Teaching & Learning

SCHOOL OF EDUCATION

MS Early Childhood/Childhood Education Dual Certification


The Master of Science dual degree in Early Childhood/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 prepared 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 (6 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," "Child Development," and "Beginning Reading and Writing: Emergent Literacy" as well as methods courses in a variety of subject areas aligned with the Early Learning Standards and 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

Core Courses (15 credits)

EDI 600

Psychological Foundations of Education

3.00

EDI 601

Social Foundations of American Education

3.00

EDI 643

Culturally Responsive and Sustaining Education (CR-SE)

3.00

EDI 677

Curriculum Development for the Classroom Teacher

3.00

EDI 700

Introduction to Educational Research

3.00

Co-Related Content (9 credits)

EDS 600

Introduction to the Study of the Exceptional Child and Adolescent (Pre-K to Grade 12)

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 and Practicum (9 credits)

EDI 721

Practicum: Early Childhood Education

3.00

EDI 710A

Supervised Student Teaching and Seminar in Early Childhood and Childhood Education (K-2) & (1-6)

6.00

**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 and learning. Teacher candidates study theories of cognitive development, socio-emotional development, intelligence, motivation, and learning with attention to how individuals develop in these areas throughout childhood. Candidates explore behavioral, cognitive, and constructivist theories of learning and discuss how these theories inform classroom practice (planning for instruction, instructional delivery, classroom management, and assessment of learning). Candidates analyze instructional strategies presented in empirical research and practitioner journals. Candidates observe student and teacher behavior and analyze classroom environments to identify operative psychological theories and principles.

Credits: 3
Every Fall and Spring

EDI 601: Social Foundations of American Education
This course addresses the historical, social, legislative, economic, and philosophical dimensions of American education with particular emphasis on the intersectionality of race, class, gender, linguistic, and cultural diversity, and students with disabilities. Focus is given to developing productive relationships among the school, home, and community for enhancing student learning. It is intended to provide future educators with the knowledge of and appreciation for engaging in continuous professional growth in response to changing policies and legal mandates. This course emphasizes implications of research-based modern educational principles and practices for meeting the needs of the multiple populations with whom candidates will interact in their professional lives. Class discussions are based on primary and secondary sources.
Credits: 3
Every Fall and Spring Delete Summer

EDI 643: Culturally Responsive and Sustaining Education (CR-SE)
This course addresses the principles and practices of culturally responsive and sustaining education. Drawing on the New York State CR-SE framework, the course explores how educators develop their knowledge, skills, and disposition to work with diverse cultures, represented not only in classroom but also in the world, as assets in designing and implementing student-centered learning environments including curriculum, pedagogy, and assessment. Approaching culture as the multiple components of one’s intersectional identity such as race, class, gender, language, sexual orientation, ability, nationality, religion etc., the course explores socio-emotional and cultural aspects of preK-12 grade students¿ growth and development in the context of families and local and global communities. The course provides a critical self-reflexive lens through which educators challenge inequitable systems of access, power, and privilege.
Credits: 3
Every Fall, Spring and Summer

EDI 677: Curriculum Development for the Classroom Teacher
This course explores issues relevant to developing developmentally appropriate curricula and building instructional frameworks for designing lessons and units for PK-12 classrooms. Candidates will explore state and national learning standards, making connections between theory and practice in designing instruction and teaching in small and whole group settings. The course also addresses principles of test construction, modes of authentic assessment (portfolio and performance), aspects of classroom management, design of positive learning environments, and addresses motivation techniques to support the diversity of learners in NY general education classrooms.
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 both in general and special 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 focusing on inclusivity, and academic, behavioral, and social-emotional needs of all students. The research process includes: (1) developing research questions; (2) designing and planning a research study; (3) collecting and analyzing data in ethical ways; (4) presenting findings; and (5) incorporating the findings into practice. By the end of the course, students will be able to use action research in their educational practice aiming to meet the needs of all students through collaboration between special and general educators, other school personnel, and parents. In this course, candidates will write a research proposal on a topic related to either special education or general education; engage in action research focusing on academic, behavioral, and social-emotional components of classroom practice; and write analytical and reflective essays on inclusivity.
Credits: 3
Prerequisite: 12 credits of EDI /EDS required
Every Fall

EDS 600: Introduction to the Study of the Exceptional Child / Adolescent (PK- Grade 12)
This course provides a basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality is included in course content. Specific reference will be given to an overview of various disabilities and to a system of classification and criteria of classification. Neurotypical cognitive and physical development are addressed as a basis of comparison.
Credits:3
Every Fall, Spring, and Summer 

EDS 605: Beginning Reading and 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 Summer

EDS 610: Literacy Teaching and Learning
The course introduces a study of strategies and resources in childhood language acquisition and the teaching of literacy for elementary school children, specifically attending to the diverse population of students served in NY public schools. The newest techniques and research findings will be discussed. Students will observe, plan and instruct sample literacy lessons.
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 approaches, model development, organizational patterns and teaching strategies are examined through current research.
Credits: 3 Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601
Every Fall and Spring
 

EDI 613: Teaching Mathematics in Grades 1-6
Educational and psychological dimensions of learning and teaching mathematics in grades 1-6 are examined within the context of current trends and educational policy as it relates to mathematics education. Mathematics instruction will be explicitly discussed, and systematic approaches analyzed. The development of mathematics concepts and understandings is explored through relevant activities and materials. Model programs and teaching approaches are discussed considering current recommendations for mathematics education.
Credits: 3 Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601
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 considering 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.
Credits: 3 Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601
Every Spring and Summer

EDI 615: Early Childhood Curriculum: Birth to Preschool
This course is an examination of models, principles, curriculum and practices of developmentally appropriate caregiving and classroom teaching with an emphasis on knowledge, skills and dispositions necessary to plan and facilitate development young children from birth through 2nd grade. Emphasis is given to engaging children from diverse backgrounds, with particular emphasis on race, class, gender, linguistic and cultural diversity, and students with disabilities.
Credits: 3 Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601, and EDI 604
Every Fall 

EDI 639: Play in the Curriculum
Students will gain an understanding of the direct link between play and early childhood development. The course 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. Emphasis is given to engaging children from diverse backgrounds, with particular emphasis on race, class, gender, linguistic and cultural diversity, and students with disabilities.
Credits: 3 Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601, and EDI 604
Every Summer

EDI 721:  Practicum: Early Childhood Education 
Designed to give students a deeper understanding of the aspects of quality early childhood programs. With the support of an early childhood mentor, candidates will observe and engage in meaningful interactions with preschoolers, as well as participate in the life of a preschool community. Candidates will prepare and implement activities that support the physical, Intellectual, sensory, creative, emotional, and spiritual needs of preschool children in general education and/or inclusion settings.
Credits: 3 Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601, EDI 604, and EDI 615
Every Summer

EDI 710A Supervised Student Teaching and Seminar in Early Childhood and Childhood Education 
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 a kindergarten - 2nd grade classrooms and the other half is in a 4th through 6th grade classroom. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Credits: 6 Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601, EDI 604, and EDI 615
Every Summer

CONTACT

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