- The Richard W. Riley College of Education and Human Sciences
- BS in Elementary Education
- Master of Arts in Teaching (MAT) in Elementary Education
- Master of Arts in Teaching (MAT) in Special Education (K- Age 21)
- Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Semester)
- BS in Early Childhood Studies
- MS in Developmental Psychology
- MS in Early Childhood Studies (Semester)
- MS in Education (Semester)
- MS in Health Education and Promotion
- MS in Higher Education (Semester)
- MS in Instructional Design and Technology (Semester)
- MS in Applied Behavior Analysis
- MS in Psychology
- Education Specialist (EdS) in Curriculum, Instruction, and Assessment
- Education Specialist (EdS) in Early Childhood Education
- Education Specialist (EdS) in Educational Administration and Leadership
- Education Specialist (EdS) in Educational Technology
- Education Specialist (EdS) in Learning, Instruction, and Innovation
- Education Specialist (EdS) in Reading, Literacy, and Assessment
- Education Specialist (EdS) in Special Education
- Doctor of Education (EdD)
- PhD in Developmental Psychology
- PhD in Education
- PhD in Health Education and Promotion
- BS in Child Development
- MS in Instructional Design and Technology (Quarter)
- MS in Education (Quarter)
- Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Quarter)
- MS in Early Childhood Studies
- MS in Higher Education (Quarter)
For students beginning their program prior to May 27, 2024.
In this program, students gain the knowledge and leadership skills necessary for emerging roles in the field. The program allows students to deepen their understanding of child development and learning, and effective programs and practices, as well as explore current issues and trends.
Through field experience, students gain guided practice and experience as they learn how play, creativity, and the content areas of language arts, social studies, math, and science can draw on and promote children’s curiosity, individual interests, and positive attitudes toward learning. Throughout the entire program experience, students will learn to become skillful communicators, team members, relationship-builders, and collaborators with families, colleagues, and agencies. Knowledge gained regarding equity and inclusion will help students to become advocates for social change in the field of early childhood.
Note: The MS in Early Childhood Studies program is offered in two different learning modalities: the course-based modality and the competency-based modality, Tempo Learning®.
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Learning Outcomes
At the end of this program, educator professionals will be able to:
- Explain practices that promote healthy child development in diverse populations.
- Evaluate inquiry-based child-centered practices that promote play, creativity, and individual growth, exploration and discovery.
- Develop meaningful learning experiences that are responsive to the individual strengths and needs of children.
- Analyze assessment processes used to promote positive outcomes for every child.
- Analyze effective partnerships that foster children’s healthy development and learning.
- Analyze current research to inform best practices in early childhood education.
- Evaluate one’s professional growth as a leader and advocate in the early childhood field.
- Create opportunities for positive social change as a leader and advocate within the field of early childhood.
Course-Based Program
Degree Requirements
- 30–36 total semester credits (30 semester credits General program; 36 semester credits Early Childhood Administration, Management, and Leadership specialization)
- Foundation course (3 semester credits)
- Core courses (24 semester credits)
- Specialization courses (6 semester credits)
- Capstone (3 semester credits)
Core Curriculum
Foundation Course (3 semester credits)
- Students may take this as a non-degree course.
Core Courses (24 semester credits)
- Students may take this as a non-degree course.
- Students may take this as a non-degree course.
- Students may take this as a non-degree course.
- Students may take this as a non-degree course.
- Students may take this as a non-degree course.
Specialization Courses (6 semester credits)
These courses are dependent upon the particular specialization. Please see the course list on each specialization page.
Specializations Not Currently Accepting New Students
Capstone Course (3 semester credits)
Course Sequence
The recommended course sequence is as follows:
Semester | Course | Credits |
---|---|---|
Semester 1 |
EDUC 6003 - Foundations of Early Childhood Professionalism |
3 semester credits |
EDUC 6101 - The Developing Brain and the Young Child |
3 semester credits | |
Semester 2 |
EDUC 6102 - Family and Community Partnerships |
3 semester credits |
EDUC 6103 - Play and Creativity |
3 semester credits | |
Semester 3 |
EDUC 6104 - Engaging Environments |
3 semester credits |
EDUC 6106 - Meaningful Curriculum P–3 |
3 semester credits | |
Semester 4 |
EDUC 6107 - Observation and Assessment 0–8 |
3 semester credits |
EDUC 6108 - Intentional and Responsive Practice in the Content Areas P–3 |
3 semester credits | |
Semester 5–6 |
EDUC 6109 - Meaningful Learning Experiences: P–3 |
3 semester credits |
Specialization Course |
3 semester credits | |
Specialization Course |
3 semester credits | |
EDUC 6918 - Capstone: Leadership and Advocacy in the Early Childhood Field |
3 semester credits |