Curriculum and Instruction

MS Childhood Education/Early Childhood Dual Certification


The Master of Science dual degree in Childhood Education/Early Childhood Education prepares professional teachers and leaders to work with children from birth to grade 6. Graduates develop multiple lenses to view children’s growth and development, care and education, methods of assessment, and diverse educational environments in a child-centered program. Candidates will be trained to work in a variety of educational settings, including public and private schools, Head Start programs, child development and child care centers and other programs related to the education of children through grade 6. The program is designed for individuals who have earned a bachelor's degree from an accredited university or college and who wish to begin a new career as a certified school teacher. Upon graduation, candidates will be eligible for Initial Teaching Certification from New York State. In addition, current teachers who have bachelor's degrees in education and Initial Teaching Certification may use this program to expand their expertise from Birth to sixth grade. This program meets the New York State master's degree requirements for Professional Teaching Certification. The M.S. degree curriculum comprises 14 education courses (42 credits), Practicum in Early Childhood in a Preschool Context (3 credits), and Supervised Student Teaching and Seminar in Childhood (3 credits). In the required courses candidates will study the physical, intellectual, emotional and social development of children, including culturally diverse populations. Candidates will gain an understanding of the theory and practice of teaching language arts -- reading, writing, listening, and speaking -- in the early childhood and childhood classroom. The curriculum includes courses in "The Psychological Foundations of Education," "Creative Expression for Early Childhood," "Child Development," and "Beginning Reading and Writing: Emergent Literacy" as well as methods courses in a variety of subject areas aligned with the Next Generation Learning Standards. After completing all degree requirements successfully passing New York State Licensure tests (EAS, CST and edTPA) and completing all seminars listed below, candidates will be awarded Initial Teaching Certification by the New York State Department of Education (NYSED) in Early Childhood (Birth-Grade 2) and Childhood Education (Grades 1-6). • Child Abuse SAVE (Schools Against Violence Education Act) • • DASA (Dignity for All Students Act) • Health and Substance Abuse If the candidate is a certified teacher with three years of teaching experience, he or she will be eligible to apply for Professional Teaching Certification upon completion of the program. Please refer to the NYSED certification website (www.highered.nysed.gov/tcert/) for the most up to date changes in certification requirements.



Program Requirements

Requirements (51-54 Credits)

Core Courses (18 credits)** must be taken prior to co-related and pedagogical core

EDI 600

Psychological Foundations of Education

3.00

EDI 601

Social Foundations of American Education

3.00

EDI 604

Child Development Birth to Grade 2

3.00

EDI 643

Education for Cultural Diversity

3.00

EDI 677

Curriculum Development for Teachers

3.00

EDI 700

Introduction of Educational Research

3.00

Co-Related Content (9 credits)**

EDS 600

Introduction into the Study of the Exceptional Child and Adolescent

3.00

EDS 605

Beginning Reading and Writing: Emergent Literacy

3.00

EDS 610

Literacy Teaching and Learning: Birth to Grade 6

3.00

Pedagogical Core (15 credits)**

EDI 612

Teaching Social Studies in Grades 1-6

3.00

EDI 613

Teaching Mathematics in Grades 1-6

3.00

EDI 614

Teaching Science in Grades 1-6

3.00

EDI 615

Early Childhood Curriculum: Birth to Preschool

3.00

EDI 639

Play in the Curriculum

3.00

Student Teaching & Practicum

EDI 710A

Supervised Student Teaching and Seminar in the Childhood Education (K-2 and Grades 1-6)

6.00

EDI 721

Practicum in Early Childhood in a Preschool Context

3.00

Culminating Experience (0-3 Credits): Student can choose one of three culminating experiences:

Final Project (0 credits), required if applying for teacher certification

Comprehensive Exam (0 credits)

EDI 705

Thesis Seminar

3.00

**A grade of B- or higher is required in all education courses



Courses

EDI 600 Psychological Foundations of Education This course is designed to introduce students to psychological theories and principles which affect teaching, learning and development. Students have the opportunity to observe student and teacher behavior as well as classroom environments in order to identify operative psychological theories and principles.

Credits: 3

Every Fall and Spring



EDI 601 Social Foundations of American Education

This course introduces students to the social, economic, political and intellectual foundations of American education. It describes the development of the American school system in a rapidly changing environment, with emphasis on the relationship between education and society. Main topics to be explored are the structure and purposes of schooling, the professionalization of teaching, educational policy making and school social factors influencing teaching and learning, and the relationship between education and work. Class discussions are based upon both primary and secondary sources.

Credits: 3

Every Fall, Spring and Summer



EDI 604 Early Child Development: Birth to Grade 2

Scientific findings on the physical, intellectual, emotional and social development of young children, birth to grade two are examined. The integration of perception, cognition and the growth of the total personality are stressed, and their significance for teaching and guidance processes is emphasized.

Credits: 3 Every Fall




EDI 612 Teaching Social Studies in Grades 1-6 

This course examines social studies curriculum development through examination of theory and current practices in the school. Inquiry approach, model development, organizational patterns and teaching strategies are examined through current research.

Prerequisite of EDI 600 and 601 are required. Credits: 3

Every Fall, Spring and Summer




EDI 613 Teaching Mathematics in Grades 1-6 

Educational and psychological dimensions of learning and teaching mathematics in grades K-6 are examined in the context of current trends in mathematics education. The development of mathematics concepts and understandings is explored through relevant activities and materials. Model programs and teaching approaches are discussed in light of current recommendations for mathematics education.

Prerequisite of EDI 600 and 601 are required. Credits: 3

Every Fall and Spring

EDI 614 Teaching Science in Grades 1-6

This course is an examination of existing programs, materials and problems of science education in the light of current psychological and philosophical theories. Development of science activities with emphasis on the process of science, conceptual understanding, meeting individual differences, discovery approach and utilization of inexpensive, easily available materials for experiments and demonstrations are covered.

Prerequisite of EDI 600 and 601 are required. Credits: 3

Every Fall, Spring and Summer

 



EDI 615 Early Childhood Curriculum: Birth to Preschool

Models, principles, curriculum and practices of developmentally appropriate infant, toddler and preschool care giving; emphasis on knowledge, skills and dispositions necessary to plan and facilitate development of infants, toddlers and preschoolers.

Prerequisite of EDI 600, 601 and 604 are required.

Credits: 3 Every Spring



EDI 639 Play In the Curriculum

Students will gain an understanding of the direct link between play and early childhood development. It will explore the connection between how play supports the curriculum and how the curriculum supports play. The focus will be on theories of play with the goal of developing the

whole child.

Prerequisite of EDI 600, 601 and 604 are required.

Credits: 3 Every Fall

 

EDI 643 Education for Cultural Diversity

The principles and practices of multicultural education are studied in this course, which provides a practical approach to implementation of a culturally diverse Curriculum and Instruction.

Major issues covered include human rights, involvement of parents and the community, criteria for multicultural curricula, assessment and evaluation strategies, global issues in education, and formulating an agenda for educational and social action.

Pre or Co requisite(s): EDI 601 or 655 and EDI 600 or 551

Credits: 3

Every Fall and Spring

EDI 677 Curriculum Development for the Classroom Teacher

This course examines principles of curriculum construction, planning, development and justification in relationship to historical, theoretical and practical considerations of purpose, content and the organization of educational experiences.

Consideration is given to principles of curriculum research and evaluation. The course embraces concerns of the school and non-school settings for educational experiences.

Credits: 3

Every Fall and Spring

EDI 700 Introduction to Educational Research 

This course is designed to provide a broad understanding of the theories and practices of teacher action research in education. Students will be introduced to the theoretical background underlying teacher action research and engage in analytic and practical activities designed to demonstrate a systematic and reflexive inquiry into classroom practice. Components include (1) developing research questions, (2) designing and planning a meaningful research study, (3) collecting and analyzing data in ethical ways, (4) representing findings, and (5) incorporating the findings into practice. By the end of the course, students will know how to use action research in their educational practice.

Prerequisite: 12 credits of EDI/EDS required Credits: 3

Every Fall and Spring

 

EDI 721 Practicum Early Childhood Education

Designed to give students a deeper understanding of the aspects of quality early childhood programs. Students will observe in a variety of early childhood settings and will analyze their findings in keeping with relevant research in the field. The physical, intellectual, sensual, creative, emotional and spiritual needs of young children in general education and inclusion settings will be explored in depth.

Credits: 3

Every Fall, Spring and Summer

EDS 600 Introduction to the Study of the Exceptional Child and Adolescent

A basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality. Specific reference will be given to an overview of disability and impairment and to a system of classification and criteria of classification. Credits: 3

Every Fall and Spring

EDS 605 Beginning Reading & Writing Emergent Literacy

This course is designed for teachers who will learn about the teaching of language arts - reading, writing, listening and speaking in the early childhood classroom. This course will acquaint teachers with scientifically based research, theory, principles, practices, strategies, techniques and tools that are appropriate when considering literacy development in the early years (birth through second grade). The stages of child development and language acquisition will provide the framework for observing children's literacy development and determining appropriate approaches to literacy instruction.

Credits: 3 Every Fall

EDS 610 Literacy Teaching and Learning: Birth- Grade 6

A study of strategies and resources in childhood language acquisition and the teaching of literacy for elementary school children. The newest techniques and research findings will be discussed. Students will observe, plan and instruct sample literacy lessons.

Credits: 3

Every Fall and Spring

EDI 710A Supervised Student Teaching & Seminar in Early Childhood (K-2) & Childhood (GR 1-6)

This course is the systematic, extended observation and student teaching experience under supervision in a selected private or public school. Half of the experience is in kindergarten through grade three, and the other half is in grades four through six. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.

Credits: 3

Every Fall and Spring



CONTACT

College of Education, Information, and Technology
post-educate@liu.edu