College of Education
Department of Teaching and Learning
Early Childhood Education & Early Childhood Special Education, Bachelor of Science in Education
In addition to University Requirements:
- At least 89 units of major requirements
- Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements
- Elective courses, if needed, to reach an overall total of at least 120 units
Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):
- ECI 316, ECI 317, ECI 318, ECI 319, ECI 402, ECI 403, ECI 409, ECI 410, ECI 490C
- ESE 320, ESE 415, ESE 420, ESE 430, ESE 435, ESE 438, ESE 440, ESE 491
- EPS 324
- BME 331W
Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.
|Minimum Units for Completion
|Highest Mathematics Required
|Additional Admission Requirements
|Student Teaching/Supervised Teaching
|University Honors Program
|Progression Plan Link
||View Progression Plan
The B.S.Ed. Dual Certification in Early Childhood Education and Early Childhood Special Education leads to Arizona teacher dual certification, providing candidates with the necessary foundation to teach young children age’s birth to 8. This nationally recognized program emphasizes sound pedagogical practices while stressing the skills, knowledge, and dispositions necessary to enter the field of education with confidence. Candidates engage in a purposeful program of study grounded in theory and infused with practical experiences in schools. Candidates complete foundational coursework in mathematics, educational foundations, political science, bilingual and multi-cultural education, educational psychology, special education, and curriculum and instruction. Throughout the program of study, students participate in rich practica experiences and the degree culminates with student teaching in kindergarten through grade three placements.
Throughout the program of study, candidates demonstrate outcomes aligned to standards affiliated with the Council for the Accreditation of Educator Preparation, the National Association for the Education of Young Children (NAEYC), the Council for Exceptional Children (CEC), the Interstate New Teacher Assessment and Support Consortium, and the International Society for Educational Technology (ISTE). Nationally recognized by NAEYC and CEC, the program is designed to: promote child development and learning; build family and community relationships; use a variety of assessment strategies to support young children and families; promote developmentally effective teaching and learning approaches, use content knowledge to build meaningful curriculum, and identify and conduct themselves as members of the early childhood profession.
Candidates who complete this program will be prepared to join the next wave of early childhood educators—people who will dramatically shape and influence the lives of children in educational venues, as well as non-profits, state and national agencies, and other venues.
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the National Association for the Education of Young Children (NAEYC), the Council for Exceptional Children (CEC), and the Interstate New Teacher Assessment and Support Consortium (InTASC) are included.
Grounded in a strong child development knowledge base this degree program enables candidates to use their understanding of young children's characteristics and needs, and multiple interacting influences on children's development and learning. This knowledge prepares the candidates to create environments that are healthy, respectful, supportive, and challenging for each child.
- Graduates of this program will be able to integrate their understanding of developmental processes and individual variance in their instructional practice by:
- Candidates will demonstrate a thorough understanding of patterns and variations in child development of young children birth through age 8.
- Candidates will design healthy, respective, supportive and challenging learning environments for young children based on their knowledge of child development.
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
- Graduates of this program will be able to effectively engage families and communities in support of children’s growth and development by:
- Candidates will demonstrate a deep understanding how families and communities promote resilience and protective factors that ameliorate risk in young children.
- Candidates will actively engage with families and communities to promote positive child outcomes by demonstrating communication skills that promote reciprocity and respect.
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to influence the development of every child in a positive manner.
- Graduates of this program will be able to use assessment practices for multiple purposes focused on improving learning outcomes for students by:
- Candidates will demonstrate an understanding of the purpose, uses and processes of assessment in early childhood education.
- Candidates will demonstrate the skills required to conduct a range of assessments including: observation, screening, criterion- and norm-referenced assessments, monitoring child progress, and evaluating intervention strategies and learning environments.
- Candidates will appropriately integrate technology in assessment practices, including basic assistive technology.
Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
- Graduates of this program will be able to select and implement appropriate instructional practices for young children by:
- Candidates will use evidence-based instructional practices that are developmentally appropriate.
- Candidates will create opportunities for young children to develop and sustain relationships with others in their natural environments.
- Candidates will demonstrate the ability to effectively use technology that promotes learning and functioning.
- Candidates will demonstrate the ability to reflect upon their practice and make modifications as appropriate.
Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
- Graduates of this program will be make curricular decisions that are informed by professional and state learning standards and conform to current content knowledge across disciplines by:
- Candidates will demonstrate a thorough content knowledge and resources across the curriculum in language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
- Candidates will be able to develop lessons and units that reflect central concepts, inquiry tools, and structures of academic discipline, and are able to integrate these content areas appropriately.
- Candidates will demonstrate knowledge of early learning standards, professional standards and content areas to design, implement and evaluate developmentally meaningful and challenging curriculum for each child.
Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
Graduates of this program will be able to conduct themselves in a professional manner that is collaborative and reflective and will pursue excellence in the profession by:
- Candidates will adhere to professional standards set forth by the National Association of Education of Young Children and the Council for Exceptional Children/Division of Early Childhood.
- Candidates will engage in continuous, collaborative learning to inform practice, and integrate technology appropriately.
- Graduates will collaborate with community partners and advocate for young children and their families.
Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).