Early Childhood Education (ECE)

ECE 175 | EDUCATING THE TWENTY-FIRST CENTURY YOUNG CHILD | 4 quarter hours

(Undergraduate)

Course is for students with interests in early childhood programs in the United States. Course explores issues influencing early childhood education, such as socio-historical factors, family policy, diversity, and federal/state regulations. Students examine programs using readings from the Vincentian Collection, child psychology, social theories and the current media. Students compare Vincentian Heritage, current and past federal policies, applying this study to their understanding of social justice to modern childcare practices. To guide students deeper into understanding the lives of young children, the course offers an option for service learning with Jumpstart, Chicago-area Head Start, and other early childhood education centers.

ECE 200 | INTRODUCTION TO EARLY CHILDHOOD EDUCATION | 4 quarter hours

(Undergraduate)

This course introduces students to the professional ethics and foundational principles of the early childhood field, with particular attention to the impact of federal policy on the field's development. Students will examine the historical, sociological, philosophical, and psychological foundations of early care and education, as well as their influences on current practices. Emphasis is placed on key theories and research that shape educational goals and practices, pedagogical approaches, and professional standards for working with children from diverse communities. Topics include Developmentally Appropriate Practice (DAP), early intervention, inclusive teaching strategies, ethical decision-making, and appropriate integration of technology into early learning environments. The course also provides an overview of major early childhood curricular models including Montessori, Reggio Emilia, High Scope, and the Creative Curriculum.

ECE 280 | INTERNSHIP WITH INFANTS AND TODDLERS | 2 quarter hours

(Undergraduate)

Students conduct 35 hours of supervised fieldwork in an infant/toddler center where they observe and document behavior and interactions, planning activities, and how children ages birth-3y are assessed and their families supported in fostering their development. Seminar sessions focus on critically reflecting upon observations and their implications for future personal practice and advocacy for quality care and education of the very young. Co-requisite: ECE 290.

ECE 286 | ART, MUSIC, AND MOVEMENT FOR THE YOUNG CHILD | 4 quarter hours

(Undergraduate)

This course explores the theory, research, methods, and practices related to art, music, and movement for young children birth through age 8. Emphasis is placed on fostering creativity, imagination, and self-expression to support holistic child development and overall well-being. Students will examine how artistic experiences promote the integration of developmental domains, as well as the development of both creative and critical thinking. The course also includes the design of appropriate learning activities that encourage expression and engagement through the arts and physical movement.

ECE 290 | CHILD GROWTH AND DEVELOPMENT | 4 quarter hours

(Undergraduate)

This course explores the typical and atypical human growth and development of the young child from conception through age eight, especially, as well as that of children in middle childhood and adolescence. Areas of focus include cognitive, language, physical, psychosocial, emotional, spiritual, and creative development. Students will engage with key development theories such as those of Freud, Erikson, Garcia-Coll, Ainsworth, Bowlby, Piaget, Rogoff, Spencer, Vygotsky, and Bronfenbrenner, along with contemporary theorists, to understand how children grow and learn within diverse sociocultural contexts. Students will examine the complex interplay of biological, sociological, and environmental factors that influence development, mental health, and overall well-being. Emphasis is placed on strength-based approaches that foster resilience and protective factors in children ages birth-8y. Students also will critically analyze normative assumptions about development and consider how learning occurs through relationships and within cultural and social contexts. The pedagogical implications of theories and individual differences among children will be integrated into class discussions and applied learning activities. Co-requisite: ECE 280.

ECE 298 | CHILD HEALTH SAFETY AND NUTRITION | 4 quarter hours

(Undergraduate)

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.

ECE 302 | CHILD AND FAMILY IN THE URBAN COMMUNITY | 4 quarter hours

(Undergraduate)

This course focuses on understanding and valuing the diversity of families in approaches to child development, socialization, learning, and disabilities. The diverse sociocultural contexts in which children develop are examined through strengths-based approaches and theories. Culturally and linguistically responsive and sustaining communication and collaboration strategies that foster authentic reciprocal relationships with families of young children, including those with disabilities, are explored and developed. Students investigate and begin to create authentic connections to community resources that build on child and family assets and promote children's healthy development across domains. Culturally sensitive and collaborative approaches to assessing children's strengths and needs, and to providing services, also are prioritized, including those for adolescent parents. In addition, the course explores ways to foster collaborative relationships among educators, families, communities, and other professionals across the range of support systems in the Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) planning processes.

ECE 306 | SUPPORTING EARLY CHILDHOOD MENTAL HEALTH AND WELL-BEING | 4 quarter hours

(Undergraduate)

This course offers an introduction to early childhood mental health and social-emotional development, with a foundation in the principles of Applied Behavior Analysis (ABA). Emphasizing the importance of understanding the underlying causes of children's externalizing and internalizing behavior, the course prepares future educators to implement effective behavior interventions and classroom management strategies. Students will learn to apply Positive Behavioral Support (PBS) and Functional Behavior Analysis (FBA) - a requirement under IDEA - to assess behavior, collect and evaluate data, and develop individualized Behavior Intervention Plans (BIPs). A range of evidence-based tools, assessments, and strategies will be explored to support healthy development, learning, and inclusive practices in diverse early childhood settings. Prerequisite: ECE 290.

ECE 290 and edu major or minor

ECE 307 | LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD (BIRTH TO 8Y) | 4 quarter hours

(Undergraduate)

This course examines language acquisition and development in young children, including bi/multilingual and bi/multidialectal children and children with atypical language development. Developmental sequences and milestones in language acquisition, including the development of phonological, morphological, syntactic, semantic, and pragmatic skills within diverse sociocultural contexts, are examined. Attention is given to issues related to the processing of symbolic information to facilitate the development of articulation, fluency, voice, and functional language in children. Various resources and techniques that enhance language and early literacy development (especially oracy, vocabulary, and comprehension), for all children, including those with language delays and communicative disorders, are explored. Opportunities to utilize observation and assessment data to promote culturally responsive and sustaining language and early literacy development are embedded throughout the course. Prerequisite: ECE 290.

ECE 290 and edu major or minor

ECE 309 | YOUNG EXCEPTIONAL CHILD: METHODS AND CHARACTERISTICS | 4 quarter hours

(Undergraduate)

This course provides an overview of the historical and current landscape of early childhood special education, including the Early Intervention System. Students will examine the characteristics of infants, toddlers, and young children with both high-incidence and low-incidence disabilities. The course emphasizes the development of individual goals based on functional levels through the Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) processes. Students will explore culturally and linguistically responsive screening, assessment, and observation methods. Special focus is placed on effective family engagement through responsive communication and collaboration practices. Strategies for supporting children with disabilities in inclusive settings are addressed, including environmental adaptations, use of Universal Design for Learning (UDL) principles, and evidence-based approaches tailored to diverse needs. The course also examines strengths and needs of families, the importance of interdisciplinary collaboration, and the influence of current legislation, policy, and research on early childhood special education practice. Prerequisite: ECE 290.

ECE 290 and edu major or minor

ECE 310 | PRESCHOOL PROGRAMS: CURRICULUM AND STRATEGIES | 4 quarter hours

(Undergraduate)

This course provides opportunities for students to plan and evaluate developmentally appropriate, standards-aligned preschool curriculum that promotes the physical, emotional, social, spiritual, cognitive, and creative development of young children from diverse sociocultural backgrounds. Strategies to facilitate children's early literacy, with an emphasis on the development of oracy, phonological awareness, vocabulary, and comprehension, are explored throughout the course. Children's inquiry through the social studies is examined, with an emphasis on designing play-based activity centers (including those that appropriately integrate technology) that support learning and opportunities for children to hone early literacy skills. Additionally, opportunities to use child assessment data to plan individual and cooperative learning experiences differentiated to address children's interests, sociocultural experiences, abilities, strengths, and needs are provided. Culturally and linguistically responsive family engagement practices that enhance learning and development are prioritized. Throughout the course, students reflect on how their identities and experiences inform their pedagogy as they examine and create culturally responsive, anti-bias, anti-racist, trauma-informed, and play-based learning environments that facilitate children's belonging, learning, and creativity. Current research, theory, and pedagogies are studied, critiqued, and applied to teaching and learning as students take part in concurrent clinical experiences in ECE 381. Prerequisite: ECE 290.

ECE 290 and edu major or minor

ECE 311 | CURRICULUM AND INSTRUCTION IN THE PRIMARY GRADES | 4 quarter hours

(Undergraduate)

This course provides an examination of linguistically and culturally responsive and sustaining interdisciplinary primary-grade curricula, including the central concepts, tools of inquiry, and content knowledge used in the primary grades of elementary schools. Strategies that promote development of essential literacy skills (oracy, vocabulary, phonological awareness, word recognition, fluency, comprehension, writing) are woven throughout the course. Students use knowledge of children's abilities, interests and needs, as well as their linguistic, cultural and family assets, to plan, implement, and assess anti-bias, anti-racist, trauma-informed, differentiated, and play-based learning experiences. Opportunities to justify and align content choices with developmentally appropriate practice and applicable learning standards also are prioritized. Current research, theory, and pedagogies will be examined, critiqued, and applied to teaching and learning as students take part in fieldwork experiences in ECE 382. Multiple opportunities for students to reflect on and articulate their emerging educational philosophy and their growth as linguistically and culturally responsive and sustaining teacher-leaders and advocates will be offered. Each student will develop a standards-based interdisciplinary inquiry on a primary social studies theme that promotes literacy development and incorporates the use of technology to investigate and create. Inquiries will prioritize child belonging, interaction, agency and choice, as well as higher-order thinking and joyful play-based learning. Prerequisite: ECE 290 Co-requisite: ECE 382.

ECE 290, ECE 310 and an Education major or minor are prerequisites for this class.

ECE 313 | CROSS CULTURAL STUDIES IN EARLY CHILDHOOD EDUCATION | 4 quarter hours

(Undergraduate)

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 DUAL LANGUAGE AND MULTILINGUAL LEARNERS | 4 quarter hours

(Undergraduate)

This course focuses on linguistically and culturally responsive and sustaining practices in teaching dual language and bi/multilingual learners (DLLs/BL/MLs), supporting them in acquiring English while continuing to develop their home and community language(s), and acquiring early literacy skills (oracy, comprehension, vocabulary) in early care and education settings. Students will demonstrate competencies with different approaches, methodologies, and resources currently used to support the development of multiliteracies in social and academic contexts in all of children's languages. The creation of equitable learning opportunities within an integrated curricula that builds on family and community sociocultural and linguistic assets will be prioritized. Authentic assessment practices, sociocultural competence, and linguistically and culturally sustaining communication practices are emphasized throughout. This course includes field experience hours.

ECE 325 | SECOND LANGUAGE ACQUISITION AND EARLY LITERACY DEVELOPMENT | 4 quarter hours

(Undergraduate)

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 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 326 | PRINCIPLES AND STRATEGIES FOR FAMILY ADVOCACY AND ACTION IN EARLY CHILDHOOD | 4 quarter hours

(Undergraduate)

This course develops knowledge and skills to assist families of young children who face the stress of living in poverty. The focus will be on developing empathetic relationships with families so that family service and education can be optimized. Candidates will be assisted in learning to identify community resources and ways to support families in accessing resources. A focal point will be on ways to empower families, recognizing family strengths and respect for cultural variables, as they apply.

ECE 302 and an Education major or minor are prerequisites for this class.

ECE 327 | IMPACT OF PUBLIC POLICY ON FAMILIES OF YOUNG CHILDREN | 4 quarter hours

(Undergraduate)

This course is grounded in social justice practice and designed to promote an understanding of the ethical principles, legal issues, policies, and law influencing the well being of families, including those families of young children with disabilities and those who are English Language Learners. A particular focus will be on how federal childcare and education policy affects and shapes early childhood practice and service delivery to families. This course explores historical development of laws and public policy affecting families. Ethics and ethical implications of social change will be explored.

ECE 328 | WORKING WITH FAMILIES OF CHILDREN WITH DISABILITIES AND CHRONIC ILLNESS | 4 quarter hours

(Undergraduate)

This course will strengthen the knowledge and skills of early childhood educators and other professionals working with young children in cultural competency (at the individual and institutional level), family-centered care, family-professional partnerships, family-directed practices, and family empowerment. Candidates will develop best practices to assure the health and well being of children and their families and to honor the strengths, cultures, traditions and expertise that everyone brings to this relationship.

ECE 329 | YOUNG CHILDREN'S LITERATURE AND FAMILY LITERACY | 4 quarter hours

(Undergraduate)

This class explores the joys of reading and provide strategies for candidates to awaken and encourage the joy of reading in the children and families with whom they work. It focuses on how early childhood educators are uniquely positioned to foster literacy in children and their families through thoughtful, theoretically based programming and activities.

ECE 331 | BEGINNING MATH AND SCIENCE INSTRUCTION | 4 quarter hours

(Undergraduate)

This course applies child development principles to the planning of science and mathematics experiences for both typically and atypically developing young children. Emphasis is placed on understanding how children develop problem-solving skills, and on recognizing how teachers can facilitate inquiry-discovery experiences for young children with diverse learning styles and needs. Course assignments include participation in experiments and field-based experiences in mathematics and sciences. Teacher candidates are required to develop and provide developmentally and culturally appropriate activities in science and mathematics activities for young children.

ECE 290 and edu major or minor

ECE 332 | EARLY LITERACY AND ASSESSMENT FOR YOUNG CHILDREN WITH DISABILITIES | 4 quarter hours

(Undergraduate)

This course focuses on the nature of the reading process, current literacy theory and practices, and research-based instructional strategies to develop literacy skills in emergent and developing readers and young children with reading/learning disabilities. Emphasis is placed on understanding the reading process, analyzing and applying research-based instructional practices, administering, analyzing, and interpreting formal and informal reading assessments, and making informed instructional decisions to meet the unique needs of individual readers. Differences in reading abilities will be examined in light of providing appropriate, effective, and meaningful literacy instruction for young children with disabilities.

ECE 333 | EARLY CHILDHOOD EDUCATION FOR LOW INCIDENCE DISABILITIES | 4 quarter hours

(Undergraduate)

This course focuses on an examination of the developmental and learning characteristics of young children with low incidence disabilities. A specific focus is on educating early childhood students with Autism Spectrum Disorders and those with Intellectual Disabilities. A primary goal of this course is to understand the learning needs of these children, and to examine and evaluate various educational and therapeutic methods of working with them. A major part of this course is devoted specifically to the characteristics associated with and interventions for children with Autism Spectrum Disorders.

ECE 334 | SPECIAL EDUCATION CURRICULUM AND STRATEGIES FOR YOUNG CHILDREN | 4 quarter hours

(Undergraduate)

Study of the theoretical and practical approaches to instruction for young children with high incidence disabilities. Emphasis is placed on the development of supportive learning environments, using special curricular and behavioral management strategies for all early childhood settings; application of collaborative practices with multiple service providers and families to meet the needs of diverse learners with high incidence disabilities. Strategies and materials for improving the social, emotional, and academic adjustment and functioning of young children with high incidence disabilities are examined. Includes teaching social and emotional curricula; implementing functional behavioral assessment; and monitoring growth and development in targeted areas. Strategies to increase the young child's self-awareness, self-management, self-control, self-reliance, and self-esteem are considered. Application of diagnostic information into teaching strategies and implementation of an instructional plan (IEP) is a central tenet of the course. It is recommended for students to take ECE 290 and ECE 309 and to have 25 clock hours of Level II Experience prior to taking this class.

ECE 375 | ASSESSMENT IN EARLY CHILDHOOD INCLUSIVE SETTINGS | 4 quarter hours

(Undergraduate)

This course introduces students to the study, use, and evaluation of early childhood assessment methods and tools appropriate for young children with diverse linguistic, cultural and socioeconomic experiences. Focus of the course is on the student's acquisition of knowledge and skills regarding an array of assessment instruments and techniques for gathering data, including formative, summative, teacher-created, and standardized instruments. Assessment data are used for making decisions about children with typical and atypical development being served in individual and group learning situations. Attention is directed toward the development of curricular goals and instructional approaches that evolve from the assessment information. Such information is used to create learning plans and support the development and implementation of Individualized Family Service Plans (IFSP) and Individualized Education Plans (IEP) that serve children and families responsively. Prerequisite: ECE 290.

ECE 290 and edu major or minor

ECE 377 | ASSESSMENT OF DUAL LANGUAGE AND MULTILINGUAL LEARNERS | 4 quarter hours

(Undergraduate)

This course examines equitable assessment principles and practices for dual language and bi/multilingual learners (DLL/BL/ML) in early care and education settings. The interpretation and use of assessment results, and how to integrate data collected from various assessment tools and sources (including families), to describe and plan for equitable language, early literacy, and content learning experiences, are prioritized. Opportunities to examine and evaluate various methods of assessment and to differentiate assessments for individual and groups of DLL/BL/ML children are offered. Students will critically examine assessment tools for linguistic and cultural bias and learn how to administer assessment tools used in current practice. The communication of accurate assessment data about young multilingual children's linguistic, early literacy, and cognitive development strengths and needs to families, children, and other stakeholders also is examined. This course includes field experience hours.

ECE 380 | EARLY CHILDHOOD SPECIAL EDUCATION PRACTICUM | 4 quarter hours

(Undergraduate)

Supervised teaching in a cooperating school serving young children with disabilities for 150 clock hours; arranged in collaboration with supervising faculty member and the Field Experience Office. Candidates will reflect upon their teaching experiences with young children with disabilities and collaborate with colleagues and instructor to identify alternative strategies for problematic situations. Application and approval required prior to registration. Open only to DePaul students.

ECE 381 | INTERNSHIP IN PRESCHOOL SETTING | 2 quarter hours

(Undergraduate)

Students conduct 35 hours of supervised field work in a preschool setting, learning to select and implement a range of ethical and culturally as well as linguistically responsive and sustaining communication, planning, teaching, and assessment practices. Through collaborations with cooperating teachers and families, students design developmentally appropriate, standards-based, literacy-rich, and meaningful learning experiences for young children that promote belonging and joyful learning through play. Seminar sessions focus students on reflecting and aligning their practice with relevant standards and guidelines, legal and ethical considerations for confidentiality and impartiality, state and federal laws, and the expectations of relevant professional organizations. Prerequisite: ECE 290 Co-requisite: ECE 310.

ECE 290 and edu major or minor

ECE 382 | INTERNSHIP IN THE PRIMARY GRADE SETTING | 2 quarter hours

(Undergraduate)

Students conduct 35 hours of supervised field work in a primary-grade setting, collaborating with their cooperating teacher to learn how to select and implement a range of ethical and culturally as well as linguistically responsive and sustaining communication, planning, teaching, and assessment practices. Students design and teach developmentally appropriate, literacy-rich, standards-based lessons that foster children's joyful, integrated learning. Seminar sessions focus students on reflecting and aligning their practice with relevant standards and guidelines, legal and ethical considerations for confidentiality and impartiality, state and federal laws, and the expectations of relevant professional organizations, especially those in the content areas of social studies and literacy. Prerequisite: ECE 290 Co-requisite: ECE 311.

An education major or minor is a prerequisite for this class.

ECE 383 | INTERNSHIP IN EARLY CHILDHOOD ESL/BILINGUAL EDUCATION SETTINGS | 4 quarter hours

(Undergraduate)

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. (100 clock hours)

ECE 313, ECE 314, ECE 325, ECE 377, and (BBE 305 and BBE 306) or (BBE 325 and BBE 366) are prerequisites for this class.

ECE 384 | EARLY CHILDHOOD EDUCATION CAPSTONE | 4 quarter hours

(Undergraduate)

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 College 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 quarter hours

(Undergraduate)

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. (12 credit hours)

ECE 387 | CAPSTONE SEMINAR IN EARLY CHILDHOOD EDUCATION | 2 quarter hours

(Undergraduate)

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. (2 credit hours)

ECE 390 | DEVELOPMENTAL THERAPY STRATEGIES FOR INFANTS AND TODDLERS IN EARLY INTERVENTION | 4 quarter hours

(Undergraduate)

This course will focus on the knowledge and skills needed to work effectively with young children from birth through age 3, who have disabilities and special learning needs. The course will use child-centered, play-based interventions and developmentally appropriate practice as the central approach. Furthermore, students will examine learning outcomes and related intervention (lessons), which will be used to effectively address these outcomes, as well as aligning ongoing assessment of the intervention strategies. Students will examine issues related to the impact that disability conditions have on young children's learning needs in all developmental domains. Additionally, students will explore issues related to intervention of young children within the context of families and caregivers - that is within natural and inclusive settings, such as the family's home, community settings, or center-based programs.

ECE 290, ECE 309 and an Education major or minor are prerequisites for this class.

ECE 391 | ASSESSMENT OF INFANT AND TODDLERS | 4 quarter hours

(Undergraduate)

Built on a partnership with families, this course focuses attention on all aspects of development including social/emotional, cognitive, sensory/motor and communication. Beginning with observation and naturalistic assessment processes, teachers examine the principles of best practice for assessing babies and toddlers for service in infant/toddler care, Early Head Start and early intervention. Teacher candidates learn to administer screening tools, criterion referenced instruments and leading standardized instruments and procedures, including the transdisciplinary approach and the Hawaii Early Learning Profile.

ECE 290, ECE 309 and an Education major or minor are prerequisites for this class.

ECE 392 | WORKING WITH FAMILIES OF INFANTS AND TODDLERS: PARTNERSHIP AND COLLABORATION IN EARLY INTERVENTION | 4 quarter hours

(Undergraduate)

This course will focus on the knowledge and skills needed to work effectively with families of young children from birth through age 3, who have disabilities and special learning needs. The course will examine philosophical foundations and collaboration strategies for teachers and other professionals working with families of young children with exceptionalities in Early Intervention programs and inclusive settings where the infants and toddlers may be served.

ECE 306 and an Education major or minor are prerequisites.

ECE 393 | INTERNSHIP EXPERIENCES WITH INFANTS, TODDLERS AND TWOS WITH SPECIAL NEEDS | 2 quarter hours

(Undergraduate)

This course is a supervised internship, in which the candidates will practice early intervention strategies in a field experience of 40 clock hours with infants and toddlers with special needs. In this internship candidates will practice 1) assessment of infants and toddlers, 2) developmental therapy and play strategies with infants and toddlers, and 3) collaboration working in partnership with family members of children with special needs. Co-requisite: ECE 390; ECE 391; ECE 392. (2 credit hours)

ECE 395 | DESIGNING CURRICULUM FOR INFANTS AND TODDLERS | 4 quarter hours

(Undergraduate)

Research in neuroscience indicates that the brain developmental foundation for all later learning is created in the first three years of life. The impact and impetus for the adults (families and caregivers) who nurture and teach children from birth to three will be explored in this course. The course will examine the developmental milestones, as well, as each child's developmental profile to create a developmentally appropriate curriculum to enhance the "foundation for all later learning". The course explores ways to provide a safe and challenging environment; to focus on play as a vehicle for learning for optimal developmental outcomes. Collaboration with families in addressing each child's development is featured in the course. Candidates will be expected to design curricula to meet the needs of linguistically and culturally diverse children, as well as young children with special needs.

ECE 398 | SPECIAL TOPICS IN EARLY CHILDHOOD EDUCATION | 4 quarter hours

(Undergraduate)

This course offers intensive study of selected topics in the field of early childhood education and care. Course content and credits vary according to topic. Syllabus is tailored to the topic of special study. Example topics include: Implementing common core in kindergarten; Social-emotional learning programming in K-3; Using data to make curricular decisions in PK-3; Mentoring families who are teen-agers.

ECE 399 | INDEPENDENT STUDY IN EARLY CHILDHOOD EDUCATION | 4 quarter hours

(Undergraduate)

(1-4 Credits) PREREQUISITE(S): Permission from instructor, program chair and associate dean.

ECE 406 | LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD (BIRTH TO 8Y) | 4 quarter hours

(Graduate)

This course examines language acquisition and development in young children, including bi/multilingual and bi/multidialectal children and children with atypical language development. Developmental sequences and milestones in language acquisition, including the development of phonological, morphological, syntactic, semantic, and pragmatic skills within diverse sociocultural contexts, are examined. Attention is given to issues related to the processing of symbolic information to facilitate the development of articulation, fluency, voice, and functional language in children. Various resources and techniques that enhance language and early literacy development (especially oracy, vocabulary, and comprehension) for all children, including those with language delays and communicative disorders, are explored. Opportunities to utilize observation and assessment data to promote linguistically and culturally responsive and sustaining language and early literacy development are embedded throughout the course.

ECE 407 | PRESCHOOL PROGRAMS: CURRICULUM AND STRATEGY | 4 quarter hours

(Graduate)

This course provides opportunities for students to plan and evaluate developmentally appropriate, standards-aligned preschool curriculum that promotes the physical, emotional, social, spiritual, cognitive, and creative development of young children from diverse sociocultural backgrounds. Strategies to facilitate children's early literacy, with an emphasis on the development of oracy, phonological awareness, vocabulary, and comprehension, are explored throughout the course. Children's inquiry through the social studies is examined, with an emphasis on designing play-based activity centers (including those that appropriately integrate technology) that support learning and opportunities for children to hone early literacy skills. Additionally, opportunities to use child assessment data to plan individual and cooperative learning experiences differentiated to address children's interests, sociocultural experiences, abilities, strengths, and needs are provided. Culturally and linguistically responsive family engagement practices that enhance learning and development are prioritized. Throughout the course, students reflect on how their identities and experiences inform their pedagogy as they examine and create culturally responsive, anti-bias, anti-racist, trauma-informed, and play-based learning environments that facilitate children's belonging, learning, and creativity. Current research, theory, and pedagogies are studied, critiqued, and applied to teaching and learning as students take part in concurrent clinical experiences in ECE 481. Prerequisite: SCG 404.

ECE 408 | CURRICULUM AND INSTRUCTION IN PRIMARY GRADES | 4 quarter hours

(Graduate)

This course provides an examination of linguistically and culturally responsive and sustaining interdisciplinary primary-grade curricula, including the central concepts, tools of inquiry, and content knowledge used in the primary grades of elementary schools. Strategies that promote development of essential literacy skills (oracy, vocabulary, phonological awareness, word recognition, fluency, comprehension, writing) are woven throughout the course. Students use knowledge of children's abilities, interests and needs, as well as their linguistic, cultural and family assets, to plan, implement, and assess anti-bias, anti-racist, trauma-informed, differentiated, and play-based learning experiences. Opportunities to justify and align content choices with developmentally appropriate practice and applicable learning standards also are prioritized. Current research, theory, and pedagogies will be examined, critiqued, and applied to teaching and learning as students take part in fieldwork experiences in ECE 482. Multiple opportunities for students to reflect on and articulate their emerging educational philosophy and their growth as linguistically and culturally responsive and sustaining teacher-leaders and advocates will be offered. Each student will develop a standards-based interdisciplinary inquiry on a primary social studies theme that promotes literacy development and incorporates the use of technology to investigate and create. Inquiries will prioritize child belonging, interaction, agency and choice, as well as higher-order thinking and joyful play-based learning. Prerequisite: SCG 404 Co-requisite: ECE 482.

ECE 411 | ASSESSMENT IN EARLY CHILDHOOD INCLUSIVE SETTINGS | 4 quarter hours

(Graduate)

This course introduces students to the study, use, and evaluation of early childhood assessment methods and tools appropriate for young children with diverse cultural and socioeconomic experiences. Focus of the course is on the student's acquisition of knowledge and skills regarding an array of assessment instruments and techniques for gathering data, including formative, summative, teacher-created, and standardized instruments. Assessment data are used for making decisions about children with typical and atypical development being served in individual and group learning situations. Attention is directed toward the development of curricular goals and instructional approaches that evolve from the assessment information. Such information is used to create learning plans and support the development and implementation of Individualized Family Service Plans (IFSP) and Individualized Education Plans (IEP) that serve children and families responsively. Prerequisite: SCG 404.

Admission to a College of Education graduate program is a prerequisite for this class.

ECE 420 | MATH AND SCIENCE IN EARLY CHILDHOOD | 4 quarter hours

(Graduate)

This course applies child development principles to the planning of science and mathematics experiences for both typically and atypically developing young children. Emphasis is placed on understanding how children develop problem-solving skills, and on recognizing how teachers can facilitate inquiry-discovery experiences for young children with diverse learning styles and needs. Course assignments include participation in experiments and field-based experiences in mathematics and sciences. Teacher candidates are required to develop and provide developmentally and culturally appropriate activities in science and mathematics activities for young children. Prerequisite: SCG 404.

SCG 404, T&L 432, and admission to a College of Education graduate program are prerequisites for this class.

ECE 421 | CHILD AND FAMILY IN THE URBAN COMMUNITY | 4 quarter hours

(Graduate)

This course focuses on understanding and valuing the diversity of families in approaches to child development, socialization, learning, and disabilities. The diverse sociocultural and linguistic contexts in which children develop are examined through strengths-based approaches and theories. Culturally and linguistically responsive and sustaining communication and collaboration strategies that foster authentic reciprocal relationships with families of young children, including those with disabilities, are explored and developed. Students investigate and begin to create authentic connections to community resources that build on child and family assets and promote children's healthy development across domains. Culturally and linguistically sensitive and collaborative approaches to assessing children's strengths and needs, and to providing services, also are prioritized, including those for adolescent parents. In addition, the course explores ways to foster collaborative relationships among educators, families, communities, and other professionals across the range of support systems in the Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) planning processes.

ECE 423 | SUPPORTING EARLY CHILDHOOD MENTAL HEALTH AND WELL-BEING | 4 quarter hours

(Graduate)

This course offers an introduction to early childhood mental health and social-emotional development, with a foundation in the principles of Applied Behavior Analysis (ABA). Emphasizing the importance of understanding the underlying causes of children's externalizing and internalizing behavior, the course prepares future educators to implement effective behavior interventions and classroom management strategies. Students will learn to apply Positive Behavioral Support (PBS) and Functional Behavior Analysis (FBA) - a requirement under IDEA - to assess behavior, collect and evaluate data, and develop individualized Behavior Intervention Plans (BIPs). A range of evidence-based tools, assessments, and strategies will be explored to support healthy development, learning, and inclusive practices in diverse early childhood settings. Prerequisite: SCG 404.

SCG 404 and admission to a College of Education graduate program is a prerequisite for this class.

ECE 427 | YOUNG EXCEPTIONAL CHILD: METHODS AND CHARACTERISTICS | 4 quarter hours

(Graduate)

This course provides an overview of the historical and current landscape of early childhood special education, including the Early Intervention System. Students will examine the characteristics of infants, toddlers, and young children with both high-incidence and low-incidence disabilities. The course emphasizes the development of individual goals based on functional levels through the Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) processes. Students will explore culturally and linguistically responsive screening, assessment, and observation methods. Special focus is placed on effective family engagement through responsive communication and collaboration practices. Strategies for supporting children with disabilities in inclusive settings are addressed, including environmental adaptations, use of Universal Design for Learning (UDL) principles, and evidence-based approaches tailored to diverse needs. The course also examines strengths and needs of families, the importance of interdisciplinary collaboration, and the influence of current legislation, policy, and research on early childhood special education practice. Prerequisite: SCG 404.

SCG 404 and admission to a College of Education graduate program is a prerequisite for this class.

ECE 434 | LITERACY, LITERATURE, & THE YOUNG CHILD | 4 quarter hours

(Graduate)

This course explores the phenomenal processes of literacy development in young children. Strategies for fostering literacy through building phonological awareness and decoding skills, acquiring vocabulary, comprehending oral as well as text messages, and writing are emphasized within the context of choosing and using high-quality literature for children from birth through age 8y. Studies of curriculum content and sequence, plus research-based instructional strategies and assessment approaches are interwoven across course experiences. The influences of development, home languages and dialects, and educational settings are considered and applied to students' instructional planning and teaching.

ECE 441 | METHODS AND MATERIALS FOR DUAL LANGUAGE AND MULTILINGUAL LEARNERS | 4 quarter hours

(Graduate)

This course focuses on linguistically and culturally responsive and sustaining practices in teaching dual language and bi/multilingual learners (DLLs/BL/MLs), supporting them in acquiring English while continuing to develop their home and community language(s), and acquiring early literacy skills (oracy, comprehension, vocabulary) in early care and education settings. Students will demonstrate competencies with different approaches, methodologies, and resources currently used to support the development of multiliteracies in social and academic contexts in all of children's languages. The creation of equitable learning opportunities within an integrated curricula that builds on family and community sociocultural and linguistic assets will be prioritized. Authentic assessment practices, sociocultural competence, and culturally sustaining communication practices are emphasized throughout. This course includes field experience hours.

ECE 443 | ASSESSMENT OF DUAL LANGUAGE AND MULTILINGUAL LEARNERS (DLL/ML) | 4 quarter hours

(Graduate)

This course examines equitable assessment principles and practices for dual language and bi/multilingual learners (DLL/BL/ML) in early care and education settings. The interpretation and use of assessment results, and how to integrate data collected from various assessment tools and sources (including families), to describe and plan for equitable language, early literacy, and content learning experiences, are prioritized. Opportunities to examine and evaluate various methods of assessment and to differentiate assessments for individual and groups of DLL/BL/ML children are offered. Students will critically examine assessment tools for linguistic and cultural bias and learn how to administer assessment tools used in current practice. The communication of accurate assessment data about young multilingual children's linguistic, early literacy, and cognitive development strengths and needs to families, children, and other stakeholders also is examined. This course includes field experience hours.

ECE 480 | INTERNSHIP WITH INFANTS AND TODDLERS | 2 quarter hours

(Graduate)

Students conduct 35 hours of supervised fieldwork in an infant/toddler center where they observe and document behavior and interactions, planning activities, and how children ages birth-3y are assessed and their families supported in fostering their development. Seminar sessions focus on critically reflecting upon observations and their implications for future personal practice and advocacy for quality care and education of the very young.

ECE 481 | INTERNSHIP IN THE PRESCHOOL SETTING | 2 quarter hours

(Graduate)

Students conduct 35 hours of supervised field work in a preschool setting, learning to select and implement a range of ethical and culturally as well as linguistically responsive and sustaining communication, planning, teaching, and assessment practices. Through collaborations with cooperating teachers and families, students design developmentally appropriate, standards-based, literacy-rich, and meaningful learning experiences for young children that promote belonging and joyful learning through play. Seminar sessions focus students on reflecting and aligning their practice with relevant standards and guidelines, legal and ethical considerations for confidentiality and impartiality, state and federal laws, and the expectations of relevant professional organizations. Prerequisite: SCG 404 Co-requisite: ECE 407.

Admission to a College of Education graduate program is a prerequisite for this class.

ECE 482 | INTERNSHIP IN THE PRIMARY-GRADE SETTING | 2 quarter hours

(Graduate)

Students conduct 35 hours of supervised field work in a primary-grade setting, collaborating with their cooperating teacher to learn how to select and implement a range of ethical and culturally as well as linguistically responsive and sustaining communication, planning, teaching, and assessment practices. Students design and teach developmentally appropriate, literacy-rich, standards-based lessons that foster children's joyful, integrated learning. Seminar sessions focus students on reflecting and aligning their practice with relevant standards and guidelines, legal and ethical considerations for confidentiality and impartiality, state and federal laws, and the expectations of relevant professional organizations, especially those in the content areas of social studies and literacy. Prerequisite: SCG 404 Co-requisite: ECE 408.

Admission to a College of Education graduate program is a prerequisite for this class.

ECE 490 | DEVELOPMENTAL THERAPY STRATEGIES FOR INFANTS AND TODDLERS IN EARLY INTERVENTION | 4 quarter hours

(Graduate)

This course will focus on the knowledge and skills needed to work effectively with young children from birth through age 3, who have disabilities and special learning needs. The course will use child-centered, play-based interventions and developmentally appropriate practice as the central approach. Furthermore, students will examine learning outcomes and related intervention (lessons), which will be used to effectively address these outcomes, as well as aligning ongoing assessment of the intervention strategies. Students will examine issues related to the impact that disability conditions have on young children's learning needs in all developmental domains. Additionally, students will explore issues related to intervention of young children within the context of families and caregivers that is within natural and inclusive settings, such as the family's home, community settings, or center-based programs.

SCG 404 and T&L 427 (or equivalent) are prerequisites for this class.

ECE 491 | ASSESSMENT OF INFANT AND TODDLERS | 4 quarter hours

(Graduate)

Built on a partnership with families, this course focuses attention on all aspects of development including social/emotional, cognitive, sensory/motor and communication. Beginning with observation and naturalistic assessment processes, teachers examine the principles of best practice for assessing babies and toddlers for service in infant/toddler care, Early Head Start and early intervention. Teacher candidates learn to administer screening tools, criterion referenced instruments and leading standardized instruments and procedures, including the transdisciplinary approach and the Hawaii Early Learning Profile.

SCG 404 and T&L 427 (or equivalent) are prerequisites for this class.

ECE 492 | WORKING WITH FAMILIES OF INFANTS AND TODDLERS: PARTNERSHIP AND COLLABORATION IN EARLY INTERVENTION | 4 quarter hours

(Graduate)

This course will focus on the knowledge and skills needed to work effectively with families of young children from birth through age 3, who have disabilities and special learning needs. The course will examine philosophical foundations and collaboration strategies for teachers and other professionals working with families of young children with exceptionalities in Early Intervention programs and inclusive settings where the infants and toddlers may be served.

T&L 421 (or equivalent) is a prerequisite for this class.

ECE 493 | INTERNSHIP EXPERIENCES WITH INFANTS, TODDLERS AND TWOS WITH SPECIAL NEEDS | 2 quarter hours

(Graduate)

This course is a supervised internship, in which the candidates will practice early intervention strategies in a field experience of 40 clock hours with infants and toddlers with special needs. In this internship candidates will practice 1) assessment of infants and toddlers, 2) developmental therapy and play strategies with infants and toddlers, and 3) collaboration working in partnership with family members of children with special needs. Co-requisite: ECE 490; ECE 491; ECE 492. (2 credit hours)

ECE 495 | DESIGNING CURRICULUM FOR INFANTS AND TODDLERS | 4 quarter hours

(Graduate)

This course provides opportunities for students to learn and evaluate research-based, developmentally appropriate curricula for infants and toddlers. The course explores ways to provide a safe and challenging environment; to focus on play as a vehicle for learning that leads to optimal developmental outcomes; to establish relationships with all care program stakeholders; and how to meet the individual needs of linguistically and culturally diverse children, as well as those with special needs. Responsive, affirming family engagement practices that enhance learning and development also are emphasized.

ECE 595 | EARLY CHILDHOOD STUDENT TEACHING | 6 quarter hours

(Graduate)

This course requires students to immerse themselves in a supervised teaching experience at a childcare center or school, five full days per week, for an academic quarter. Students assume increasing responsibility for planning and implementing developmentally appropriate curriculum, instruction, and child assessments; for managing children's behaviors; and for collaborating with colleagues, parents, and families. Open only to DePaul students.

ECE 596 | EARLY CHILDHOOD STUDENT TEACHING SEMINAR | 2 quarter hours

(Graduate)

This course guides students in critically reflecting upon their concurrent teaching experiences in ways that further develop their self-awareness, professionalism, and knowledge of the early education field. Students refine their personal philosophy of education, resume, and job search skills; identify relevant policy and ethical issues to resolve through future advocacy; and create plans for ongoing professional learning.

ECE 615 | SPECIAL TOPICS IN TEACHING AND LEARNING | 2-4 quarter hours

(Graduate)

This course provides students an in-depth opportunity to examine current topics or issues in early care and education. Emphasis is on exploring current research and determining best practices.

ECE 704 | SEMINAR IN RESEARCH IN CHILD DEVELOPMENT | 4 quarter hours

(Graduate)

The focus of the seminar is to introduce the doctoral students to major research questions and issues in child development. The doctoral students will lead discussions on the most current and seminal research in the field of child development. In addition, the students will participate in analyses of existing US Policies in regards to child development. The seminar will have the following objectives: 1) Examination, analysis, and evaluation of the seminal and contemporary research and research methodologies in child development. 2) Examination and analysis of major theories of child development through a study of the original literature. 3) Examination and analysis of contemporary issues regarding maternal health and early development. 4) Examination, analysis, and evaluation of US policy approaches to maternal health and early child development and education.