Early Childhood Education A.B.

A Bachelor of Arts degree with a major in Early Childhood Education meets the coursework requirements for early childhood (B-K) licensure in North Carolina. Other licensure components are required for licensure referral.

A Bachelor of Arts degree with a major in Early Childhood Education requires the completion of the Elon Core Curriculum as well as the Major Requirements listed below.

Major Requirements

Courses prior to professional sequence: 20 sh

PSY 245EARLY CHILDHOOD DEVELOPMENT

4 sh

EDU 211EDUCATION AND SOCIETY

4 sh

EDU 246SUPPORTING MATH AND SCIENCE IN EARLY CHILDHOOD

4 sh

EDU 295RESEARCH METHODS IN EDUCATION

4 sh

Choose one of the following HSS courses:

HSS 212COUNSELING INDIVIDUALS AND FAMILIES

4 sh

HSS 367PLAY THERAPY: THE POWER OF PLAY WITH CHILDREN AND FAMILIES

4 sh

Courses in professional sequence: 50 sh

EDU 310ASSESSMENT AND EVIDENCE-BASED PRACTICES FOR INFANTS AND TODDLERS

8 sh

EDU 332EARLY CHILDHOOD FAMILY-TEAM PARTNERSHIPS

4 sh

EDU 333SUPPORTING EMOTIONAL AND SOCIAL DEVELOPMENT IN EARLY CHILDHOOD

4 sh

EDU 354EARLY CHILDHOOD LANGUAGE AND LITERACY DEVELOPMENT BIRTH - 2ND GRADE

4 sh

EDU 401EXPLORATIONS CAPSTONE SEMINAR I FOR EARLY CHILDHOOD, ELEMENTARY AND SPECIAL/ELEMENTARY MAJORS

2 sh

EDU 403EXPLORATIONS CAPSTONE SEMINAR II

2 sh

EDU 410ASSESSMENT AND EVIDENCE-BASED PRACTICES FOR PRESCHOOL AND KINDERGARTEN STUDENTS

8 sh

EDU 455EARLY CHILDHOOD EXCEPTIONALITY

4 sh

EDU 467EARLY CHILDHOOD POLICY AND ADVOCACY

4 sh

EDU 481STUDENT TEACHING

10 sh

Admission to teacher education is a prerequisite to enrollment in practicum courses (EDU 310 and EDU 410). 

Total Credit Hours: 70

Program Outcomes

In the area of child development, Early Childhood Education candidates will
-demonstrate their understanding of child development theories and current research on brain development and play
-explain the holistic, interrelated nature of development across cognitive, linguistic, social-emotional, physical and health domains
-learn about and recognize signs of developmental delay or disability in young children
-explain the role that early childhood intervention can play in preventing future developmental and academic difficulties
-explain how development occurs within and is influenced by cultural, linguistic, and socio-economic contexts
-demonstrate an in-depth understanding of young children’s development within families of second language learners

In the area of partnerships with families and community members, Early Childhood Education candidates will
-explain the key roles of family members as decision-makers for their children
-describe family dynamics, family development, and family systems theories
- demonstrate skills in fostering family engagement in planning for the development and learning of their children, with and without disabilities
-demonstrate an understanding of diversity and an ability to develop meaningful collaborative relationships with family, team (e.g., related service personnel) and community members who are different from them in terms of race, ethnicity, socioeconomic status, linguistic background, religion, or sexual orientation
-gain an in-depth understanding of and develop relationships with families of second language learners

In the area of advocacy, Early Childhood Education candidates will
-demonstrate knowledge of agencies, funding, legislation, policies, regulations, initiatives, rights, and resources relevant for children with and without disabilities and their families
-learn to provide support for children and families in accessing resources and becoming advocates for themselves
-use current research findings to advance humanitarian approaches toward work with poor and diverse families with young children
-look for opportunities to promote a focused, integrative, and comprehensive reassessment of the nation’s child care policies
-articulate the need for quality early intervention in the lives of children who are poor, have disabilities, or are at risk for emotional problems

In the area of instruction and assessment, Early Childhood Education candidates will
-demonstrate an understanding of theories relevant to curriculum, assessment, and early learning differences, and become familiar with early learning guidelines and standards
-structure environments and activities that promote young children’s self-regulatory, social-emotional, physical, health, nutrition, safety, cognitive, and linguistic development through play and active learning
-demonstrate the ability to set up environments and activities that are responsive to children’s interests and initiations, that facilitate development across domains, and that are responsive to children’s socio-cultural contexts
-use a variety of developmentally, culturally, and linguistically appropriate assessment methods and multiple sources of information to monitor young children’s progress and plan for instruction in an ongoing fashion
-demonstrate an understanding of procedures for screening, response to intervention, referral, and assessment for eligibility for special education services and knowledge of how to develop effective Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs) in collaboration with family and team members
-provide inclusive service delivery and embed IEP/IFSP goals throughout daily routines in natural environments

In the area of professional dispositions, Early Childhood Education candidates will
-value diversity
-demonstrate leadership
-demonstrate advocacy
-believe that every child is valuable and has gifts to be nurtured
-be reflective
-demonstrate self-awareness
-act in a professional manner

Total Credit Hours: 70

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