Teaching, Learning, & Leadership

B.S. in Inclusive Early Childhood Education

The 121 credit Bachelor of Science in Inclusive Early Childhood Education Leads to dual certification in early childhood education and early childhood special education, birth to grade 2. This program prepares students to teach in diverse early childhood education and care settings. An optional bilingual extension prepares students to teach in bilingual classrooms.

The major consists of 42 credits in Teaching and Learning.  In addition, all students must select a 24 credit concentration or 2nd major in a liberal arts and sciences area.  Fieldwork is required throughout the program.

The program is divided into a pre-professional stage and a professional stage. All students are welcome to take six credits of pre-professional courses. Students must meet specific criteria for progression into the professional stage, admission to student teaching and graduation.

Students graduating from the program are eligible for NYS certification once they have passed all required portions of the New York State Teacher Certification Exam (NYSTCE). The SOE Certification Officer assists students in applying for certification when all requirements are met.


Program Curriculum

Course # Course Name Credits
TAL 201 Teaching:  Imagine the Possibilities 3
TAL 349 The Developing Young Child 3
TAL 360 Foundations of Inclusive Education:  Early Childhood 3
TAL 361 Child Guidance and Partnerships 3
TAL 362 Integrated Inquiry I:  Curriculum, Instruction and Assessment 3
TAL 363 Play in IECE 3
TAL 433 Language and Literacy in the Early Childhood Years 3
TAL 434 The Arts and Social Studies in IECE 3
TAL 435 Integrated Inquiry II:  Curriculum, Instruction and Assessment 3
TAL 436 Language and Literacy in IECE 3
TAL 437 Mathematics in IECE 3
TAL 438 Science in IECE 3
TAL 455 Student Teaching and Seminar in IECE 6

Course # Course Name Credits
Required Core Courses
English Composition
ENG 16/ ENG 16C English Composition 3
English Literature
Select one (1) course from the following:
ENG 61 European Literatures I 3
ENG 62 European Literatures II 3
ENG 63 American Literatures 3
ENG 64 Global Literatures 3
History
Select one (1) course from the following:
HIS 1 Perspectives in Pre-modern World History 3
HIS 2 Perspectives in Modern World History 3
Philosophy
PHI 60 Philosophical Explorations 3
Speech
SPE 3 Oral Communication 3
Mathematics
Select one (1) course from the following, unless major requirements list specific Math courses:
MTH 15 Math Tools and Their Use 4
MTH 16 Finite Mathematics 3
Science Lab-Based Course
Select one (1) course from the following:
BIO Biology 4
CHM Chemistry 4
PHY Physics 4
Foreign Language
Select one (1) course from the following:
SPA 11 Introductory Spanish I 3
SPA 12 Introductory Spanish II 3
ITL 11 Introductory Italian I 3
ITL 12 Introductory Italian II 3
FRE 11 Introductory French I 3
FRE 12 Introductory French II 3
Visual and Performing Arts
Select one (1) course from the following:
ART 61 Introduction to Visual Art 3
DNC 61 Dance Through Time 3
JOU 61 Journalism, Social Media, and You 3
MA 61 Media Arts and Technology 3
MUS 61 Music and Culture 3
THE 61 The Theatrical Vision 3
Social Sciences I
Select any introductory course from the following:
Anthropology, Economics, History, Political Science, Psychology, Sociology 3
Social Sciences II
Select any introductory course from the following:
Anthropology, Economics, History, Political Science, Psychology, Sociology 3

Credit Requirements
Total Major Requirement Credits 52
Total Elective Liberal Arts & Sciences Credits 34
Total Core Requirement Credits 34-35
Total Degree Credits 120

Courses

TAL 201 Teaching: Imagine the Possibilities

An introduction for the preprofessional student to the possibilities and processes of professional life in diverse inclusive urban schools through initial exploration of school contexts, learning processes, roles of teachers, and the self as a prospective teacher. Guided school visits, reflective writings, and seminal readings enable students to examine the field of education from historical, sociological and philosophical perspectives. Selected Teaching and Learning faculty discuss such current trends as multiculturalism and the inclusion of students with disabilities. For all students considering teaching as a career choice. Fifteen hours of structured fieldwork required.

Credits: 3

Every Fall and Spring

TAL 349 The Developing Young Child

This course is an examination of the development and growth of young children in infancy through age eight using developmental, non-developmental, historical, and cultural perspectives and approaches. Students will consider different theories of early development and their implications for understanding children.  Attention will be given to physical, cognitive, socio- emotional and language/literacy domains of development, and their relation to learning and socialization. Students will also examine the role of race, culture, class, language, dis/ability, and gender identities and expression in the process of learning and development.  The lives of children with typical and atypical development will be explored through observations and readings.

The pre-requisites of TAL 201 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually

TAL 360 Foundations of Inclusive Education: Early Childhood

Inclusive education is predicated on principles of equity and social justice; all children have the right to be valued members of a learning community. With inclusive early childhood settings as the hallmark of early education and care, students will explore their assumptions about ability/disability and diversity in relation to language, race, culture, class, and gender identities and expression. The history of the field of special education will be studied with particular emphasis on the inclusion movement. The various services and educational structures available for meeting the needs of all infants, toddlers, young children and their families/caregivers will be explored. Identification of students with disabilities and the special education classification/labeling system will be interrogated. Students will investigate the impact of the federally mandated IFSP and IEP on early childhood education. The critical role of families/caregivers in the education and care of young children with disabilities will be addressed alongside the various team approaches to service delivery. The interdisciplinary nature of the field also requires consideration of professional skills such as collaboration, consultation and communication. Professional practices and standards of highly-qualified early childhood and early childhood special education teachers will be surveyed and analyzed.

The pre-requisites of TAL 201 is required with a minimum GPA of 2.50 is required. Also a Co-

requisite of TAL 349 is required.

Credits: 3

TAL 362 Integrated Inquiry I: Curriculum, Instruction and Assessment

In this course students will explore various models for observing, recording, describing, and interpreting young children’s growth and learning. Both qualitative and quantitative assessment strategies will be introduced and used for curriculum planning and program development in inclusive early childhood settings.  Connections between assessment and the planning and implementation of inquiry and play-based curricular activities for children from diverse ability/disability, racial, ethnic, cultural, and linguistic backgrounds will be emphasized. Methods for distinguishing language difference from language disorder will be explored. Students will become familiar with methods, such as co-teaching, and materials that support learning in an inclusive early childhood educational setting. Particular attention will be given to embedding IFSP and IEP goals for children with disabilities into the routines and activities of early care and education programs spanning early intervention through kindergarten. Students will have opportunities to develop and implement individualized lesson plans for children framed within the NYS Learning Standards and NAEYC Guidelines for Developmentally Appropriate Practice (DAP).

The pre-requisites of TAL 360 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually

TAL 363 Play in Inclusive Early Childhood Education (IECE)

This course will provide students with opportunities to reflect and build upon the theoretical and developmental theories learned as they relate to play in inclusive early care settings and early childhood classrooms. Students will learn about various play-based curricula, and will use qualitative methods to observe and assess child growth and learning through the study of individual and group play experiences. Particular attention will be given to the integrated nature of socio-dramatic play and scaffolding the subject matter learning of early literacy and math/science. Students will learn to design environments that support meaningful play based experiences for young children with diverse needs and backgrounds.

The pre-requisites of TAL 360 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually

TAL 433 Language and Literacy in the Early Years 

This course will provide students with a foundational understanding of the complex process of language and literacy development in children birth through age five. Students will learn about the developmental stages of oral and written language and also consider multiple modes of communication which can be supported with assistive technology. The diversity of children’s language and literacy development, including facilitating and maintaining first language (L1) and first dialect (D1) will be explored as well as strategies to support early literacy development in school and in the home. Students will be exposed to current theories and research related to early language and literacy development as well as strategies for planning language and literacy environments and experiences that are socially, culturally, and developmentally appropriate.

The pre-requisites of TAL 362 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually

TAL 434 The Arts and Social Studies in Inclusive Early Childhood Education (IECE)

This interdisciplinary course will introduce students to the theoretical and practical concepts related to teaching creativity and the arts alongside teaching social studies. The arts can serve as a vehicle for teaching about the social studies themes of character and community development, and civic engagement in urban early childhood settings birth-grade 2. Students will develop an appreciation for the arts and their place in diverse urban inclusive early childhood education and care settings, and explore a variety of media, methods, and materials used in creative activities such as art making, music, and movement. Emphasis will be placed on differentiating teaching and guidance strategies in art making for young children, and the integrated nature of the arts and inquiry based social studies curriculum in inclusive early childhood and care settings.  Current themes in social studies and the arts, as set forth by the National Art Education Association and the National Council for Social Studies (NCSS), will be explored.

The pre-requisites of TAL 362 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually                     

TAL 435 Integrated Inquiry II: Curriculum, Instruction and Assessment

In this course students will explore various models for observing, recording, describing, and interpreting young children’s growth and learning. Both qualitative and quantitative assessment strategies will be introduced and used for curriculum planning and program development in inclusive early childhood settings.  Connections between assessment and the planning and implementation of inquiry and play-based curricular activities for children from diverse ability/disability, racial, ethnic, cultural, and linguistic backgrounds will be emphasized. Methods for distinguishing language difference from language disorder will be explored. Students will become familiar with methods, such as co-teaching and cooperative learning, and materials that support learning in an inclusive early childhood educational setting. Particular attention will be given to embedding IEP goals of children with disabilities into the routines, activities, and lessons in early childhood classrooms with particular attention to kindergarten, first, and second grade. Students will have opportunities to develop and implement individualized lesson plans for children that are framed within the NYS Learning Standards and NAEYC Guidelines for Developmentally Appropriate Practice (DAP).

Credits: 3

Annually

TAL 436 Language and Literacy in Inclusive Early Childhood Education (IECE)

The course will focus on the importance of language development as a precursor to literacy in children from ages five to eight, including children who grow up in bilingual environments and those who use alternative modes of communication.  It will address the significance of providing a language-rich environment at home and in formal educational settings that offers children opportunities to engage in meaningful acts of communication and social interaction as they construct their own ideas and theories about the principles of language.  Students will learn strategies for strengthening the first language (L1) and first dialect (D1) in young children who speak a LOTE. The importance of children’s participation in literacy events with other children and adults will be emphasized.  The role of play, sensory manipulation, music, movement, storytelling, children’s literature and the arts in the development of language and literacy will be explored. Current themes in language and literacy development as set forth by national associations such as the International Reading Association (IRA) will also be addressed.

The pre-requisites of TAL 433 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually

TAL 437 Mathematics in Inclusive Early Childhood Education (IECE)

This course is designed to examine key principles for the effective teaching of mathematics in inclusive preschool-grade 2 classrooms. Students will learn about the foundational ideas of mathematical thinking and study inquiry-based approaches that can be used to engage young children in mathematical investigations. These approaches will focus on creating appropriate math learning environments that are non-discriminatory, inclusive, and supportive of cultural, linguistic, and gender diversity. Students will learn to lead and scaffold math investigations that draw on the child’s inherent curiosities and adhere to the core teaching principles set forth by the National Council of Teachers of Mathematics.

The pre-requisites of TAL 435 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually

TAL 438 Science in Inclusive Early Childhood Education (IECE)

This course is designed to examine key principles for the effective teaching of science in inclusive preschool-grade 2 classrooms. Students will learn about the foundational ideas of the sciences and scientific thinking and will study inquiry-based approaches that can be used to engage young children in science investigations. These approaches will focus on creating appropriate science learning environments that are non-discriminatory, inclusive, and supportive of cultural, linguistic, and gender diversity. Students will learn to lead and scaffold science investigations that draw on the child’s inherent curiosities and adhere to the core teaching principles set forth by the National Science Teachers Association (NSTA).

The pre-requisites of TAL 435 is required with a minimum GPA of 2.50 is required.

Credits: 3

Annually

TAL 455 Student Teaching and Seminar in Inclusive Early Childhood Education (IECE)

A student teaching semester that prepares reflective teachers to create inclusive early care programs, classrooms and schools for all urban early childhood students. Students participate in every aspect of practice, including planning, implementation and assessment of curriculum and instruction. They immerse themselves in the life of a school/program, recording and thinking about the purposes, complexities and consequences of what they do as teachers in order to learn from their experiences. Students are supervised by a University faculty member and a cooperating teacher in the participating site. Programs, schools and classrooms are chosen with special attention to diversity; placement in an integrated co-teaching teaching classroom (ICT) with students with disabilities is required. Eighty days of student teaching will occur, satisfying NYSED certification requirements for early childhood education and early childhood special education.  Students will complete the edTPA^ portfolio at their student teaching site. The university supervisor will conduct a weekly seminar with student teachers where they will critically examine their work with young children.

Senior status required.

Credits: 6

Annually


CONTACT

School of Education
Dr. Laura Seinfeld, Dean
Laura.Seinfeld@liu.edu