The early childhood education program is designed to prepare and certify teacher candidates to teach young children in preschool, kindergarten and grades 1-3. The yearlong internship during the final two semesters takes place in two settings: one in prekindergarten or kindergarten and one in a primary classroom. Beginning in the prerequisite phase, students have the unique opportunity to observe in the Georgetown Hill at Hood College Lab School on campus, which offers preschool for children ages 2-4. The ECE program includes many field experiences and is based conceptually on the InTASC Standards and the National Association for the Education of Young Children (NAEYC) Standards as well as on the Maryland State Department of Education's "Redesign of Teacher Education".
The early childhood education major is divided into sequential steps consisting of Prerequisite, Phase I, Phase II and Phase III. The departmental unit assessment plan features a checkpoint at each step through which students must pass before advancing to the next phase.
The minimum requirement for a major in early childhood education is the successful completion of Phase II coursework and field experiences. Completion of the certification program is contingent upon completion of Phase III and upon meeting Maryland’s minimum passing score on the Praxis II tests specific to early childhood education and attaining a rating of "Proficient" or higher on the Exit Folio.
Course Requirements for the Program
The ECE certification program requires students to demonstrate multidisciplinary breadth by completing:
- 9 credits in English
- 12 credits in science (at least one course in biological science and at least one course in physical science)
- 12 credits in mathematics (to include MATH 106; MATH 107; MATH 108; and MATH 112 or PSY 211)
- 9 credits in social studies to include U.S. History and Introduction to Psychology
Some Core Curriculum courses may satisfy the requirements for multidisciplinary breadth.
Prerequisite Phase:
The courses in the prerequisite portion of the early childhood education program prepare students for the professional sequences in Phases I, II and III. Along with these prerequisite courses, students must complete field experiences in designated Professional Development Schools (PDSs) and at the Georgetown Hill at Hood College Lab School. While completing prerequisite courses, students must obtain Maryland’s minimum passing score on Praxis Core or MSDE equivalent.
| EDUC 204 | Foundations of Education in a Diverse Society | 3.0 |
| EDUC 223 | Child Development | 3.0 |
| EDUC 224 | Processes and Acquisition of Literacy | 3.0 |
| EDUC 236 | Children & Youth with Exceptionalities | 3.0 |
Phase I:
Entry to Phase I is contingent upon (1) successful completion of prerequisite courses with no grade lower than a "C" and an Education GPA of at least 2.75, (2) a Composite GPA and Hood Overall GPA of at least 3.0* or a Hood Overall GPA of 2.75 and a qualifying score on Maryland’s Basic Skills Assessment, (3) successful performance in prerequisite field experiences, (4) submission of the Phase I application, (5) endorsement by the Program Advisory Council, and (6) being in good campus judicial standing.
* If a student elects to meet Maryland’s Basic Skills requirement via a 3.0 GPA, the student must maintain a Composite GPA and an Overall GPA of at least 3.0 at all times. If either GPA drops below 3.0, the student will need to submit qualifying test scores before the student may advance to the next phase of the program. Furthermore, it is the student’s responsibility to monitor the GPA.
| EDUC 306 | Principles of Lesson Planning | 1.0 |
| EDUC 316 | Instruction in Literacy | 3.0 |
| EDUC 320 | Science Curriculum, Methods, Materials, and Assessment | 3.0 |
| EDUC 323 | Infants and Toddlers: Foundations and Methods | 3.0 |
| EDUC 324 | Theory & Practice in Early Childhood Education | 3.0 |
| EDUC 330 | Social Studies Curriculum, Methods, Materials, and Assessment | 3.0 |
Phase I Internship Requirement:
Additionally, 2.0 credits of
EDUC 399 are required.
Phase II:
Entry to Phase II is contingent upon (1) successful completion of Phase I courses with no grade lower than a "C", (2) successful performance in Phase I field experiences, (3) minimum 2.75 G.P.A. overall and in education courses, (4) submission of the Phase II application, (5) endorsement by the Program Advisory Council, and (6) being in good campus judicial standing. Phase II is the initial semester of the yearlong internship. Students participate in full-time course work and field experiences in a designated PDS. Phase II courses are only open to students admitted to the yearlong internship. Phase II courses must be taken concurrently. When Phase II students are not in class, they are interning in a PDS. Upon the completion of Phase II, students are encouraged to take their PRAXIS II tests specific to early childhood education certification.
| EDUC 417 | Materials for Teaching Literacy | 3.0 |
| EDUC 421 | Mathematics Curriculum, Methods, Materials, Assessment | 3.0 |
| EDUC 440 | Assessment of Literacy | 3.0 |
| EDUC 447 | Classroom Organization and Management | 3.0 |
| EDUC 448A | Phase II Internship in Pre-K/Kindergarten | 2.0 |
| | or | |
| EDUC 448B | Phase II Internship in Primary Grades | 2.0 |
| EDUC 450 | Introduction to Teaching Internship | 1.0 |
Phase III:
Entry into Phase III is contingent upon (1) successful completion of Phase II courses with no grade below a "C", (2) successful performance in Phase II internship, (3) minimum 2.75 G.P.A. overall and in education courses, (4) submission of the Phase III application, (5) endorsement by the Program Advisory Council, and (6) being in good campus judicial standing. The student will be engaged in a full-time teaching internship in designated PDSs. Phase III courses are only open to students who have successfully completed Phase II and have been approved to continue in the yearlong internship. Toward the end of Phase III and in partial fulfillment of program requirements, the student submits edTPA which must be passed according to department and state requirements. Completion of Phase III and the certification program is contingent upon meeting Maryland’s minimum passing score on the Praxis II tests specific to early childhood education certification.
| EDUC 459A | Phase III Internship in PreK/Kindergarten | 12.0 |
| | or | |
| EDUC 459B | Phase III Internship in Primary Grades | 12.0 |
| | | |
| EDUC 460 | Professional Development Seminar | 3.0 |
Requirements for Major with Optional Special Education Focus
The Early Childhood Education (ECE) major with the special education focus prepares ECE teacher candidates to work with students with disabilities within the early childhood classroom environment. This focus does not lead to special education certification, however, it is intended to provide ECE teacher candidates with the skills, knowledge, and dispositions needed to fully include students with disabilities in the general early childhood classroom. Teacher candidates completing the ECE major with the special education focus will successfully (with no grade lower than a "C") complete all of the ECE major requirements plus the following three special education courses:
Requirements List
| EDUC 353 | Assistive Technology for Students with Disabilities | 3.0 |
| EDUC 354 | Special Education: Curriculum, Methods and Materials | 3.0 |
| EDUC 373 | Assessment Diagnosis & Prescription in Special Education | 3.0 |
Additional Special Education Internship
In addition to these courses, the ECE major with the special education focus requires an additional special education internship requirement during the second semester of Phase I. This special education internship may be completed in one of the following ways:
1. Complete the EDUC 399 internship in an inclusive ECE classroom in a pre-K, Kindergarten, Grade 1, Grade 2, or Grade 3 classroom in a Professional Development School. Phase I internships require 3 ½ hours per week, however, additional time may be necessary to complete all of the requirements of the ECE and special education courses.
2. Participate in two separate internships, one in the Georgetown Hill at Hood College Lab School and one in a special education classroom in a Professional Development School (grades pre-K -grade 3). This would require the teacher candidate to attend each placement for 3 ½ hours per week. Teacher candidates who choose this option may register for 2 credits of EDUC 399 in a single semester.