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 503
Foundations, Curriculum and Methods of Teaching Literacy and Social Studies in K-2
3 credit hours
E:
Candidates will examine and use a variety of texts that support students' learning of reading, writing, speaking, and listening. The course also examines the content and methods of teaching social science in diverse and inclusive settings. The course explores Illinois Learning Standards for English/Language Arts and Social Science. An emphasis will be placed on holistic learning, technology integration, and developmentally appropriate practice. Offered spring.
EDGEC 504
Foundations, Curriculum and Methods of Mathematics and Science in K-2
3 credit hours
E:
The course prepares teacher candidates to facilitate children's development of mathematical thinking, including number concepts, geometry, probability, and measurement. Illinois Standards for Mathematics and the Next Generation Science Standards (NGSS) will be explored. An emphasis will be placed on holistic learning, technology integration, and developmentally appropriate practice. Offered summer.
EDGEC 507
Methods of Teaching Young Children with Disabilities
2 credit hours
E:
This course provides an overview of early childhood special education history and philosophy, reflected in current practices, curriculum development, materials selection, assistive technology use, adapted assessment, and intervention planning in the context of collaborative services to young children with disabilities. Offered fall and spring.
EDGEC 509
Child, Family, and Multicultural Community
2 credit hours
E:
Family and community contexts surrounding young children, as well as legal, religious, and political institutions that affect families and children are explored. Supportive relationships with families of young children with and without special needs, are emphasized. Family-centered services for diverse families are explored. Ethics in early childhood education, health and safety, and mandated reporting are discussed. Students engage in service-learning. Offered fall.
EDGEC 511
Infant and Toddlers: Environments, Programs, and Activities
2 credit hours
E:
This course focuses on creating responsive environments that support the social, emotional, physical, and cognitive development of children aged birth to three. Environmental designs and the facilitating play that fosters the development of language and literacy, creative expression, and mathematical and scientific thinking. Family-partnerships, attachment theory, health, and safety are discussed as vital to early care and education. Offered summer.
EDGEC 521
Assessment of Typically and Atypically Developing Young Children
2 credit hours
E:
This course introduces students to developmental assessment of typically and atypically developing children aged birth to 8, in the context of developmentally appropriate practice. The ethical use of assessment data to plan instruction, monitor children's progress on developmental and curricular goals, measure achievement, and gauge children's engagement in learning are stressed. Candidates practice administering various early childhood assessments and reporting results. Offered fall.
EDGEC 553
Integrated Curriculum and Methods in PreK
2 credit hours
E:
This course focuses on the curriculum, methods, materials, and technology for the integrated teaching of mathematics, science, social studies, literacy, and the fine arts to young children in diverse and inclusive settings. An integrated approach to teaching the importance of play, creativity, technology, and the physical and interpersonal environment are discussed. Students use observation and documentation to plan, assess, adapt, and reflect on learning experiences. Offered in spring.
EDGEC 554
Emergent Literacy and Language Development
2 credit hours
E:
This course discusses language and literacy development in young children. Verbal and non-verbal language acquisition in children are examined. Emphasis is on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Instructional strategies, technology-use and varied learning materials to promote language and literacy development in inter-disciplinary contexts with attention to the interrelated processes of listening, speaking, reading, and writing, are emphasized. Offered fall.