Saint Xavier University Chicago Campus Residence Halls

Early Childhood


Prerequisite/Corequisite Key

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

EDGEC 401

Lab-Methods and Curriculum of Pre-Primary Education

1 credit hour

Pre-requisite: E (RQ) EDGEC-429

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

EDGEC 402

Lab-Methods and Curriculum of Primary Education

1 credit hour

Pre-requisite: E (RQ) EDGEC-430

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

EDGEC 405

Task 2 Early Childhood edTPA

0 credit hours

EDGEC 425

Early Childhood Practicum

3 credit hours

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

EDGEC 426

History and Philosophy of Early Childhood Education

3 credit hours

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

EDGEC 427

Child, Family and Community Relationships

3 credit hours

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

EDGEC 428

Developmental Assessment of Young Children

3 credit hours

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

EDGEC 429

Methods and Curriculum of Pre-Primary Education

3 credit hours

Pre-requisite: E (RQ) EDUGL-429

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

EDGEC 430

Methods and Curriculum of Primary Education

3 credit hours

Pre-requisite: E (RQ) EDUGL-430

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

EDGEC 431

Methods of Reading With an Emphasis on the Young Child

3 credit hours

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

EDGEC 432

Developmental Assessment of the Young Child

3 credit hours

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

EDGEC 443

Student Teaching Early Childhood Education

6 credit hours

Pre-requisite: C (RQ) EDGEC-445

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

EDGEC 445

Seminar in Teaching and Learning

2 credit hours

Pre-requisite: C (RQ) EDGEC-443

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

EDGEC 506

Advanced Child Development

3 credit hours

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

EDGEC 511

Foundations of Education

3 credit hours

All sections of 511 are cross-listed. This course examines the social, historical and philosophical foundations of American education. It explores the relationship between school and society, the development of the U.S. educational system from its inception to the present, and the philosophical questions that guide educational thought and practice. Students apply these philosophical questions to a variety of contemporary situations, including theories of learning and educational policies. Offered as needed.

EDGEC 512

Assessment of Instruction and Learning

3 credit hours

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

EDGEC 513

Educational Research Design and Development

3 credit hours

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