Home/College Degrees and Programs/Master of Education In Early Childhood and Early Childhood Special Education (Non-Licensure) Degree Master of Education in Early Childhood Education and Early Childhood Special Education – Non-Licensure
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)
- Explore theories and philosophies of early learning and development to make developmentally appropriate decisions to respond to each child through assessment, curriculum, intervention, and instruction. [MC2]
- Use data to identify readiness for learning while taking into account the multiple influences on early development and learning.
- Use data to identify readiness for learning while taking into account the multiple influences on early development and learning. [MC2]
- Utilize multiple perspectives relevant to learners’ personal, family, and community experiences and cultural diversity to promote student outcomes. [MC5]
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 pedagogical practices for students to learn, practice, and master content. [MC2]
- Apply appropriate curriculum, content standards, and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities for each child.
- Develop meaningful, developmentally appropriate learning progressions adapted to meet the needs of individuals with and without exceptionalities based on central concepts, methods, and tools of inquiry of the content within appropriate environments. [MC2]
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. (AAQEP 1,2; EI/ECSE 3, 5, 6, 7; NAEYC 1, 4, 6; InTASC 1, 2, 3, 5, 6, 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.
- Use data to reflect upon and evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [MC2]
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 formal and informal, formative and summative assessments to make ethically and legally informed choices about instruction to select appropriate goals, curriculum, and teaching strategies to promote positive outcomes for young children. [MC2, MC3]
- 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.
Use responsive interactions, interventions, and instruction across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement. [MC2]
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.Identify valid and reliable assessment tools that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child. [MC2, MC3, MC5]Engage individuals with exceptionalities to work toward quality learning and performance and provide data-based feedback to guide them.Collaborate with families and other team members to develop child-centered goals, and plan for interventions to promote positive outcomes for each child. [MC2, MC4]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. [MC3]
- 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.
Collaboration -Candidates collaborate with families, other educators, related service providers, individuals with and without exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with and without exceptionalities across a range of learning experiences. (AAQEP 1, 2; EI/ECSE 1, 2, 3, 6; NAEYC 2, 4, 6; InTASC 1, 3, 7, 9, 10)
- Collaborate with learners and colleagues to build a safe, positive, inclusive learning environment to foster a culture that encourages children’s early development through interventions and instruction. [MC1, MC4, MC5]
- Collaborate with families to develop trusting, respectful, affirming, and culturally responsive partnerships that demonstrate positive and supportive relationships based on family systems theory and their knowledge of family-centered practices. [MC1, MC4, MC5]
- Provide guidance and direction to paraeducators, tutors, and volunteers appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and delivery approach. [MC1, MC3, MC4, MC5]
- Describe teaming models and professional communication skills, including appropriate uses of technology, when collaborating with families; professionals representing multiple disciplines, skills, expertise, and roles; and community partners and agencies. [MC1, MC4]
- Use collaboration to promote the well-being of individuals with and without exceptionalities across a wide range of settings and collaborators. [MC1, MC4, MC5]
- Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies. [MC1, MC4, MC5]
