Master’s in Early Childhood Education - MEd Degree
Earn Your Master’s Degree in Early Childhood Education
Grand Canyon University (GCU) assists students pursuing a master’s of early childhood education by teaching valuable concepts and techniques for educating the youngest learners. If you wish to work with children from birth to age 8 (or grade 3 in an educational capacity), this Master of Education in Early Childhood Education degree from the College of Education at GCU may be right for you. This program is also appropriate for professionals who are looking for a second career or a career change.
From daycare centers to elementary schools, graduates with a MEd degree in early childhood education may find work in diverse environments where they can lead the learning experiences of children from infancy to eight years old.
If you already hold your teaching license, visit our Master of Education in Early Childhood Education (Does Not Lead to Initial Teacher Licensure) program. Candidates may be interested in this non-licensure program if they do not need a license for specific positions in daycares, private schools or preschools. This will depend on the specific requirements of the facility.
Benefits of GCU’s Master’s in Early Childhood Education Degree
The MEd in early childhood education degree offered by GCU provides numerous benefits for aspiring educators in this field. Graduates of this program can emerge with a comprehensive understanding of early childhood education that is designed to equip you with the knowledge and skills for this career.
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As you choose the right degree program for you, it is important to be aware of different certification requirements specific to the state in which you plan to teach or lead. If seeking licensure or certification, be sure to contact your state department of education for licensure requirements and program approval. In addition, fingerprint and background clearance may be required.
Topics Covered in the Med Degree in Early Childhood Education
Throughout this program, you will need to survey current early childhood teaching practices and explore where those ideas and methods support the education of students from birth through third grade.
Early childhood development is a cornerstone of the master’s in early childhood education degree program. As a GCU graduate, the coursework studied throughout this program can help prepare you with an understanding of brain development, social and emotional growth and academic achievement in young learners.
Topics of study in this Master of Education in Early Childhood Education degree program include:
- Instruction for early learners
- Differentiation strategies for exceptional learners
- English immersion using structured methods
- Evaluation and assessment skills
- Curriculum development
- Teaching methods across all content areas
Career Pathways for Master’s in Early Childhood Education Degree Graduates
Students enrolled in the Med in Early Childhood Education program will be taught the skills needed to work with diverse students as future daycare directors, preschool teachers and early childhood teachers and specialists or teaching assistants.
Educational institutions are encountering growing pressures to educate students for swift economic, environmental and social transformations, including careers that are yet to materialize, technologies that are yet to be invented, and unforeseen social challenges that may arise.1
Daycares, schools and social services agencies are looking for grads who have the education and the drive needed to make a difference. Answer the call by earning your Master of Education in Early Childhood Education degree at Grand Canyon University.
MEd in Early Childhood Education Degree FAQs
When choosing to pursue an advanced degree, such as the MEd in early childhood education, we know there is a lot to consider. Therefore, we’ve prepared a few of the most frequently asked questions to help you make an informed decision.
According to the Bureau of Labor Statistics, kindergarten and elementary school teachers have a median annual wage of $61,350 as of May 2021.3
The master’s degree in early childhood education degree requires a total of 47 credits for completion. Most of the MEd in early childhood education classes are six weeks in length. Fill out the form on this page to speak to a university counselor to better understand how long it takes to earn your early childhood education master’s degree.
According to the U.S. Bureau of Labor Statistics, preschool and kindergarten teachers had the second-highest percentage wage premium in the field of education, with 43% higher wages for master’s degree holders than for bachelor’s degree holders.4 The decision about whether to pursue higher education differs for everyone. To help you determine what path is right for you and whether a master’s degree in early childhood education is worth it, research the following to help you decide:
- Talk to people within your network.
- Contact your undergraduate school’s alumni career center.
- Talk to current workers to find out what employers look for when hiring.
- Review job postings.
Fill out the form on this page to speak to a university counselor about earning your master’s in early childhood education.
1 OECD (n.d.). The Future of Education and Skills — Education 2030. Retrieved on May 18, 2023.
2 U.S. Department of Education (n.d.). Fact Sheet: The U.S. Department of Education Announces Partnerships Across States, School Districts, and Colleges of Education to Meet Secretary Cardona's Call to Action to Address the Teacher Shortage
3 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS), Kindergarten and Elementary School Teachers as of May 2021, retrieved on May 16, 2023. Due to COVID-19, data from 2020 and 2021 may be atypical compared to prior years. The pandemic may also impact the predicted future workforce outcomes indicated by the BLS. BLS calculates the median using salaries of workers from across the country with varying levels of education and experience and does not reflect the earnings of GCU graduates as kindergarten and elementary school teachers. It does not reflect earnings of workers in one city or region of the country. It also does not reflect a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. You may also wish to compare median salaries if you are considering more than one career path. Grand Canyon University can make no guarantees on individual graduates’ salaries as the employer the graduate chooses to apply to, and accept employment from, determines salary not only based on education, but also individual characteristics and skills and fit to that organization (among other categories) against a pool of candidates.
4 U.S. Bureau of Labor Statistics (n.d.). Should I get a master’s degree? Career Outlook. Retrieved on May 16, 2023.
If seeking licensure or certification, applicants to the program are responsible for contacting their state department of education for licensure requirements and program approval. In addition, fingerprint/background clearance is required.
Core Courses
Course Description
This course begins by acquainting teacher candidates with the GCU learning management system, while preparing them to be successful graduate-level students and future Early Childhood educators. Teacher candidates survey the philosophical, historical, and psychological foundations upon which early childhood educational theories and practices are constructed. Current early childhood educational models are explored. Teacher candidates examine the application of theories to the early childhood classroom and evaluate their contemporary usefulness in supporting children’s academic achievement, brain development, and social and emotional growth through early childhood. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates survey how young children grow and develop, recognizing that patterns of learning and development vary individually across the cognitive, linguistic, physical, social, and emotional areas while understanding the implications for designing and implementing developmentally appropriate and challenging learning experiences. This survey of the seminal concepts, principles, theories, and research related to development of young children will allow teacher candidates to build foundational knowledge for constructing differentiated learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Teacher candidates review atypical development, early intervention, and Parts A and B of IDEA to develop IFSP, IEPs, and 504s for young children. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Candidates examine the United States Constitution, and the constitution of the State of Arizona. From this foundational review, candidates will explore application of the United States Constitution and the constitution of the State of Arizona in educational contexts. Practicum/field experience hours: 3. Fingerprint clearance not required.
Course Description
Teacher candidates obtain a robust view of the learning cycle of teaching, which includes assessment, evaluation, data analysis, reflection, and next steps, to develop lessons aligned to state and national standards. Data are used to assess, monitor, and report the progress of young children. Teacher candidates analyze and integrate multiple methods of assessment that support monitoring student progress and guiding decision making. Assessment and instruction will support foundational knowledge regarding the importance of planning instruction based on the knowledge of students, learning theory, connection across the curriculum, curricular goals, with focused attention on formative and summative assessment. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. Through Universal Design for Learning they plan, deliver, and evaluate standards-based instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
Teacher candidates explore child growth and development, including developmental milestones that must be met with regards to physical, cognitive, and social-emotional development, as well as adaptability and approaches to learning for young children. This course emphasizes safety, health, and nutrition with a focus on the special health care needs for young children. Aspects of physical development, including fitness and movement, gross and fine motor skills, and fostering physical development within the community are discussed. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
This course explores components of typical and atypical literacy development for children Birth to Age 8/Grade 3. Coursework emphasizes research-based phonics development and the science of reading, including phonics, phonemic awareness, vocabulary, fluency and comprehension. Teacher candidates focus on assessing developmental and other literacy concerns, including dyslexia, with an emphasis on intervention, remediation, and differentiation strategies to support literacy development in young children. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ECS-570 or ECE-501.
Course Description
Teacher candidates examine the family, community, and cultural influences that affect young children. Teacher candidates identify factors that put young children at risk as well as resources to support various types of families and structures. Teacher candidates also identify ways to meet community needs while promoting cultural awareness and competence. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
Teacher candidates use the guidance approach to create environments that support individual and collaborative learning, encourage positive social interaction, facilitate active engagement in learning, and promote self-motivation. Montessori classroom management philosophies are explored. Teacher candidates develop skills related to establishing and maintaining organized, safe, inclusive, respectful, challenging, and positive early childhood environments with rules and expectations that are clearly communicated. Teacher candidates also examine how to help students overcome challenging behavior and learn from mistakes. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
Teacher candidates examine a variety of instructional strategies that encourage young children to build reading, writing, and oral language skills in meaningful ways. Emphasis is placed on integrating the creative arts throughout language arts curriculum that teacher candidates will develop, teach, and assess. Teacher candidates will explore research-based intervention and remediation strategies to select, differentiate, and implement instruction to advance the learning for all students. Candidates will also gather and analyze performance data to make instructional decisions that support the process of implementing developmentally appropriate intervention and remediation to serve the diverse needs of all students. In addition, teacher candidates will integrate content areas into language arts lessons while strengthening literacy connections at home. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: ECE-520 or ECS-575.
Course Description
Teacher candidates research instructional methodologies for teaching mathematics to young children. Emphasis is placed on hands-on and inquiry- and manipulative-based learning in mathematics curriculum that teacher candidates will develop, teach, and assess. Candidates will also gather and analyze performance data to make instructional decisions. In addition, teacher candidates will build skills to integrate literacy, science, social studies, and the creative arts into mathematics lessons while strengthening mathematical connections at home. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ECE-520 and ECE-540 or ECS-575.
Course Description
Teacher candidates research instructional methodologies for teaching science and social studies to young children. Emphasis is placed on inquiry-based learning and real-world connections to science and social studies curriculum that teacher candidates will develop, teach, and assess. Candidates will also gather and analyze performance data to make instructional decisions. In addition, teacher candidates will build skills to integrate literacy, mathematics, and the creative arts into science and social studies lessons while strengthening connections at home. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ECE-520 and ECE-540 or ECS-575.
Course Description
Teacher candidates explore a birth through preschool setting observing, working with small groups, and teaching developmentally appropriate instruction. Emphasis will be placed on examining developmental and academic content domains while planning, implementing, and evaluating curricula, instruction, and strategies based on evidence-based practices with young children, the family, and the community. The practicum/field experiences for this course are in a birth through preschool setting. Practicum/field experience hours: 30. Fingerprint clearance required. Prerequisites: ECE-630, ECE-640 and ECE-622.
Course Description
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evaluation of Performance (STEP). Fingerprint clearance required.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.
* Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
* Please refer to the Academic Catalog for more information. Programs or courses subject to change.