Saint Xavier University Chicago Campus Residence Halls

Early Childhood


Prerequisite/Corequisite Key

P = Course must be taken previously C = Course must be taken concurrently E = Course can be taken previously or concurrently
(RQ) = Required (RM) = Recommended  

EDGEC 401

Lab-Methods and Curriculum of Pre-Primary Education

1 credit hour

Pre-requisite: E (RQ) EDGEC-429

Thirty field experience hours. This course is the clinical component of EDGEC 429. Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component. 30 clinical hours. Offered fall.

EDGEC 402

Lab-Methods and Curriculum of Primary Education

1 credit hour

Pre-requisite: E (RQ) EDGEC-430

Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component. 30 clinical hours. Offered spring.

EDGEC 405

Task 2 Early Childhood edTPA

0 credit hours

EDGEC 425

Early Childhood Practicum

3 credit hours

This practicum experience is designed for teachers who currently have a professional educator license with an Elementary Education endorsement and who are seeking a subsequent Early Childhood Education endorsement. In lieu of a second student teaching experience, graduate students enroll in EDGEC 425. A faculty member from the Education Department supervises the practicum.

EDGEC 426

History and Philosophy of Early Childhood Education

3 credit hours

This course provides a study of selected theorists, both philosophers and psychologists whose impact has been felt most strongly at the early childhood level. Focus is on European and American conceptions of the child. Historical and conceptual analysis of the family and the school as they relate to the education of young children are also looked at. Course includes investigation and examination of related research. 5 clinical hours. Offered spring.

EDGEC 427

Child, Family and Community Relationships

3 credit hours

This course provides an examination of socializing agents, structural constraints and supports by fundamental American institutions as they affect child development. Legal, commercial, religious, familial, and political institutions are explored for their effects on the development of the young child. Review of literature and research in the field are required. 5 clinical hours. Offered fall.

EDGEC 428

Developmental Assessment of Young Children

3 credit hours

*Level 2 Professional Education Course: Requires Admission to the Education Department. This course examines the learning characteristics in the first eight years of life. Emphasis is on trends in early identification of atypical development by means of screening and diagnostic instruments; preschool remedial programs; legislation. Clinical experience includes: administration of formal and informal diagnostic measures, observations in early childhood special education settings, development of integrated case studies and simulation of screenings and staffings. Cross Ref: EDGEC-432. 10 clinical hours. Offered fall.

EDGEC 429

Methods and Curriculum of Pre-Primary Education

3 credit hours

Pre-requisite: E (RQ) EDUGL-429

Topics explored in this course include types of instructional methods and curriculum for preschoolers including study of activity/learning centers, individualization, educational play, and media and their utilization in extending the child's understanding of art, music, literature, reading instruction, mathematics, natural and social science. Review of literature and research in the field are required. Offered fall.

EDGEC 430

Methods and Curriculum of Primary Education

3 credit hours

Pre-requisite: E (RQ) EDUGL-430

This course provides an exploration of principles, methods, materials and curriculum for teaching language arts, mathematics, science and social studies at the primary level. Emphasis on planning, implementing and assessing the teaching and learning of language arts, mathematics, science, and social studies. Applied research techniques are evaluated. Offered spring.

EDGEC 431

Methods of Reading With an Emphasis on the Young Child

3 credit hours

Investigation of theory, research and practice related to the teaching of reading and whole language are emphasized in this course. This course prepares teachers of young children to acknowledge differences in language and cultural backgrounds and to emphasize developmentally appropriate strategies of teaching young children to read and write. The growth toward literacy in young children is stressed. 10 clinical hours. Offered spring.

EDGEC 432

Developmental Assessment of the Young Child

3 credit hours

This course is designed for the educator who desires experience in the identification and diagnosis of special education needs in the early childhood years. Field experiences include administration of formal and informal diagnostic measures; observations in early childhood special education settings; development of integrated case studies; and simulation of screenings and staffing. 10 clinical hours. Offered fall.

EDGEC 443

Student Teaching Early Childhood Education

6 credit hours

Pre-requisite: C (RQ) EDGEC-445

Program of guided observation, participation, and teaching in classroom, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for sixteen weeks. Prerequisite: A minimum of 100 clock-hours of supervised field experiences in education; the required sequence in education course.

EDGEC 445

Seminar in Teaching and Learning

2 credit hours

Pre-requisite: C (RQ) EDGEC-443

Level 3 Professional Education Course: Requires Admission to the Education Department. This course is designed for early childhood and secondary education student teachers and includes a structured teaching performance assessment (edTPA)in the directed teaching site. The course supports teacher candidates in the design and implementation of the 3 edTPA tasks: Planning for Instruction, Instructing and Engaging Students in Learning, and Assessing Student Learning. Additional topics may include, but are not limited to: the Co-Teaching model, resume writing, refining the professional portfolio, licensure, and teacher evaluation models.

EDGEC 503

Foundations, Curriculum and Methods of Teaching Literacy and Social Studies in K-2

3 credit hours

Candidates will examine and use a variety of texts that support students' learning of reading, writing, speaking, and listening. The Common Core Standards for English/Language Arts will be explored. In addition, this course examines the content and methods of teaching social science in diverse and inclusive settings. The course explores the core areas of the Illinois Learning Standards for Social Science (2016): Inquiry Skills, Civics Standards, Geography Standards, Economics & Financial Literacy Standards, and History Standards. An emphasis will be placed on holistic learning, the inter-relatedness of these two curricular areas, and the developmental appropriateness of integrating teaching and learning in the primary grades. Candidates will become familiar with various educational technologies that support engaged learning activities.

EDGEC 504

Foundations, Curriculum and Methods of Mathematics and Science in K-2

3 credit hours

The course prepares teacher candidates to use their knowledge of mathematics to develop children's ability to approach and solve problems in the various areas of mathematical thinking including number concept, geometry, probability, and measurement. The Common Core Standards for Mathematics will be explored. In addition, this course examines the content and methods of teaching science in diverse and inclusive settings. The course explores the four domains of the Next Generation Science Standards (NGSS): Physical Science, Life Science, Earth and Space Science, and Engineering Design. An emphasis will be placed on holistic learning, the inter-relatedness of these two curricular areas, and the developmental appropriateness of integrating teaching and learning in the primary grades. Candidates will become familiar with various educational technologies that support engaged learning activities.

EDGEC 506

Advanced Child Development

3 credit hours

This course focuses on the psychological and social development of the individual from infancy through childhood. Students engage in research-based readings on varied topics of development, including prenatal development, the major goals and theoretical issues in the study of development, major historical influences in the field, and normal and abnormal characteristics of individuals. Graduate students seeking certificate in Early Childhood or Elementary Education may not substitute this course with an undergraduate course. 5 clinical hours.

EDGEC 511

Infant and Toddlers: Environments, Programs, and Activities

2 credit hours

This course will focus on the creation of engaging and emotionally responsive environments that support the social, emotional, physical, and cognitive development children age birth to three. Candidates will explore constructivist curriculum designs with an emphasis on the adult's role in supporting play that fosters language and literacy development, creative expression, and mathematical and scientific thinking. Partnerships with families, attachment theory, health, and safety will be discussed as essential aspects of early care and education.

EDGEC 512

Assessment of Instruction and Learning

3 credit hours

This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results. Offered as needed.

EDGEC 513

Educational Research Design and Development

3 credit hours

This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed. Offered as needed.

EDGEC 551

Physical, Psychosocial, and Cognitive Development in Early Childhood

2 credit hours

This course focuses on the cognitive, social, emotional, linguistic, and physical development of children from birth to Grade 2. The role of general health, nutrition, relationships, culture, and play in shaping development will be discussed. Candidates will explore tools for observing and analyzing the development of children from birth to Grade 2.

EDGEC 552

Inquiry and Play: Birth-Kindergarten Inquiry and Play: Birth to Kindergarten

2 credit hours

This course focuses on the centrality of inquiry and play in children's learning. The emphasis will be on facilitating integrated and developmentally appropriate experiences that support children's construction of knowledge and interpersonal relationships. The roles of teacher as observer, collaborator, facilitator, and creator of indoor and outdoor learning environments will be discussed. Candidates will explore multiple ways to observe and document learning experiences to support reflective teaching and the development of children's critical thinking skills. .

EDGEC 553

Integrated Curriculum and Methods in PreK

2 credit hours

This course is focused on the curriculum, methods, materials, and technological resources for the integrated teaching of mathematics, science, social studies, and the fine arts to young children in diverse and inclusive settings. Candidates will explore an integrated approach to teaching foundational concepts and will develop learning experiences that develop inquiry, symbolic representation, and problem solving in each domain. The centrality of play, the role of creativity, the integration of technology, and the importance of the physical and interpersonal environment will be discussed. Students will utilize observation strategies and documentation as they plan, assess, adapt, and reflect on learning experiences.

EDGEC 554

Emergent Literacy and Language Development

2 credit hours

This course investigates the nature of language and literacy development in the young child. The process of verbal and non-verbal language acquisition in children that incorporates the most recent theories and practices is examined. Emphasis is on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Instructional strategies to promote language and literacy development in inter-disciplinary contexts with attention to the interrelated processes of listening, speaking, reading, writing, and visually representing for children are emphasized. Candidates will become familiar with various educational technologies that support engaged learning activities in literacy.