Program Details

Master of Education in Early Childhood Education (Leads to Initial Teacher Licensure) Initial Program – Leads to Initial Teacher Licensure

Offered By: College of Education

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Total Program Credits & Course Length:

Total Program Credits: 48

Online: 6 weeks [ More Info ]

Transfer Credits:

Up to 12 credits or 1/3 of the program

Program Tuition Rate:

Online: $530 per credit. [ More Info ]

As part of our commitment to keeping tuition rates competitive, GCU has kept campus tuition costs frozen since 2009. While the cost per credits are listed below, the average campus student pays only $8,600 per year* in tuition after institutional scholarships and grants. Speak with your university counselor for more information about estimating the costs of attending GCU.

Tuition	Credits	2018-19
Traditional Undergraduate	1-11	$687.50 per credit
Traditional Undergraduate	12-18 (block tuition)	$8,250 per semester
Traditional Undergraduate	19+ (semester rate +)	$8,250 + $687.50 per credit above 18 credits
Summer Traditional Undergraduate (Except pre-licensure nursing cohorts)*		$310 per credit

*Tuition rates for all courses beginning July 1, 2018

*No in-state/out-of-state rates

*Traditional campus undergraduate students taking courses in the online format will be charged the regular tuition rates.

*Traditional campus undergraduate students are required to take a minimum of nine (9) credits in the traditional campus format.

It is the policy of GCU to collect and remit sales, use, excise and/or gross receipts taxes in compliance with state and local taxing jurisdiction regulations, which require the university to remit tax where applicable. Regulations vary by student location. Payment of tax is ultimately the student's financial responsibility to the university regardless of financing arrangements. Per Hawaii requirements: It is hereby stated that students residing in the State of Hawaii will be charged Hawaii General Excise Tax on all transactions. Students living in the District of Oahu will be charged 4.712 percent. Students residing in other Hawaii districts will be charged 4.1666 percent.

*Fees subject to change.

GCU's non-traditional tuition rates are for students who are interested in pursuing an online degree program or taking evening classes. Speak with your university counselor to learn more about your opportunities for scholarships off tuition through GCU's educational alliances or to find out about options for continuing education for teachers.

Undergraduate Tuition	2018-19
Education Programs	$440 per credit
Theology Programs	$395 per credit
Applied Business Analytics / Applied Business Information Systems/ Business Information Systems/ Computer Programming / Information Technology Programs	$449 per credit
Business Administration with an Emphasis in Business Intelligence	$470 per credit
Online and Professional Studies (all programs other than those listed above)	$470 per credit
Active Duty and Active Reserve (online and professional studies)	$250 per credit

Graduate Tuition	2018-19
Education Programs	$530 per credit
Master of Divinity	$340 per credit
IT Programs	$505 per credit
Business Programs (Excludes Business Analytics / Information Systems and Technology Management)	$575 per credit
Nursing Programs	$500 per credit
Advanced Practice Nursing Programs	$670 per credit
Business Analytics / Information Systems and Technology Management Programs	$505 per credit
Online and Professional Studies (all programs other than those listed above)	$515 per credit
Active Duty and Active Reserve (online and professional studies)	$400 per credit
Doctoral Programs (includes DIS-966 through DIS-970)	$650 per credit
Doctoral Programs – Active Duty and Active Reserve (online and professional studies)	$617.50 per credit

Continuing Education (CTE) Tuition	2018-19
Online	$150 per credit

*Fees subject to change.

2018-19

Residence Hall Rates Students are required to carry at least a Canyon $1,350 meal plan.
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Triple Occupancy	$3,550 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Triple Occupancy	$3,550 per academic year
Cypress	Double Occupancy	$4,400 per academic year
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Double Occupancy	$5,000 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Double Occupancy	$5,000 per academic year

Apartment Rates Students are required to carry at least a Canyon $750 meal plan.
North Rim	Double Occupancy	$5,500 per academic year
North Rim	Single Occupancy	$6,000 per academic year
Papago Studio (two bedrooms, one bathroom, no kitchen or living room)	Single Occupancy	$5,500 per academic year
Papago / Agave / Roadrunner / Diamondback / Encanto (four bedrooms, two bathrooms, with kitchen and living room)	Single Occupancy	$6,100 per academic year

Summer Room Rates
Active student (actively enrolled in at least one course)		$1,200
Working student (on-campus job, but not taking courses)		$1,600

All residents (including all on-campus and remote housing residents) commit to housing reservations as an academic year-long lease (both fall and spring semesters) and are charged for housing by the academic year (both fall and spring semesters).
All housing charges, including room and board, are billed to the student's account.
For payment methods and deadlines contact your university counselor or student services counselor.
All rates include parking (summer only), rent, water, electricity, basic cable and Internet. Rates above DO NOT include tax.

Meal Plans Meal plans for 2017-18 are Dining Dollars only and do not include meal swipes.
Plans	Details	Price
Canyon $750 Dining Dollars	Exclusive to apartment residents or commuter students.	$1,500 per academic year
Canyon $1,350 Dining Dollars	Minimum requirement for residence hall residents.	$2,700 per academic year
Canyon $1,800 Dining Dollars		$3,500 per academic year
Canyon $2,100 Dining Dollars		$4,000 per academic year
Canyon $2,700 Dining Dollars		$5,100 per academic year

*Fees subject to change.

2018-19

Residence Hall Rates Students are required to carry at least a Canyon $1,350 meal plan.
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Triple Occupancy	$3,550 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Triple Occupancy	$3,550 per academic year
Canyon	Double Occupancy	$4,400 per academic year
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Double Occupancy	$5,000 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Double Occupancy	$5,000 per academic year

Apartment Rates Students are required to carry at least a Canyon $750 meal plan.
North Rim	Double Occupancy	$5,500 per academic year
North Rim	Single Occupancy	$6,000 per academic year
Papago Studio (two bedrooms, one bathroom, no kitchen or living room)	Single Occupancy	$5,500 per academic year
Papago / Agave / Roadrunner / Diamondback / Encanto / Jerome / Cactus (four bedrooms, two bathrooms, with kitchen and living room)	Single Occupancy	$6,100 per academic year

Summer Room Rates
Active student (actively enrolled in at least one course)		$1,200
Working student (on-campus job, but not taking courses)		$1,600

All residents (including all on-campus and remote housing residents) commit to housing reservations as an academic year-long lease (both fall and spring semesters) and are charged for housing by the academic year (both fall and spring semesters).
All housing charges, including room and board, are billed to the student's account.
For payment methods and deadlines contact your university counselor or student services counselor.
All rates include parking (summer only), rent, water, electricity, basic cable and Internet. Rates above DO NOT include tax.

Meal Plans Meal plans for 2018-19 are Dining Dollars only and do not include meal swipes.
Plans	Details	Price
Canyon $250 Dining Dollars	Exclusive to commuter students.	$500 per academic year
Canyon $750 Dining Dollars	Exclusive to apartment residents or commuter students.	$1,500 per academic year
Canyon $1,350 Dining Dollars	Minimum requirement for residence hall residents.	$2,700 per academic year
Canyon $1,800 Dining Dollars		$3,500 per academic year
Canyon $2,100 Dining Dollars		$4,000 per academic year
Canyon $2,700 Dining Dollars		$5,100 per academic year

*Fees subject to change.

Traditional On-Campus Fees

2018-19

Fees indicated are effective for all students enrolling for 2018-19 academic year. Please contact your university counselor with any questions.

Canyon Connect	Undergraduate courses	$95 per class
Registration Deposit	Non-refundable	$50
Student Activity Fee	Traditional undergraduate and graduate campus students (except those in the nursing pre-licensure program)	$275 per semester (excluding summer)
Colter Surface Parking (2018-19)	Green Lot - For campus residents only. Secure parking for student vehicles near or adjacent to campus. Limited spaces are available.	$50
Grove Garage Resident Parking (2018-19)	Red Lot - For Grove residents only. Covered parking for student vehicles near Willow, Acacia, Juniper and Ironwood residence halls.	$150 per academic year
29th Avenue Parking Garage (2018-19)	Black Lot - For campus residents only. Covered parking on the perimeter of campus on floors 2, 3, 4 and 5.	$150 per academic year
Halo Parking Garage (2018-19)	Purple Lot - For commuter students only. Covered parking on the perimeter of campus on floors 2, 3, 4 and 5.	$150 per academic year
Lot D – Formerly Missouri Avenue Surface Parking (2018-19)	Orange Lot - For commuter students only. Secure parking for student vehicles near or adjacent to campus.	$20 per academic year
Housing Application Fee	Traditional undergraduate campus students and non-refundable	$250
Housing Prepayment	Returning residents only and non-refundable	$200
Returned Check Fee	All returned checks	$25
Health Insurance		$2,439 per academic year
Transcript Fee		$5
Graduation Fee		$150
Health Fee		$70 per semester
Health Center Visit Fee		$25
Schedule Change Fee		$25
Late Payment Fee		$25
Global Studies Portfolio Fee		$90
Hospitality Management Premium		$100 per semester
Tennis Management Premium		$250 per semester
Golf Management Premium		$500 per semester
Computer Science, Computer Programming, Engineering and Information Technology Program Premium 2018-19		$800 per semester
Nursing Program Premium 2018-19 (effective summer 2018)	Pre-Licensure program	$1,000 per semester
Worship Arts Premium	Includes minors	$250 per semester
Special Course Fees		Refer to the University Policy Handbook

*Fees subject to change.

Non-Traditional Online and Evening Fees

2018-19

Fees indicated are effective for all students enrolling starting on July 1, 2018, unless otherwise specified.

Canyon Connect	Undergraduate courses	$95
Canyon Connect	Graduate courses	$105
Canyon Connect	Doctoral courses	$115
RN to BSN Program Course Material Fee	5-week courses with an NRS- prefix and HLT-362V	$120 per course
Course Material Fee	NUR-634	Refer to the University Policy Handbook
Learning Management Service Fee	New online and professional studies students	$400
Doctoral Residencies	Including MDiv	$795-$1,195 per Residency
Doctoral Programs	Dissertation continuation - optional zero-credit course	$500
Accordance Bible Software	New MDiv students only	$285
Credential Evaluation (International)	Basic evaluation	$175
Credential Evaluation (International)	Course-by-course evaluation	$250
Returned Check Fee	All returned checks	$25
Transcript Fee		$5
Graduation Fee		$150
Special Course Fees		Refer to the University Policy Handbook

*Fees subject to change.

Overview

Prepare Infants to Preschoolers for Academic Success

Develop the learning journey for youth from birth to eight years old in the Master of Education (MEd) in Early Childhood Education program. Offered by Grand Canyon University’s (GCU) College of Education, this masters in early childhood education program provides a wide-ranging teaching focus. Research child development and early interventions for children from birth to pre-K, and master the knowledge needed for your K-3 teaching licensure.

This masters degree in early childhood education is ideal for career changers and other individuals passionate about the field of education. Learn concepts to introduce you to teaching and learning in the 21st century. At GCU, numerous opportunities are provided to apply your learning. Field experience and student teaching components throughout your program expose you to diverse age groups and working with youth of varying developmental states and intellect.

Programs leading to teacher certification may require practicum hours, state exams, student teaching and an institutional recommendation from GCU. If you are enrolled in the MEd early childhood program, you are required to complete eight weeks of student teaching in a birth to pre-K setting and eight weeks in a K-3 grade setting.

Degree Outcomes

Learn the Skills of Effective Early Childhood Education

In the masters degree in early childhood education program, you focus on topics to help young minds develop the foundation for early learning. You review research on child development and growth and learn ways to gauge mastery of milestones. Examine child guidance and activity during internship experiences in a birth to preschool setting and in a K-3 setting. Upon successful completion of coursework and state requirements, this masters in early childhood education degree program may lead to teaching licensure.

What You Will Learn

Study Our Early Childhood Education Curriculum

In this masters in early childhood education online program, teacher candidates study topics such as:

Instruction methods for the exceptional learner and non-English speakers
Classroom engagement and management techniques
Developmental milestones and methods of evaluation
Curriculum development and teaching for language arts, math, science, health, social studies and the arts

Career Outcomes

Become an Outstanding Educator

Common jobs following the Master of Education in Early Childhood Education include preschool teacher, daycare director, child development specialist, school program director and education advocate. Potential places of work include public and private elementary schools, daycares, early childhood education centers and social service agencies.

_{Grand Canyon University's (GCU) regionally accredited and Arizona State Board of Education-approved Master of Education in Early Childhood Education program affords you the knowledge and coursework to prepare for teaching licensure.}

Program Domains

Course List

The programs offered at Grand Canyon University may vary by content and course length. You are currently viewing the program version available in Arizona. For information about specific course content, credit length and VA approval in your state, please contact a counselor at 1-855-GCU-LOPE or click here to request more information.

Major:

48 credits

Total Degree Requirements:

48 credits

Program Core Courses

ECE-501: Introduction to Early Childhood Foundations and Graduate Studies Total Credits: 3 credits

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 and historical foundations upon which early childhood educational theories and practices are constructed. Current educational models, including the Montessori education model, 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.

ECE-510: Typical and Atypical Behaviors of Young Children Total Credits: 3 credits

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.

POS-500: U.S. and Arizona Constitutions for Teacher Candidates Total Credits: 3 credits

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.

ECE-520: Instructional Planning, Assessment and Reporting in Early Childhood Total Credits: 3 credits

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.

ESL-533: Advanced Methodologies of SEI Total Credits: 3 credits

Course Description

In this course, teacher candidates continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion 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. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.

ECE-530: Health, Safety, and Nutrition in Growth and Development of Early Learners Total Credits: 3 credits

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.

ECE-540: Developing Language and Early Literacy in Young Children Total Credits: 3 credits

Course Description

This course examines the foundations for early language development in young children. Teacher candidates build knowledge regarding whole language, phonics, emergent literacy, and the integration of literary elements. Teacher candidates focus on the assessment of literacy abilities, meeting the literacy needs of small groups, and literacy in the classroom and at home. Practicum/field experience hours: 10. Fingerprint clearance required.

ECE-560: Family Engagement and Cultural Awareness in Early Childhood Total Credits: 3 credits

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.

ECE-600: Creating and Managing the Early Childhood Environment Total Credits: 3 credits

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.

ECE-620: Instructional Methodologies: Language Arts and the Creative Arts Total Credits: 3 credits

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. Candidates will also gather and analyze performance data to make instructional decisions. In addition, teacher candidates will build skills to integrate math, science, and social studies into language arts lessons while strengthening literacy connections at home. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ECE-520 and ECE-540.

ECE-630: Instructional Methodologies: Mathematics Total Credits: 3 credits

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.

ECE-640: Instructional Methodologies: Science and Social Studies Total Credits: 3 credits

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.

ECH-680: Student Teaching: Birth to Pre-School Total Credits: 6 credits

Course Description

Session A is one of two 8 week sessions of the student teaching experience. 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. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 3.0 GPA; successful completion of NES or your state’s mandated content area exams; and approval and placement by the College of Education Office of Clinical Practice. All paperwork for student teaching must be submitted by the due date the semester prior to student teaching. Fingerprint clearance required.

ECH-685: Student Teaching: K-3 Total Credits: 6 credits

Course Description

This course is the second of two 8-week sessions of the student teaching experience in a classroom. The teacher candidate is assigned to an approved school with a certified cooperating teacher, a university supervisor, and a student teaching course instructor. The course includes practical classroom experiences, research and analysis, and teaching duties that will support the compilation and creation of a Student Teaching Evaluation of Performance (STEP). The teacher candidates are required to complete their internship experiences in a K-3 classroom. Fingerprint clearance required.

Program Locations

Online

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. GCU offers the most experienced leadership in delivering online degree programs. Full-time faculty members and fully trained adjunct instructors, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Designed with the career-oriented professional in mind, our online classes provide an intimate environment that stimulates engaging and challenging discussions. Choose from programs across our distinct colleges, in high-demand employment areas. Classes begin frequently.

Evening

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. Night classes are designed for a specific number of students, providing a warm and nurturing environment that supports an engaging experience. In an evening cohort, you will progress through your degree program with the same career-minded classmates, providing an opportunity to network and forge relationships that go beyond the classroom. Classes begin frequently at various locations, including our main campus.

* Please note that this list may contain programs that are not presently offered as program availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program listed herein please first contact your University Counselor for the most current information regarding availability of the program.

* The Department of Education defines how an institution must calculate a program's On-Time Completion rate for federal disclosure purposes. The On-Time Completion rate is based on a program's published required number of months to complete all degree requirements as provided in the institution's catalog. Completion statistics are updated every January and are based on the cohort of students who started the program in the same year and then graduated within the published program length.

Online and Evening program disclosures (29 months) Additional Disclosures

Student Development and Learning Differences
- Create developmentally appropriate instruction that addresses young children’s characteristics and needs, including strengths, interests, and needs that enable each student to advance and accelerate his or her learning. [NAEYC 1a; InTASC 1(a), 1(b), 1(e), 1(d), 1(i), 1(j) 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 3(i); ISTE-T 1a]
- Identify readiness for learning while taking into account the multiple influences (cognitive, linguistic, social, emotional, and/or physical) on early development and learning. [NAEYC 1b; InTASC 1(e), 1(f), 1(h), 2(m)]
- Collaborate with students to develop shared values and expectations to create healthy, respectful, supportive, and inclusive learning environments for young children. [NAEYC 1c; InTASC 3(c), 3(d), 3(f), 3(j), 3(k), 3(o), 3(p); MC3, MC4]
- Utilize multiple perspectives relevant to students’ personal, family and community experiences and cultural diversity to promote student outcomes. [NAEYC 2a; InTASC 1(g), 2(d), 2(j), 2(k), 2(n), 4(m); MC3, MC5]
- Support and engage families and communities through respectful, reciprocal relationships. [NAEYC 2b; InTASC 3(q), 10(d), 10(e), 10(m); ISTE-T 1d; MC2]
- Plan for children’s development and learning as a collaborative activity with the input of students, colleagues, families, and the larger community. [NAEYC 2c; InTASC 1(c), 1(k), 3(c); ISTE-T 3b, ISTE-T 3c; MC2, MC4]
Content Knowledge
- Apply in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. [NAEYC 5a, 5b; InTASC 4(b), 4(c), 4(d), 4(f), 4(j), 4(r), 5, 5(l); MC1, MC2; ISTE-T 1b]
- Apply appropriate curriculum, content standards, and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities for each child. [NAEYC 5c; InTASC 4(a), 4(f), 4(h), 4(l), 4(n), 5(f), 5(k), 7(a), 7(g)]
- Utilize current tools and resources to support learner development across content areas, connecting core subjects into meaningful learning experiences. [NAEYC 4b; InTASC 5(a), 5(c), 5(h), 5(i), 5(j), 5(l), 5(n), 5(p); ISTE-T 1c]
Instructional Practice
- Collaborate with students and families to build a safe, positive learning environment of openness, mutual respect, positive relationships, and supportive interactions as the foundation of their work with children. [NAEYC 4a; InTASC 3(a), 3(q), 7(o), 8(c), 8(m); MC2]
- Plan instruction that uses effective strategies and resources to meet the needs of individuals and groups of students for early education. [NAEYC 4b; InTASC 7(b), 7(c), 7(k), 7(n), 8(a), 8(g), 8(l), 8(n), 8(o), 8(r); MC1]
- Implement a wide range of developmentally, culturally, and linguistically appropriate teaching and learning strategies to achieve individual learning outcomes. [NAEYC 4c; InTASC 7(c), 7(i), 7(j), 7(m), 7(k), 8(e), 8(h), 8(k), 8(p); MC5]
- Reflect upon and evaluate personal practice and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [NAEYC 4d; InTASC 7(f), 7(p), 8(j), 9(c), 9(h), 9(g); MC1]
- Promote the responsible student use of interactive technologies to collaborate in positive face-to-face and virtual environments by applying effective interpersonal communication skills. [NAYCE 4b; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o), ISTE-T 2a, 2b, 2c, 4b, MC2]
- Collaborate with other professionals, including those with specialized expertise, to evaluate the outcomes of teaching and learning and to adapt planning and practice. [NAYCE 4a; InTASC 7(e), 7(o), 9(c); MC2]
Assessment
- Examine assessments and other performance data to develop appropriate goals, curriculum, and teaching strategies for individual children. [NAEYC 3a; InTASC 6(c), 6(r), 7(d), 7(l); MC1]
- Use technology and other appropriate assessment tools and approaches to observe, document, and collect data to inform practice and decision making. [NAEYC 3b; InTASC 6(a), 6(b), 6(i), 6(j), 6(t); ISTE-T 2d]
- Utilize ethical, responsible assessment practices to promote positive outcomes for each child. [NAEYC 3c; InTASC 6(e), 6(g), 6(k), 6(v)]
- Continuously monitor student learning by analyzing data and adjusting instruction and provide meaningful feedback to students. [NAEYC 3b; InTASC 6(d), 6(f), 6(g), 6(l), 6(m), 6(n), 6(q), 6(s), 8(b)]
- Develop partnerships with families and professional colleagues to support assessment practices, engage students, and build effective learning environments and experiences. [NAEYC 3d; InTASC 6(c), 7(e); MC5]
- Make appropriate accommodations, including the use of assistive technology, in assessments or testing conditions to meet individual student needs. [NAEYC 3c; InTASC 6(h), 6(p), 6(u); ISTE-T 2c]
Professional Responsibility
- Engage in ongoing, collaborative professional development from the early childhood field to inform practice in order to maximize learning outcomes. [NAEYC 6a, 6c; InTASC 4(o), 4(p), 9(a), 9(b), 9(d), 9(e), 9(l), 10(e), 10(f), 10(g), 10(i), 10(n), 10(r); ISTE-T 3a, 4a, 4c, 5d]
- Model the expectations of the profession by upholding ethical standards, professional standards of practice, and relevant laws and policies. [NAEYC 6b; InTASC 9(f), 9(i), 9(o); MC3, MC5; ISTE-T 4a]
- Integrate relevant, research-based perspectives on early childhood to promote professional practice. [NAEYC 6d; InTASC 9(n), 10(h), 10(t); ISTE 5b, 5c; MC1]
- Engage in informed advocacy to optimize the learning opportunities for young children, strengthen the learning environment, and advance the early childhood profession. [NAEYC 6e; InTASC 10(j), 10(k), 10(l), 10(m), 10(o), 10(p), 10(s); MC 4]

* Please refer to the Academic Catalog for more information. Program subject to change.

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Master of Education in Early Childhood Education (Leads to Initial Teacher Licensure) Initial Program – Leads to Initial Teacher Licensure

Traditional On-Campus Tuition

Non-Traditional Tuition (Online and Evening Students)

Housing and Meal Costs

2018-19

2018-19

Other Fees

Traditional On-Campus Fees

2018-19

Non-Traditional Online and Evening Fees

2018-19

Overview

Prepare Infants to Preschoolers for Academic Success

Degree Outcomes

Learn the Skills of Effective Early Childhood Education

What You Will Learn

Study Our Early Childhood Education Curriculum

Career Outcomes

Become an Outstanding Educator

Course List

Program Core Courses

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Course Description

Program Locations

Online

Evening

Additional Program Disclosures

Program Domains