This course focuses on facilitating creative activities and environments for young children ages three through eight. Course includes experiences in art, music, language arts, science, mathematics, and dramatic/social play. Each class involves discussion of child development theory, hands-on experiences in planning and implementing appropriate activities, exchange of ideas, and collaborative strategies. Note: Materials fee required.
Prerequisite: College Reading and Writing Readiness
Typically Offered: Offered summer, fall & spring.
Offered Fall 2018: Yes
This course focuses on developing appropriate creative experiences and environments for children from birth through age three. Content includes choosing quality books, planning and implementing sensory activities, music and movement experiences, language play, exposure to the natural world, developing fine and gross motor skills, exploring art media, pretend play, and social interaction. Note: Materials fee required.
Offered Fall 2018: No
This survey course provides an overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and evidence-based practices. Professional and evidence-based practices of highly-qualified early childhood educators are outlined with an emphasis on their ability to enhance development and learning of each and every child between the ages of birth and eight. Considerations for diversity of culture, language, race, socioeconomic status, gender, ethnicity, and ability will be included. Note: Students are required to complete ten hours of field observations in diverse early childhood settings. Current Illinois State Police criminal background check may be required.
This course provides an overview of the theory and principles of human growth and development from conception through adolescence. Content includes an in-depth study of the inter-relatedness of physical, cognitive, social and emotional aspects of development. Development is studied in the context of family, gender, culture, language, ability, socioeconomics, diversity, and society. Special emphasis will be on the theories of Piaget, Vygotsky, Erikson, and Gardner with implications for applied classroom practice.ECE 124 and EDU 124 are cross-listed.
This course provides an overview of the health, safety and nutritional needs of young children and early childhood practices to ensure the health and well-being of each child in a group setting. Content includes roles and responsibilities of adults in meeting children's diverse needs, the promotion of healthy lifestyle practices, understanding common childhood illnesses and injuries, meeting health, nutrition and safety standards, and planning nutritious meals that are appropriate for each child.
This course is an overview of infant and toddler early care and education programs. Emphasis is on the care and protection of very young children; developmentally appropriate curriculum; working with diverse families; the impact and interaction of the physical environment and social climate on the young child. This course includes a required field experience of 20 hours at a site determined by the Instructor.
Prerequisite: ECE 121 AND ECE 124 or EDU124 (both C or better), and current Illinois State Police criminal background check required. Current medical documentation may be required.
This course prepares students to complete authentic, alternative, classroom-based assessments on young children, as well as mange standardized tests in an appropriate manner. The course will further provide the student with the knowledge and skills to interpret and use the information gained to plan curriculum that is responsive to and supportive of children's learning and development. Students will have the opportunity to engage in assessment processes through classroom observations, providing each student with a stronger understanding of child development skills. Students learn about and explore a variety of age, linguistically, individually, and culturally appropriate formal and informal assessments. Students will practice gathering and sharing information on each child's skills, abilities, interests and needs, birth through age 8. Includes required daytime field experience hours in diverse settings.
Note: Current Illinois State Police criminal background check required.
Prerequisite: ECE 121 AND ECE 124 or EDU 124 (both C or better)
This course focuses on the diverse needs of the child within the context of family, school and community. The course will examine the interplay of diverse cultures, lifestyles, abilities, language and communication with the role of the early childhood environment and other community institutions. Students will gain an understanding of their professional role in supporting evidence-based practices that strengthen respectful, collaborative family/child partnerships through effective use of community and family resources.
This course focuses on the development of speech, language, and emergent literacy in the young child. Students will gain an understanding of how children progress through stages of language acquisition, as well as the influence of culture and diversity on language and literacy development. Students will explore and develop strategies for facilitating language development and emergent literacy, create integrated curriculum activities, and assess children's literature for developmental and cultural appropriateness.
This course focuses on practical techniques for working with young children, from birth through age five, in inclusive early childhood settings. Characteristics of children with various types of special needs, as well as curriculum, routines, and classroom management strategies, are identified. The historical, philosophical, and legal basis for the importance of family involvement in early intervention services and programs is explored.
This course introduces practical principles and techniques for providing a balanced, child-centered approach to addressing the developmental needs and abilities of children in the early childhood years. Course content includes review of general theories of child guidance and how guidance encourages autonomy and self-discipline while promoting development of positive self-concept and early social development. Emphasis is placed on encouraging self-esteem, activities to promote pro-social behaviors, the relationship between the classroom environment and behavior, and the importance of observation to understand the underlying causes of behavior.
This course incorporates theories, research, and pedagogy as it relates to the emergence and development of mathematical concepts, knowledge, and skill development in young children. Includes review of basic mathematical concepts and terminology for teacher preparation in early childhood education. Emphasis is on the exploration of principles, methods, and developmentally appropriate materials within the early childhood classroom. Students learn and demonstrate how to promote children's emerging math skills and concepts through hands-on discovery and play. Includes planning, preparation, and assessment techniques for relevant early childhood math curriculum.
Prerequisite: ECE 121 AND ECE 124 or EDU 124 (all C or better)
Recommended: Basic Algebra Readiness
This course provides students with the opportunity to apply evidence-based practices based on early childhood education principles and theories and is focused on the unique needs of infants and toddlers. Students work with diverse young children and families in high-quality, culturally, linguistically, and ability diverse early childhood settings under the supervision of a site supervisor and a college course work supervisor. 10-12 hours of classroom work with infants and/or toddlers will be required each week for a total of 150 hours.
Note: Students taking this course must be enrolled in the Early Childhood Education A.A.S. Current Illinois State Police criminal background check required along with current medical documentation.
Prerequisite: 30 cr hrs in ECE courses to include ECE 117, 132, 141, 214, 215, 220, 223, 229 and 241 (all C or better); CLC GPA 2.40 or above; Dept Chair approval 60 days prior to the first day of the semester.
Concurrent Enrollment: ECE 250 and 251
This course covers the principles involved in planning, implementing and evaluating developmentally appropriate, evidence-based curriculum to meet the unique needs of infants and toddlers. The course focuses on relationships among developmental theory, philosophy, practice, and development of curriculum based on the needs and interests of young children including those who are culturally, linguistically, and ability diverse. The analysis of a wide range of early childhood curriculum models is emphasized. Note: Students taking this course must be enrolled in the Early Childhood Education A.A.S.
This course provides students with the opportunity to apply evidence-based practices based on early childhood education principles and theories, focused on young children ages 3 - 5. Students work with diverse young children and families in high-quality, culturally, linguistically, and ability diverse early childhood settings under the supervision of a site supervisor and a college course work supervisor. 10-12 hours of classroom work with preschool-age children will be required each week for a total of 150 hours.
Note: Students taking this course must be enrolled in the Early Childhood Education A.A.S. Current Illinois State Police criminal background check required along with current medical documentation.
Prerequisite: 30 cr hrs in ECE courses to include ECE 116, 121, 124 or EDU 124, 132, 141, 215, 220, 229 and 241 (all C or better); CLC GPA 2.40 or above; Dept Chair approval 60 days prior to first day of semester.
Concurrent Enrollment: ECE 252 and 253
The principles involved in planning, implementing and evaluating developmentally appropriate, evidence-based curriculum for preschoolers are studied. The course focuses on relationships among developmental theory, philosophy, practice, and development of curriculum based on the needs and interests of young children including those who are culturally, linguistically, and ability diverse. The analysis of a wide range of early childhood curriculum models is emphasized. Note: Students taking this course must be enrolled in the Early Childhood Education A.A.S.
This course is a practicum designed for those individuals who are interested in serving as administrators or directors of early childhood programs. The focus of this practicum experience is the application of early childhood leadership strategies, administrative skills and knowledge. Students are supervised by a college instructor, while working closely with an assigned early childhood program administrator or director. Course assignments are focused on program assessment and improvement, staff training, parent education, and fiscal and business management. The student will be supervised by a qualified director for 300 documented hours as mandated by the Illinois Gateways to Opportunity Director Credential - Level I. Other requirements for this Illinois Director Credential also apply. See Department Chair for further information.
Prerequisite: Completion of all other course requirements for Administration and Leadership of Early Childhood Education Certificate 25EF; Overall G.P.A. of 2.5; and Consent of Department Chair 60 days prior to enrollment.
This course is intended for students who are interested in becoming or who are currently serving as leaders of early childhood programs (directors, assistant directors, program coordinators). The course will acquaint students with the organization, regulation, management, and evaluation of programs serving young children. Course content includes staff management including staff selection, mentoring, supervision, and evaluation; parent and community relationships; children’s educational programming; safety, design, and arrangement of the physical environment; use of technology; advocacy. Issues of culture and diversity are explored, as well as strategies for respectful communication, problem-solving, and collaboration with families and the community.
Prerequisite: ECE 121, ECE 124 or EDU 124, and 9 additional credit hours in Early Childhood Education (all with grades C or better).
These special topic courses will focus on a specific current issue in the area of early childhood care and education. A maximum of 6 credit hours of ECE 299 or EDU 299 may be used as elective toward an AAS or AA degree in early childhood education.
Prerequisite: To be determined relative to topic
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“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
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“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
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