Courses
St. Augustine College offers the following Early Childhood Education courses. Students enrolled in these courses may find this guide of particular use:
BBE 338 Theoretical Foundations of Teaching ESL and Bilingual Education Students (3) Upon completion of this course students will be able to explain and discuss the historical, legal, and political development of bilingual education and English as a second language instruction in the United States. Students will be able to analyze the history of immigration and demographic changes in the United States. Students will be able to explain and discuss the educational and cultural implications of instructional programs and strategies for ESL and bilingual education and the challenges facing young children and their families in society. Prerequisite: Admission to the ECE Program. (Required for both ESL and Bilingual Endorsements).
BBE 339 Cross-Cultural Studies for ESL and Bilingual Education Students (3) Upon completion of this course, students will be able to explain and discuss the ways in which people, especially young children, communicate both nonverbally and verbally across languages and among diverse groups. Students will explore cultural influences on behavior and communication modalities. Students will be able to explain and discuss the causes of cross-cultural misunderstandings and strategies for increasing cultural understanding for young children in early childhood programs and other learning environments. Prerequisite: BBE 338 (Required for both ESL and Bilingual Endorsements).
BBE 340 Linguistic Foundations for Developing Language and Literacy with ESL and Bilingual Educations Students (3) Upon completion of this course, students will be able to explain and discuss linguistic theories and concepts related to language and literacy development and instruction for linguistic and culturally diverse young children in diverse schools. Students will be able to explain and discuss methods for teaching language, literacy and culture by comparing and contrasting techniques for improving instruction in prereading, reading and writing. Prerequisite: BBE 338
BBE 341 Methods and Materials for Teaching ESL and Content Areas for ESL and Bilingual Education Students (3) Upon Completion of this course, students will be able to explain and discuss research, models and strategies for teaching ESL with children early childhood programs and bilingual classrooms. Students will be able to use strategies from these models to plan lesson plans for ESL and/or bilingual students. Students will be able to evaluate materials that meet the instructional needs of culturally and linguistically diverse children, and their families. Students will develop skills in using instructional methods and materials that meet the needs of ESL and bilingual children and their families. Prerequisite: BBE 338 (Required for both ESL and Bilingual Endorsements)
BBE 342 Assessment of ESL and Bilingual Education Students (3) Upon completion of this course, students will be able to discuss, explain and implement specific assessment practices for ESL and bilingual children. Students will be able to use assessment data to improve instruction and evaluate assessment methods used in diverse settings with young children. Prerequisites: BBE 338 (Required for both ESL and Bilingual Endorsements)
BBE 343 Technology Instruction for ESL and Bilingual Education Students (3) Upon completion of this course, students will be able to explain, discuss and implement best practices and strategies for using technology in ESL and bilingual classrooms. Students will compare and contrast appropriate technological activities and materials for students in the various content areas.
BBE 344 Family Literacy for Culturally and Linguistic Diverse Children and Parents (3) Upon completion of this course, students will be able to explain and discuss best practices and strategies for encouraging and/or implementing family literacy programs for limited English proficient children and adults.
ECE 101 Introduction to Early Childhood Education (4) (4, 0) This course provides an overview of the field of Early Childhood Education including a brief history as well as descriptions of the various types of early childhood programs and settings in the United States, while exploring theoretical, political, cultural, and economic underpinnings. State and Federal guidelines for early childhood settings are introduced. Students explore reflective thinking in terms of caring for young children in a variety of settings and circumstances. Twenty hours of observation in early childhood settings are required. IAI Major – Course Number: ECE 911
ECE 210 Math and Science Activities for the Young Child (4) (4, 0) This course explores the emerging concepts of math and science in relation to the developing child from infancy to age eight. Cognitive theory is explored as well as methods for teaching math and science in an early childhood setting. Students will explore a variety of activities and lesson planning methods as well as assessment tools for evaluating the teaching/learning process. The course will include dissemination of technology use in the classroom and developmentally appropriate practice. Ten hours of observing young children are required. Co-requisite: ECE 101
ECE 212 Art and Music Activities for the Young Child (4) (4, 0) This course provides a developmental perspective on art and music experiences in the early childhood setting. Students will explore a variety of multicultural creative activities and materials as well as techniques for planning and evaluating such processes. The course includes discussion of an integrated approach to the use of art and music experiences throughout the early childhood day. Ten hours of observing young children are required. Co-requisite: ECE 101
ECE 215 Infants, Toddlers, and Caregivers (4) (4, 0) This course explores overall development of the infant and toddler including physical growth, motor, language, cognitive and socio-emotional development as well as an examination of possible developmental delays. The course is influenced by the concept of relationship-based infant/toddler care particularly in terms of working with families. Multicultural issues and inclusive practices are discussed. Students are introduced to a variety developmentally appropriate planning and assessment techniques and reflective practice. This course provides information on caregiver’s role and responsibilities as they work with infant and toddlers in various types of programs. Twenty hours of observation in an infant and toddler setting are required. Prerequisite: ECE-101
ECE 220 Health, Nutrition and Safety for the Young Child (4) (4, 0) This course introduces standards and guidelines for promoting health, providing a safe environment and providing nutritious meals, snacks and food experiences in an early childhood setting. The course will focus on descriptions of common childhood illnesses, injuries and nutrition concerns in early childhood. Students explore various policies regarding health, safety and nutrition issues and explore various cultural components in relation to these issues. Students participate in evaluating their own health and nutrition incorporating a self-reflective philosophy throughout the course. Ten hours of observing in an early childhood setting are required. Prerequisite: ECE 101
ECE 221 The Exceptional Child (4) Upon completion of this course, students will be able to define, discuss and write about the concept of exceptionality in young children. Students will be able to discuss atypical development in the physical, cognitive, language, and socio-emotional domains in young children. Students will be able to identify and discuss intervention methods, and programs designed to meet the special needs including learning disabilities. Students will be able to discuss applicable federal and state laws and requirements including the Individuals with Disabilities Education Act (IDEA), Americas with Disabilities Act (ADA), Individualized Family Service Plan (IFSP), Individualized Education Plan (IEP), and other inclusive programs. This course fulfills requirements of Illinois School Code, Article 25.25. Ten hours of observation are required.
ECE 224 Principles and Practices of Early Childhood Education (4) (4, 0) This course provides students with an overview of theory and practice in early childhood education with particular emphasis on physical, cognitive, language, social and emotional development. The course focuses on designing a developmentally appropriate environment for young children. Students address 13 Functional Areas within six Competency Goals in accordance with guidelines set by the Council for Early Childhood Professional Recognition. This course involves a writing requirement in which students design extensive and specific portfolio documentation. (Formerly PSY 215) Forty hours of observation required. Prerequisites: ECE 101 and PSY 210
ECE 225 Language Acquisition and Language Arts for Young Children (4) (4, 0) This course explores the developmental process of language learning from birth to age eight and provides an overview of the principles governing the process. Students learn how contextual factors influence the emergence of language, including age, sex, and cultural experiences. The course emphasizes the importance of relationships and one on one conversation to the development of communication skills. Students explore a variety of planning techniques to create a literacy-rich environment for young children by incorporating early literacy experiences in every aspect of the early childhood setting. The course focuses on observation strategies to inform assessment and curricular choices in the early childhood setting. Ten hours of observation are required. Prerequisites: ECE 101, ECE 212
ECE 226 Observation and Guidance of the Young Child (4) (4, 0) This course explores various observation techniques and guidance strategies in the early childhood setting. Students identify child behavior as communication and consider behavior in the context of development. Students explore environmental influences on behavior such as family, culture and community. Guidance techniques are explored and examined by observation of child behavior. Students will reflect on the importance of building a relationship with families to better understand behavioral cues and choose culturally sensitive guidance techniques, which are appropriate to individual children and families in the early childhood setting. Twenty hours observations in pre-primary settings are required. Prerequisite: ECE 101
ECE 227 Planning, Administration and Supervision of Early Childhood Programs (4) (4, 0) In this capstone course students explore principles and practices on thoughtful planning and administration of early childhood programs. The students will understand how to structure their thinking to make decisions. Students will understand the 5 early childhood program bases that are used and how they affect the operational and pedagogical components. Students will discuss an overview of staffing needs and the hiring program (Human Resource Management). Students will understand the administrator’s role in planning and overseeing program services. Students will understand business and fiscal regulations. Students will be able to develop and apply effective leadership and management skills. Students will be required to complete 300 hours of administrative experience in a NAEYC and/or FAFCC accredited program. Students will experience, reflect on and discuss their experiences under the direct supervision of a qualified Site, Program Director or Family Childcare Provider. Students will discuss program policies, budget and fiscal regulations, leadership and management styles as well as an administrator’s roles and responsibilities in an Early Childhood Program. Prerequisite: 28 hours of ECE courses or departmental approval.
ECE 228 Child, Family, and Community (4) (4, 0) This course provides an introduction of the concept of exceptionality. Students will explore typical and atypical development in the physical, cognitive, language, and socio-emotional domains. This course includes strategies for identification, intervention, methods, and programs designed to meet special needs including learning disabilities. This course will also provide a study of applicable federal and state laws and requirements including the individual with Disabilities Education Act, American with Disabilities Act, Individual Family Services Plan, Individual Education Plan, and other inclusive programs. This course fulfills requirements of School Code, 25.25. Ten hours of observation required. Prerequisites: ECE 101 IAI Course Number: ECE 915
ECE 232 Early Childhood Practicum (4) (2, 14 hours of practicum per week) In this capstone course students explore principles and practices of early childhood education and hands-on classroom experience under the direct supervision of a qualified Supervising Teacher. Students reflect on experiences in the practicum placement and discuss various strategies for planning, observation, guidance and assessment. Students explore the concept of early childhood education as a profession while reviewing professional organizations and literature. The culminating experience involves a mock interview in which students answer questions while being videotaped. Students are required to spend 200 hours in an early childhood setting (birth to eight). At least 100 hours are to be spent in an accredited institution by the National Association for the Education of Young Children. However, if the student finds a site that is NAEYC accredited all 200 hours can be completed at the site. Students will meet weekly for a seminar class. Prerequisite: 28 hours of ECE courses. IAI Major - Course Number: ECE 914
ECE 301 Philosophical and Historical Foundations of ECE (3) Upon completion of this course, students will be able to describe the field of Early Childhood Education including a brief history, as well as description of the various types of early childhood programs and settings in the United Sates. Students will be able to discuss and explain theoretical, political, cultural, and economic considerations. Students will be able to explain state and federal early childhood guidelines and standards (IL State ECE Content, IPTS, SEL, NAEYC). Students will be able to demonstrate reflective thinking about caring for young children in a variety of settings and circumstances. Ten hours of observation in early childhood settings are required.
ECE 302 Curriculum, Instruction and Play in Early Childhood Education (3) Upon completion of this course, students will be able to bridge theory and practice regarding individualized care and instruction, issues of diversity in terms of culture, family structure, and ability levels. Students will be able to apply curricular and instructional practices derived from learning theories. Students will be able to explain and discuss developmentally appropriate practices for infants/toddlers, PreK. and K-3rd grade with an emphasis on multicultural, non-bias, inclusive approaches. Ten hours of observation are required.
ECE 303 Early Childhood: Cognitive Development of Young Children (3) Upon completion of this course, students will be able to explain, discuss and write about the process of growth and development of young children from birth to age eight or second grade including physical, cognitive, and linguistic (listening comprehension, speaking, reading/literacy and writing). Students will be able to discuss major theories, principles, concepts, and research in child development. Students will be able to discuss how early brain development is promoted through developmentally and culturally appropriate learning experiences and how children differ in their development and approaches to learning. Basic principles of health, nutrition, safety needs, trauma, and resiliency can be addressed. Students will also be able to discuss rules and regulations for child-care centers, school-based programs, and other childcare centers. Ten hours of observation are required.
ECE 306 Methods of Teaching Reading and Writing in Early Childhood Education (3) Upon completion of this course, students will be able to develop literacy building experiences and to create literacy rich environment using a variety of materials and technology. Students will be able to discuss and explain methods, techniques, and materials for teaching reading and writing to young children. Students will be able to explain the nature of the reading process and how reading and writing develop with young children, children with special needs and children who speak or are learning English as a second language. Ten hours of observation are required.
ECE 312 Teaching Strategies with Multicultural Groups (3) Upon completion of this course, students will be able to explain and discuss the effect of cultural values on the developing child and the importance of teacher awareness of and respect for the individual child in a multicultural group setting. Students will be able to explain and discuss a variety of strategies to enhance communication with children and their families on cultural issues as well as strategies for inclusion and anti- bias practices. Ten hours of observation are required.
ECE 313 Language Development from Birth to Age Eight (3) Upon completion of this course, students will be able to discuss and explain the development of language from birth through age eight and elements of language development: family structures, native languages and family cultures. Students will be able to explain and discuss language acquisition theories as well as practical applications for creating rich language experiences for young children in a variety of settings. Students will be able to explain and discuss language development and its relationships to other domains, such as cognitive and socio- emotional development. Students will be able to discuss and explain appropriate teaching strategies to enhance language development. Ten hours of observation are required.
ECE 316 The Health, Safety and Nutrition of Children, Family, and Community (3) Upon completion of this course, students will be able to discuss and explain the concept of the whole child within the context of health, safety, nutrition, family, culture and community. Students will be able to explain how to build partnerships with families of young children as well as to utilize resources in the community to support healthy relationships among families, community programs, and services. Students will be able to discuss diverse family units in society and how to work with families from various cultural and linguistic backgrounds. Ten hours of observation are required.
ECE 325 Teaching Language and Language Arts to Diverse Young Children (3) Upon completion of this course, students will be able to explain and discuss the developmental process of language acquisition from birth to age eight. Student will be able to explain and discuss contextualize factors that influence the emergence of language including current demographics, age, gender, family dynamics, multilingual environments, and cultural experiences. Students will be able to discuss a variety of planning techniques to create a language rich environment for diverse young children by incorporating language learning and early literacy experiences. Students will be able to discuss observations strategies to inform assessment and curricular choices. Ten hours of observation ae required.
ECE 328 A Pre-Student Teaching Clinical Experience in Early Childhood Education (1.5) (8 weeks module) Upon completion of this course, students will be able to fulfill 50 of the 100 hours required by the State of Illinois for certification in Early Childhood Education. ECE 328 A Pre-Student Teaching candidate will participate in extensive field experiences in infant, toddler or preschool classrooms under the supervision of a licensed ECE teacher and a college supervisor. Students will meet in biweekly seminar/classes. Student will spend 50 hours in one of the following settings: (1) Infant/toddler setting, including childcare and/or early intervention; (2) preschool. Kindergarten and/or early settings including childcare and Head Start programs. Students will spend the 50 hours in bilingual/ESL early childhood settings. A total of 50 hours of observation and classroom teaching are required.
ECE 328 B Pre-Student Teaching Clinical Experiences in Early Childhood Education (1.5) (8 weeks module) Upon completion of this course, students will be able to fulfill 50 of the 100 hours required by the State of Illinois for certification in Early Childhood Education. ECE 328 B Pre-Student Teaching candidates will participate in extensive field experiences grades 1-3 classrooms under the supervision of a licensed ECE teacher and a college supervisor. Students will meet in biweekly seminar/classes. Students will spend 50 hours of field experiences with bilingual/multicultural groups. A total of 50 hours of observation and teaching are required.
ECE 338 Developmental Assessment of Young Children (3) Upon completion of this course, students will be able to evaluate assessments used in the field of early childhood education in children from birth to age eight. Students will be able to with a variety of assessment instruments that utilize technology culminating with the completion of a case study project involving a comprehensive look at one particular child. Students will be able to discuss areas of development: physical, emotional, cognitive, and linguistic with an emphasis on understanding where a particular child is at on a developmental continuum. Students will be able to discuss and explain developmental delays as well as how to conduct investigations as part of referral processes. Students will be able to participate in the development of treatment plans derived from a referral process. Ten hours of observation are required.
ECE 350 Methods of Teaching Language Arts, Music, and Art Using Technology (3) Upon completion of this course, students will be able to examine methods and materials for teaching the language arts, music and art for typically and atypically development children. Students will be able to discuss and explain theories and practical applications in these three particular areas. Students will be able to explain how these three areas can be integrated using specific strategies. Students will be able to plan for a range of multicultural experiences in literature, written language and artistic expression in song, dance movement, poetry and dramatic arts. Ten hours of observation are required.
ECE 354 Methods of Teaching Mathematics, Science, and Social Studies Using Technology (3) Upon completion of this course, students will be able to explain and discuss methods and materials for teaching the curricular areas of math, science and social studies and other areas to typically and atypically developing children. Students will be able to plan teaching and learning strategies that allow for the integration of math, science and social studies with literacy within the curriculum. Students will submit a Lesson plan for differentiated instruction for diverse children. This lesson plan will follow EdTPA criteria and will be scored using LP rubric by at least three ECE instructors to ensure inter-rater reliability. Data from the evaluation of students’ LPs will be used to make curricular decisions. Concurrent Courses: ECE 306 &ECE 328. Ten hours of observation are required.
ECE 330 Student Teaching in Early Childhood Education (6) Upon completion of this course, students will be able to participate and teach in a full-day student teaching program for sixteen weeks (480 clinical hours). Students will participate in extensive field experiences in ONE of the early childhood settings (Infant, toddler, preschool, kindergarten, and primary grades 1-3) under the supervision of a licensed ECE teacher and a college supervisor. Over time, students will take full responsibility for assigned classes of early childhood students. Student will attend a weekly seminar that requires student reflection and discussion of issues pertaining to their student teaching. Students are required to meet with their college supervisors on a regular basis for visits and conferences.