELOPMENT

(4 credits) This course is designed to equip bilingual childhood teachers with the knowledge and philosophy to work effectively in the education of early childhood language minority students in the context of bilingual/ESL programs. The course will explore the historical, socio-political and legal foundations of bilingual education programs in the United States. It will examine different models of language education programs: immersion, ESL pullout, transitional bilingual education, maintenance bilingual, enrichment or dual language. It will also address psycholinguistic and sociolinguistic principles upon which they are based.

BBE 306

FOUNDATIONS OF ENGLISH AS SECOND LANGUAGE INSTRUCTION IN EARLY CHILDHOOD EDUCATION

Candidates explore English as a Second Language (ESL), theory and practice as it applies to young children and their families. Candidates also study the sociocultural, pedagogical, linguistic, and political issues underlying current models of education for non-English speaking children, as well as models for ESL instruction in early childhood settings. Critical emphasis is placed upon theories that support young learners in second language acquisition.

SCU 336

ADOLESCENT AND ADULT GROWTH AND DEVELOPMENT

Theories of development throughout adolescence including current issues of problems and growth crises in attaining maturation. The course also includes adult and aging life span considerations. Emphasis is placed on the role of the early childhood professional in interaction with adults in the lives of young children (i.e., parents, grandparents).

ECE 306

UNDERSTANDING YOUNG CHILDREN'S BEHAVIOR

This course focuses on understanding children's observable behaviors and environmental and biological factors that affect young children's behaviors (ages birth through 8). The course will provide candidates 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.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 307

SPEECH AND LANGUAGE DEVELOPMENT OF THE YOUNG CHILD

This course examines the development of speech and language in young children. The course will explore assessing children's language development, as well as providing techniques for supporting and enhancing language growth. Attention will be given to dialectal issues as these apply to growth and development of linguistic competencies through the early childhood years.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 310

PREPRIMARY PROGRAMS: CURRICULUM AND STRATEGIES

Candidates will plan, implement, and evaluate activities that promote the physical, emotional, social, spiritual, cognitive, and creative development of preschool children from diverse cultural and socioeconomic backgrounds. Emphasis will be placed on creating learning environments that facilitate children's learning through play. Developmentally appropriate practices, with a particular emphasis on social studies, use of technology, and learning centers will be thoroughly investigated. COREQUISITE: ECE 093.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 93

CLINICAL EXPERIENCES WITH PRE-SCHOOLERS

(1 credit) Candidates will observe and interact with preschool age children (25 clock hours) and attend a weekly seminar in which they will be required to reflect on their experiences in relation to the development and learning processes in preschool age children. Appropriate early childhood assessment and instructional methodologies will be emphasized. COREQUISITE: ECE 310.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 311

CURRICULUM AND INSTRUCTION IN PRIMARY GRADES

This course provides an examination of the objectives, content methods and materials used in the primary grades of elementary schools (K-3). A variety of teaching methods and classroom management strategies will be discussed and illustrated, including teacher-led and student-centered instruction. Candidates will be encouraged to reflect upon their own emerging educational philosophies and teaching styles as they take part in laboratory and clinical experiences. Many opportunities for planning, using and evaluating a variety of teaching methods will be offered. Each student will develop at least one teaching unit on a primary social studies theme. COREQUISITE: ECE 094.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 94

CLINICAL EXPERIENCES IN PRIMARY GRADES

(1 credit) Candidates will observe and interact with primary age children (25 clock hours) and attend a weekly seminar in which they are required to reflect on their experiences in relation to the development and learning processes in the primary years. Appropriate assessment and instructional methodologies for children in the primary grades will be emphasized. COREQUISITE: ECE 311.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 331

BEGINNING MATH AND SCIENCE INSTRUCTION

This course explores activities, materials, methods, and theoretical principles for teaching mathematics and science in the preschool and primary grades. Candidates engage in experiences with lesson planning and exploration of different instructional and assessment strategies.Twenty (20) hours of clinical practice are required.
Prerequisites:
ECE 290 and Advanced Teacher Candidate Standing are a prerequisite for this class.for registration.

ECE 375

EARLY CHILDHOOD ASSESSMENT

Students will study, use and evaluate early childhood assessment methods and tools that are appropriate for use with young children with diverse cultural and socioeconomic experiences. Ways of involving families in early childhood assessment will be stressed. How to observe and assess children individually, in groups and in their family systems and networking with community services will be explored.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

EE 324

READING/LANGUAGE ARTS IN THE EARLY YEARS

This course focuses on the curriculum content and sequence, instructional and assessment strategies as well as considerations integral to the creation of authentic, effective emergent literacy environments and engagements for pre-kindergarten through third grade. Theory and practice principles are woven into course assignments and required field experiences designed to observe, teach, and reflect upon instructional decisions made for individual as well as groups of children. Prevailing curricular and instructional models (e.g., code-based, meaning-oriented, balanced) and their histories are compared and contrasted. The influences of development, home language(s) and dialect(s) (especially those of U.S. metropolitan areas), and educational settings are studied and applied to candidate instructional planning and teaching. Case studies and lesson planning facilitate the application of course content.
Prerequisites:
(EE 281 or ECE 290) and status as an Advanced Teacher Candidate is a prerequisite for this class.

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.

ECE 384

EARLY CHILDHOOD EDUCATION CAPSTONE

The senior capstone course is designed to help Candidates integrate the central emphases of their liberal learning studies curriculum with their professional behavior. It will provide prospective early childhood educators with opportunities to engage in activities requiring them to be reflective, to consider value commitments, to use critical and creative thinking, and to examine their practice from a multicultural perspective as they discuss issues specific to early childhood education. Candidates will develop a professional portfolio that reflects the standards of the various guiding professional organizations. The course is grounded in the School of Education's framework for an Urban Professional Multicultural Educator, which also reflects the goals of the Liberal Studies program. This course is taken before student teaching.

ECE 385

EARLY CHILDHOOD STUDENT TEACHING

(12 credits) 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. Application and approval are required. Open only to DePaul students.

WRD 98

PREPARATION FOR COLLEGE READING

For students who need extra preparation in the development of college reading skills. Emphasizes development of reading strategies suitable for understanding a range of texts.

WRD 101

BASIC WRITING I

An introduction to academic writing; extensive practice in gathering and organizing ideas; attention to correctness in mechanics, grammar, and usage. Students placed in 101 are required to enroll subsequently in 102.

MAT 94

BASIC ALGEBRA

The objective of this course is to increase the students' competence in working with ordinary arithmetic, using a large variety of practical problems and situations from basic sciences as motivation. Formerly WRC 104.
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ECE 381

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 taken ECE 310: Preprimary Programs: Curriculum and Strategy.

ECE 382

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 taken ECE 311: Curriculum and Instruction in Primary Grades.
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ECE 280

INTERNSHIP WITH INFANTS AND TODDLERS

Candidates conduct 75 hours of intense supervised fieldwork in an infant/toddler center where they are observing and documenting behavior and interactions, planning activities, and assessing development in children ages birth to 3. Candidates will also participate in a twice a quarter, hour and a half, seminar to reflect and discuss aspects of infant/toddler development and care, making connections between theory and practice. Onsite meetings with groups of candidates will be held weekly for supervision and reflection on practice. Co-requisite ECE 290.

ECE 387

CAPSTONE SEMINAR IN EARLY CHILDHOOD EDUCATION

This course is designed to help candidates integrate the central emphases of their Liberal Studies curriculum with their professional knowledge and behavior. It provides opportunities and activities to prospective educators that engage them in being analytic and reflective upon their major and related disciplines; guide them in further considering their value commitments and how they relate to their chosen profession; apply critical and creative thinking in addressing 'real-time' professional issues and needs; and examine extant practices from multicultural perspectives. Candidates develop a professional teaching portfolio that reflects the standards of the various guiding professional organizations and the Illinois State Board of Education (ISBE). The course is grounded in the College of Education's framework for an Urban Professional Multicultural Educator as well as the goals of the Liberal Studies program. The course is taken simultaneously with student teaching. COREQUISITE(S): ECE 385.

MAT 95

INTRODUCTORY ALGEBRA

An introduction to functions, linear equations, linear inequalities, absolute values, systems of linear equations, exponents, and polynomials. Formerly WRC 204.
Prerequisites:
MAT 094or placement is a prerequisite for this course.