Master of Education in Early Childhood Education and Early Childhood Special Education (Does Not Lead to Licensure)

Offered By: College of Education

Domains

  1. The Learner and Learning - Candidates use their understanding of young children’s characteristics and needs; readiness for learning while taking into account the multiple influences on early development and learning; and develop shared values, expectations, appreciation for cultural diversity, and reciprocal relationships with learners, colleagues, and families to promote healthy, respectful, supportive, and challenging learning environments for young children. (CEC 1, 2, 6, 7; NAEYC 1, 2; InTASC 1, 2, 3)
    • Create developmentally appropriate instruction that addresses young children’s characteristics and needs including strengths, interests, and needs that enable each learner to advance and accelerate his or her learning
    • Use data to identify readiness for learning while taking into account the multiple influences on early development and learning.
    • Collaborate with learners to develop shared values and expectations to create healthy, respectful, supportive, and challenging learning environments for young children.
    • Utilize multiple perspectives relevant to learners’ personal, family, and community experiences and cultural diversity to promote student outcomes.
    • Support and engage families and communities through respectful, reciprocal relationships.
    • Collaborate with learners, colleagues, families and the larger community to plan for children’s development and learning using data-based information.
    • Identify how language, culture, and family background can influence the learning of individuals with exceptionalities.
    • Intervene safely and appropriately with individuals with exceptionalities in crisis.
  2. Content Knowledge - Candidates apply in-depth content knowledge, appropriate curriculum, content standards, early learning standards, and learning resources to promote developmentally meaningful, engaging, and challenging learning opportunities for all children. (CEC 3, 5; NAEYC 5; InTASC 2, 4, 5)
    • Apply in-depth content knowledge and learning resources, including technology, in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content.
    • Apply appropriate curriculum, content standards, and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities for each child.
    • Apply central concepts, structures of the discipline, and tools of inquiry of the content areas, and organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.
    • Modify general and specialized curricula to make them accessible to individuals with exceptionalities.
    • Use strategies to enhance language development and communication skills of individuals with exceptionalities.
  3. Instructional Practice - Candidates use evidence-based practices and strategies related to planning, implementing, and managing standards-based content instruction. They also use a repertoire of evidence-based instructional strategies to advance the learning of all individuals, including those with exceptionalities. They integrate technology as well as choose and adapt classroom resources appropriate for individuals and groups. (CEC 2, 5; NAEYC 4; InTASC 1, 3, 7, 8)
    • Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
    • Plan instruction that uses effective strategies and resources, including the equitable and appropriate use of technology, to meet the needs of individuals and groups of learners for early education.
    • Implement a wide range of developmentally, culturally, and linguistically appropriate teaching and learning strategies to achieve individual learning outcomes.
    • Use data to reflect upon, evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes.
    • Collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
    • Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
    • Use data to select, develop, and adapt learning experiences for individuals with exceptionalities that are reflective of their abilities, interests, and cultural and linguistic factors.
    • Use augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
    • Use data to develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
  4. Assessment - Candidates know about and understand the goals, benefits, and uses of assessment, assessment technology, and assistive technology as instructional planning tools, diagnostic screeners, and two-way communication devices to promote development, learning outcomes, and collaborative partnerships for the benefit of young children. (CEC 3, 4, 5; NAEYC 3; InTASC 6)
    • Examine assessments and other performance data to develop appropriate goals, curriculum, and teaching strategies for young children.
    • Use technology and other appropriate assessment tools and approaches to observe, document, and collect data to inform practice and decision-making.
    • Practice responsible assessment to promote positive outcomes for each child, providing students with multiple and varied formative and summative assessments and using assistive technology for children with exceptionalities when appropriate.
    • Develop partnerships with families and professional colleagues to support assessment practices, engage learners, and build effective learning environments.
    • Engage individuals with exceptionalities to work toward quality learning and performance and provide data-based feedback to guide them.
  5. Professional Responsibility - Candidates prepared in early childhood education degree programs engage in ongoing professional development; model the expectations of the profession by upholding ethical, professional, and legal standards; inform their practice through relevant, research-based perspectives; and engage in informed advocacy to optimize the learning opportunities for young children, while advancing the early childhood profession. (CEC 6, 7; NAEYC 6; InTASC 9, 10)
    • Model legal and ethical use of digital information and technology.
    • Model the expectations of the profession by upholding ethical standards, professional standards of practice, and relevant laws and policies.
    • Analyze ethical decisions that promote the common good for students, families and colleagues that are consistent with the Christian worldview.
    • Interpret implications of applying a Christian worldview as an educator in a school setting.
    • Integrate relevant, research-based perspectives on early childhood education/special education to promote professional practice.
    • Engage in informed advocacy to optimize the learning opportunities for young children, strengthen the learning environment, and advance the early childhood profession.
    • Provide guidance and direction to paraeducators, tutors, and volunteers.
    • Collaborate with students, peers, families and community members using digital tools and resources to support student success and innovation.
    • Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

Faculty

Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.

Program Faculty

Disclosure Categories Related to Professional Licensure

Master of Education in Early Childhood Education and Early Childhood Special Education (Does Not Lead to Licensure)

for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,

Alabama

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Alaska

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

American Samoa

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Arizona

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Arkansas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

California

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Colorado

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Connecticut

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Delaware

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

District of Columbia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Florida

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Georgia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Guam, US Territory

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Hawaii

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Idaho

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Illinois

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Indiana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Iowa

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Kansas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Kentucky

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Louisiana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Maine

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Maryland

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Massachusetts

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Michigan

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Minnesota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Mississippi

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Missouri

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Montana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Nebraska

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Nevada

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Hampshire

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Jersey

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Mexico

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New York

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

North Carolina

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

North Dakota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Northern Mariana Islands

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Ohio

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Oklahoma

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Oregon

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Pennsylvania

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Puerto Rico

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Rhode Island

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

South Carolina

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

South Dakota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Tennessee

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Texas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Utah

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Vermont

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Virgin Islands

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Virginia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Washington

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

West Virginia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Wisconsin

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Wyoming

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

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