50 - Education

Each candidate visits three (3) schools in urban and suburban settings. During these experiences, the candidates are gradually introduced to, and gather information related to, the “domains” of good teaching. The first field experience course examines the components of the early childhood classrooms (teacher, student, environment and curriculum) and the interaction between these components. It introduces lesson planning and a variety of instructional delivery models, strategies and assessment techniques, including the adaptation of content through technology or other devices for people with disabilities. Focus is placed on creating a learning community with children and among professional educators and parents, understanding personal biases and perceptions that influence teaching, teaching for understanding and choosing appropriate methods according to curriculum goals and/or IEP goals. Candidates are required to complete 25 hours of field experience. 

This field experience is associated with the course Exceptional Learners in Inclusive Communities and provides candidates with school-based observation opportunities and educational experiences with students who have disabilities and are receiving special education services. In this field experience, candidates will spend a total of 25 hours over the semester at an assigned school. During that time, candidates will complete a variety of experiences and assignments designed to deepen and enrich their knowledge of students with disabilities. The assignments include the following: School Demographic and Student Profile Reports, student observations reports, lesson plans and reflections. 

This course focuses on the underlying principals and philosophies of the field of early childhood education. It helps candidates understand the processes and reasoning behind practices in the field. It puts programs, curriculum and child development into social, cultural and historical contexts in order for candidates to understand how young children learn. Special emphasis is placed on child development theories of Piaget, Erikson, Vygotsky, Skinner, etc. and significance of family, peers, culture and school. It examines the role of the teacher as a facilitator of learning by critically examining such issues as reflective teaching, equity in education, parental involvement and professionalism in the field. Multicultural education, issues of poverty and inclusion of special needs children into the classroom will be presented in depth and integrated into the course content and discussion. 

This is a specialized course that prepares candidates to understand the physical, social, emotional and intellectual growth and development of a child’s life from prenatal development through pubescence. Special emphasis is given to the growth and development of young children aged birth through eight years. It is designed to serve as a comprehensive introduction to the principles and basic concepts of typical and atypical child growth and development. Emphasis is on helping candidates create an environment for children that will promote optimum development. Experiences such as laboratory observations, job shadowing or laboratory participation may be included if opportunities are available. 

Course is designed to assist candidates in developing the necessary skills to work cooperatively with families and communities. This starts with the understanding that all young children are members of a multicultural school, family and community. Candidates gain insight into family perspectives and experiences by examining the social, cultural, economic, legislative and technological impacts on children and families, including families with special needs children. The relationships among home language, culture and academic success are investigated. Support services and service delivery models in the school and community are evaluated with respect to exceptionality, and family health and well-being with a particular emphasis on strategies to promote and ensure effective communication, collaboration and consultation between home, school and community. 

Candidates focus on the developmentally appropriate instructional methods and materials for promoting and teaching reading and literacy in diverse and inclusive early childhood settings. Recent research, philosophical and theoretical views and issues related to emergent literacy, and quality children’s literature are explored. Activities and strategies will be explored regarding early literacy and classroom intervention. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation of curricular modifications for exceptional children are covered using the Response to Intervention model. 

Candidates are introduced to developmentally appropriate instructional methods and materials for teaching the creative and expressive arts in diverse and inclusive early childhood settings. Areas such as music, movement, storytelling, creative writing, poetry and art are considered. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Experiences in selection and implementation of curricular modifications for exceptional children are also developed.

The history and issues of early childhood assessment are studied. Experiences in observation and recording of behavior of young children are applied. Candidates will critique screening approaches, assessment techniques and materials for use with atypical and typical young children from birth through third grade. The relationships between naturalistic and authentic assessment, first language development and curriculum and instruction in early childhood education will be emphasized. In this course, candidates address specific assessment techniques for use with all young children from birth through third grade, including young children with disabilities and English language learners. The course emphasizes the importance of home language, formal and informal assessment strategies, diagnosis and placement, curricula and instructional approaches and modifications appropriate for working with young children and their families. Candidates examine specific formal diagnostic instruments and interpret data from case studies, as well as explore considerations unique to the assessment of young children.

The dimensions of language acquisition especially as it relates to first and second language acquisition in children from birth through age eight are introduced. Phonetics, phonology, morphology, syntax, semantics, and communicative competence and their implications for teaching all children are considered. An examination and analysis of typical and atypical language patterns and their relationship to cognitive and social development will be included. As a result of demonstrations and observations, candidates familiarize themselves with speech and language screening and diagnostic processes for young children. They also explore a variety of direct and indirect language stimulation techniques and learn how to create an environment that supports language acquisition for all young children. Educational issues related to linguistically diverse children and families will be researched. Appropriate field experiences are included.

Candidates focus on the developmentally appropriate instructional methods and materials for teaching mathematics, science and social studies to all children in early childhood settings. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation for curricular modifications for exceptional children are developed. 

Candidates focus on the historical and philosophical aspects of early childhood and special education as related to contemporary society. Candidates study key individuals, movements and curricula, and apply a multicultural and inclusive approach to the study of both formal and informal education of all young children. Candidates apply theory to practice through field experience included for observation and comparison of various philosophies of education. Advocacy and ethical issues will be analyzed using historical and current information from a variety of sources including the Internet. A personal philosophy of early childhood education will be written. 

Candidates complete 50 hours of field experience practice in a Pre-K or K approved setting. Guidelines for the field experience are found in the College of Education Field Experiences Handbook. Candidates meet on campus with their University supervisor to discuss their work in the schools. The cooperating teacher and University supervisor conduct performance assessments of the pre-service teacher during this experience.

Candidates complete 50 hours of field experience practice in an Early Childhood setting in grades 1-3. Guidelines for the field experience are found in the College of Education Field Experiences Handbook. Candidates meet on campus with their University supervisor to discuss their work in the schools. The cooperating teacher and University supervisor conduct performance assessments of the pre-service teacher during this experience.

Candidates examine the importance and process of collaboration with family, classroom teachers, para-educators and other school and community personnel in integrating individuals with disabilities into various social and learning environments. Candidates study the process of examining the learning environment and classroom demands combined with the learning characteristics of the student for the purpose of selection of appropriate strategies and materials. Candidates investigate techniques for modifying instructional methods, curricular materials and the environment, modification of state and local assessments, as well as use of behavior management plans. Specific attention is given to effective co-teaching practice including effective communication, collaboration, co-planning and conflict resolution skills. Fostering positive interactions between students with and without disabilities is addressed. Candidates practice collaboration through involvement in collaborative exercises and projects within this course.

The purpose of this clinical experience is to assist the candidates in applying their theoretical and methodological knowledge and skills to the diverse and multicultural early childhood classroom. During clinical practice, candidates engage in a guided, 16 week full-time teaching experience in an early childhood classroom, under the cooperation and supervision of a mentor teacher and University field supervisor. Clinical practice consists of the candidate observing the students, the environment and the cooperating teacher, as well as being responsible for the developmentally appropriate instruction of students individually, in small groups and as a whole class. Attendance at Clinical Practice Seminar is required. Evidence of successful completion of the appropriate State of Illinois content area test must be received in the College of Education at least 30 days prior to the beginning of the student teaching semester in order to be allowed to student teach.