Early Childhood Education, M.S.
Program Overview
The Master’s Degree in Early Childhood Education is designed to prepare New York State certified teachers of Early Childhood (Birth-Grade 2). Students receive preparation in the foundations of early childhood education, methods of instruction in the early childhood classroom, including coursework that focuses specifically on methods of teaching early literacy, science, mathematics, play, music, and movement. Students are also given the opportunity to engage in “teacher as researcher” experiences.
In addition, the curriculum is designed to provide students with critical skills through fieldwork experience and meaningful hands-on opportunities to apply theory to practice; develop skills such as effective communication, the designing and conducting of needs assessment, the implementing of principles of teaching and learning; the selection of appropriate instructional materials, and the principles of protocol and ethics.
PROGRAM REQUIREMENTS
PROGRAM REQUIREMENTS
The M.S. in Early Childhood program is open to individuals who have a bachelor’s degree from an accredited institution of higher education and a GPA of 3.0.
Applicants will be expected to possess the appropriate number of liberal arts and sciences credits as determined by New York State’s most updated regulations (generally 6 credits in English, 6 credits in History/Social Studies, 6 credits in the sciences, and 6 credits in mathematics) plus a concentration or the equivalent in the liberal arts and sciences, and may have to take additional coursework in the liberal arts and sciences if deficient.
PROGRAM LEARNING OBJECTIVES
PROGRAM LEARNING OBJECTIVES
PLO 1: Teacher candidates demonstrate the ability to recognize the range of individual differences in how students learn and customize instruction to accommodate such diversity.
PLO 2: Teacher candidates demonstrate the ability to develop culturally responsive curriculum and instruction that draws on linguistic and cultural diversity, as well as family background and community values as assets that can be used to promote learning.
PLO 3: Teacher candidates demonstrate the ability to maintain an inclusive learning environment that promotes positive social interactions, acceptance, collaboration, mutual respect, multicultural awareness, an appreciation of diversity, and a concern for others.
PLO 4: Teacher candidates demonstrate an understanding of the central concepts, principles, tools of inquiry, and structures of the disciplinary areas that they teach and create meaningful learning experiences to ensure learner mastery of the content.
PLO 5: Teacher candidates demonstrate the ability to make content knowledge relevant to learners by connecting it to local, state, national, and global issues.
PLO 6: Teacher candidates demonstrate the ability to align lessons with NYS curricular standards for college readiness and successful performance on state-mandated tests.
PLO 7: Teacher candidates demonstrate the ability to use a variety of instructional strategies to engage, motivate; promote critical thinking, self-directed learning, creativity, and collaborative problem solving to extend learners’ understanding of the content areas.
PLO 8: Teacher candidates demonstrate the ability to integrate new technologies across content areas to deliver instruction in meaningful ways and add value to the overall learning experience.
PLO 9: Teacher candidates demonstrate an understanding of the uses, strengths, and limitations of various forms of assessment practices to document learner progress and adjust instruction as needed.
PLO 10: Teacher candidates support the academic, social, and emotional development of all students through dispositions such as acceptance, empathy, caring, fairness, student advocacy, and the belief that all students can learn.
PLO 11: Teacher candidates demonstrate the ability to be self-reflective and use this knowledge to seek critical feedback, enhance their repertoire of teaching skills, and pursue professional development opportunities in the best interest of learners.
PLO 12: Teacher candidates demonstrate the ability to foster positive interactions and collaborate with progressional colleagues and school personnel in support of student learning, development, and well-being.
CURRICULUM HIGHLIGHTS
CURRICULUM HIGHLIGHTS
Upon successful completion of the program, candidates will be eligible for an official Institutional Recommendation for New York State Initial Certification in Early Childhood Education (Birth-Grade 2). To complete NYS Certification, students must pass New York State Certification Examinations and complete mandated workshops. Graduates qualify for positions as early childhood education teachers, as well as non-classroom careers with higher education institutions and community and government agencies.
CAREER OPPORTUNITIES
CAREER OPPORTUNITIES
🧑🏫 Early Childhood Teacher (Birth–Grade 2)
• Teach young children foundational skills in literacy, mathematics, science, and social development
• Design engaging, play-based, and developmentally appropriate learning experiences
• Support the social, emotional, and cognitive development of young learners
📚 Early Literacy or Curriculum Specialist
• Develop early childhood curricula and literacy programs
• Support teachers in implementing effective instructional strategies
• Promote language development and early reading skills
👶 Preschool or Pre-K Program Director
• Oversee early childhood education programs in schools or childcare centers
• Manage staff, curriculum planning, and program quality
• Ensure programs meet educational standards and support child development
🧠 Early Childhood Intervention Specialist
• Support young children with developmental delays or learning challenges
• Work with families, teachers, and specialists to design intervention plans
• Promote healthy development and early learning success
🏫 Instructional Coach or Education Program Coordinator
• Mentor teachers in early childhood classrooms
• Lead professional development and instructional improvement initiatives
• Support schools and organizations in implementing high-quality early childhood programs