Early Childhood Education
Department of - Curriculum & Teaching
Contact Information
212.678.3860
212.678.4048
Professor Souto-Manning
Program Description
Master of Arts
There are three initial certification programs in Early Childhood Education:
The course of study for the M.A. in Early Childhood Education (ECED-INIT) leads to initial certification in Early Childhood Education (birth-8 years). The course of study for the M.A. in Early Childhood Special Education (ECSE-INIT) leads to initial certification as a Teacher of Students with Disabilities, Early Childhood (birth-8 years).
Students with backgrounds in elementary education or with no previous coursework in education must complete at least 40 points in order to obtain the Master of Arts degree and the department’s recommendation for initial certification.
The course of study in Dual Certification: Early Childhood Education/Early Childhood/Special Education (ECSE-DUAL) leads to initial certification as both an Early Childhood Education teacher and a Teacher of Students with Disabilities in Early Childhood (birth-8 years). Stu-dents must complete at least 48 points in order to obtain the Master of Arts degree and the department’s recommendation for initial dual certification.
Students in these programs are prepared to teach in diverse and inclusive environments, including homes, schools, and other community settings, which serve children from birth to age 8 and their families. Child-centered and culturally sensitive practices are emphasized throughout the program, focusing on the need for multiple methods of instruction to accommodate a broad range of learners. Through a curriculum that integrates general and special early childhood education content, we aim to enable our initial certification students to become outstanding early childhood teachers, decision makers, and intellectual and ethical leaders. Honoring the importance of understanding children’s development and learning in context, the Master of Arts program emphasizes collaboration with families and other professionals and considers policies that affect families’ access to desirable services, especially in urban settings. Our students participate in several field experiences, which serve as the foundation from which theories about development, learning, and curriculum come to life and through which teachers begin to construct their professional practice.
Master of Education
Early Childhood Policy
The Master of Education (Ed.M.) with an Early Childhood Policy concentration is designed to give students a firm grounding in early childhood pedagogy, programs, and practice as well as in policy analysis and policy making related to young children and their families. Students will combine theoretical knowledge with practice in the policy field; they will also become familiar with an array of policy issues impacting contemporary child and family life. While the focus of this work is on U.S. policy, there will be opportunity for international and comparative work as well.
Doctor of Education (Early Childhood Education)
At the doctoral level, the specialization in Early Childhood Education prepares candidates for college teaching, research, policy, and other leadership positions in early childhood education. The program is highly selective, aiming to identify and train individuals whose prior education and experience, whether or not it has been specifically in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities.
Early Childhood Policy
The Doctor of Education (Ed.D.) concentration in Early Childhood Policy prepares candidates for leadership positions, college teaching, and research in early childhood policy. The concentration is highly selective, aiming to identify and train individuals whose prior education and experience, whether or not it has been specifically in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities. Combining rigorous methodological, conceptual, and practical interdis-ciplinary experiences, the program is designed for those interested in shaping the policy agenda for young children and their families. It is predicated on the principle that undergirding all policy work, candidates must have thorough understandings of both substantive content (early childhood practices, pedagogy, and theory) and research skills. While the focus of this program is on U.S. early childhood policy, there will be opportunity for international and comparative work.
Early Childhood Special Education
The Department of Curriculum and Teaching offers a doctoral concentration in Early Childhood Special Education, within the Early Childhood Education specialization. This concentration prepares students for careers related to leadership and advocacy in the field, research and scholarship, and higher education and teacher preparation programs. Core courses emphasize theory and foundations in general and special early childhood education and research methods and training. Seminars and advanced practica focus on special topics in the field. Opportunities for involvement in faculty-sponsored research and professional development activities are an integral part of the program concentration.
Degree Summary
EARLY CHILDHOOD EDUCATION-INITIAL CERTIFICATION (ECED-INIT)
- Master of Arts (M.A.)
EARLY CHILDHOOD EDUCATION/SPECIAL EDUCATION-INITIAL CERTIFICATION (ECSE-INIT)
- Master of Arts (M.A.)
EARLY CHILDHOOD EDUCATION- SPECIAL EDUCATION/DUAL CERTIFICATION- INITIAL (ECSE-DUAL)
- Master of Arts (M.A.)
EARLY CHILDHOOD EDUCATION (ECED)
- Master of Education (Ed.M.)*
- Doctor of Education (Ed.D.)
*Early Childhood Policy only
For a complete listing of degree requirements, please click the "Degrees" tab above
For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document
Degree Requirements
Master of Arts-Initial Certification
Course requirements for M.A. students seeking initial certification as early childhood teachers (birth–8 years):
Core Courses
- C&T 4080 Risk and resilience in early development (2)
- C&T 4112 Integrated curriculum in early childhood education (6)
- C&T 4708 Student teaching- infancy and early childhood (two terms) (6)
- C&T 5118 Infant and toddler development and practice (3)
Methods Courses
- A&HM 4022 The artistic lives of young children (2)
- C&T 4131 Language and literacy in the early childhood curriculum (3)
- C&T 4132 Learning and teaching in the primary reading/writing classroom (or equivalent) (3)
- HBSS 4116 Health education for teachers (1)
- HUDK 4027 Development of mathematical thinking (3)
Foundation Courses
- C&T 4001 Differentiating instruction in inclusive classrooms (2)
- C&T 4114 Multicultural approaches to teaching young children (3)
- C&T 4119 Issues and interdisciplinary methods for working with parents of young children (3) (or equivalent)
- Out of Dept. Elective (2) OR
- C&T 4308 In lieu of elective, students can opt to take C&T 4308 - Introduction to diverse Childhood Classrooms (2)
Culminating Project:
Students complete an integrated portfolio over the course of the program reflecting their growth as an early childhood teacher.
New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher section of the catalog.
Master of Arts - Early/Special-Initial Cert
Course requirements for M.A. students seeking initial certification as teachers of students with disabilities in early childhood (birth–8 years):
Core Courses
- C&T 4080 Risk and resilience in early development (2)
- C&T 4112 Integrated curriculum in early childhood (6)
- C&T 4302 Supervised practicum in the educational assessment of young children with exceptionalities (3)
- C&T 4308 Field experiences in early childhood/early-childhood special education (2)
- C&T 4708 Student teaching- infancy and early childhood (two terms) (6)
- C&T 5118 Infant and toddler development and practice (3)
Methods Courses
- A&HM 4022 The artistic lives of young children (2)
- C&T 4131 Language and literacy in the early childhood curriculum (3)
- C&T 4132 Learning and teaching in the primary reading/writing classroom (or equivalent) (3)
- HBSS 4116 Health education for teachers (1)
- HUDK 4027 Development of mathematical thinking (3)
Foundation Courses
- HBSE 4001 Teaching students with disabilities in inclusive classrooms (2)
- C&T 4083 Working with families of young children with disabilities (3); OR
- C&T 4119 Issues and interdisciplinary methods for working with parents of young children (3); OR
- C&T 4615 Young children, families, and social policy (3)
- Out of Dept. Special education elective (2); OR
- C&T 4308 In lieu of elective, students can opt to take C&T 4308 - Introduction to diverse Childhood Classrooms (2)
Culminating Project:
Students complete an integrated portfolio over the course of the program reflecting their growth as an early childhood teacher.
New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Master of Arts - Dual
Course requirements for M.A. students seeking initial dual certification as both early childhood teachers and teachers of students with disabilities in early childhood (birth–8 years):
Core Courses
- C&T 4080 Risk and resilience in early development: Birth-8 years (3)
- C&T 4112 Integrated curriculum in early childhood (6)
- C&T 4302 Supervised practicum in the assessment of young children with exceptionalities (3)
- C&T 4308 Field experiences in early childhood/early childhood special education (2)
- C&T 4708 Student teaching- infancy and early childhood (two terms) (6)
- C&T 5308 Advanced practicum-infancy and early child-hood (2-3)
- C&T 5118 Infant and toddler development and practice (3)
Methods Courses
- A&HM 4022 The artistic lives of young children (2)
- C&T 4131 Language and literacy in the early childhood curriculum (3)
- C&T 4132 Learning and teaching in the primary reading/writing classroom (3)
- HBSS 4116 Health education for teachers (1)
- HUDK 4027 Development of mathematical thinking (3)
Foundation Courses
- HBSE 4001 Teaching students with disabilities in inclusive classrooms (2)
- C&T 4083 Working with families of young children with disabilities (2); OR
- C&T 4119 Issues and interdisciplinary methods for working with parents of young children (2); OR
- C&T 4615 Young children, families, and social policy (2)
- C&T 4114 Multicultural approaches to teaching young children (3)
- Out of Dept. Special education elective (2); OR
- C&T 4308 In lieu of an elective, students can opt to take C&T 4308 - Introduction to Diverse Early Childhood Classrooms
Culminating Project:
Students complete an integrated portfolio over the course of the program reflecting their growth as an early childhood teacher.
New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Master of Education
Early Childhood Policy
The Master of Education (Ed.M.) with an Early Childhood Policy concentration is designed to give students a firm grounding in early childhood pedagogy, programs, and practice as well as in policy analysis and policy making related to young children and their families. Students will combine theoretical knowledge with practice in the policy field; they will also become familiar with an array of policy issues impacting contemporary child and family life. While the focus of this work is on U.S. policy, there will be opportunity for international and comparative work as well.
Doctor of Education
Early Childhood Education
At the doctoral level, the specialization in Early Childhood Education prepares candidates for college teaching, research, policy, and other leadership positions in early childhood education. The program is highly selective, aiming to identify and train individuals whose prior education and experience, whether or not it has been specifically in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities.
Early Childhood Policy
The Doctor of Education (Ed.D.) concentration in Early Childhood Policy prepares candidates for leadership positions, college teaching, and research in early childhood policy. The concentration is highly selective, aiming to identify and train individuals whose prior education and experience, whether or not it has been specifically in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities. Combining rigorous methodological, conceptual, and practical interdis-ciplinary experiences, the program is designed for those interested in shaping the policy agenda for young children and their families. It is predicated on the principle that undergirding all policy work, candidates must have thorough understandings of both substantive content (early childhood practices, pedagogy, and theory) and research skills. While the focus of this program is on U.S. early childhood policy, there will be opportunity for international and comparative work.
Application Information
Three programs leading to the Master of Arts degree and initial certification in early childhood and early childhood special education are available through the Department of Curriculum and Teaching: Early Childhood Education, Early Childhood Special Education, and dual certification in Early Childhood General and Early Childhood Special Education. Admission to each of these programs is determined on the basis of academic ability and promise as an early childhood educator as evidenced by prior academic work, letters of reference, and the applicant’s own personal statement of purpose.
Admission to programs leading to the Ed.D. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude; demonstrable potential for research, field inquiry, or development activities in education; and three years of successful teaching or equivalent experience. All applicants are required to submit Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores that are no more than five years old, and are required to submit a writing sample. The Department of Curriculum and Teaching evaluates Ed.D. applications twice per year.
All admissions materials must be received by the early or final deadlines as advertised by the College. For information on application deadlines, see the Admissions section of this bulletin.
Faculty List
Faculty
Lecturers
Visiting Faculty
Adjunct
Full-Time Instructors
Instructors
Professor of Education
Associate Professor of Early Childhood Education
Assistant Professor of Early Childhood Education
For up to date information about course offerings including faculty information, please visit the online course schedule.
Course List
C&T 4080 Risk and resilience in early development
A first course in child development, pre-birth through age
8, within a family context. Primary focus is on the impact of risk and disability on developmental outcomes, and those factors that promote resilience in young children, with and without disabilities, and their families.
C&T 4083 Working with families of young children with disabilities
This course offers current and historical perspectives on the role of families in the lives of young children with special needs, with a focus on family structures, resources, and concerns. Students will explore strategies for facilitating partnerships between families and professionals that support the developmental and educational needs of young children with disabilities.
C&T 4112 Integrated Curriculum in Early Childhood Educations (full-year course)
A two-semester course focused on integrated theories and methods in ECE/ ECSE. Will incorporate historical and sociocultural contexts, emphasis on physical and interpersonal environments in early childhood settings, centrality of play, social studies and science, adapting curricula for full range of abilities from infancy through grade 2.
C&T 4114 Multicultural Approaches to Teaching Young Children
Exploration of aspects of professional preparation needed for teaching from a multicultural perspective: first, the disposition toward inquiry needed for ongoing self-development; second, the knowledge and skills needed to infuse multicultural curriculum content, program designs, and teaching strategies; and third, the creation of a context through which participants can examine issues of social justice.
C&T 4119 Issues and interdisciplinary methods for working with parents of young children
Issues such as separation, problematic behaviors, and assessment are examined in the development of interdisciplinary strategies for working with parents of young children, with and without disabilities. Sessions are taught by an interdisciplinary team of faculty and invited speakers from special education, clinical psychology, early childhood education, psychiatry, pediatrics, and social work.
C&T 4131 Language and literacy in the early childhood curriculum
Professors Genishi and Souto-Manning. Introduction to research and practices related to early communication and literacy in early childhood settings (birth through prekindergarten). Focus will be on children whose first language is English, as well as English language learners, and on curricula and adaptations for full range of learners. (3 credits toward State literacy requirements)
C&T 4132 Language and teaching in the primary reading/writing classroom
Professors Calkins, Siegel, and Souto-Manning. Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/writing in primary grades in diverse settings.
C&T 4302 Supervised practicum in the educational assessment of young children with exceptionalities
Permission required. Prerequisite: C&T 4080. Participation in educational assessment of young children with exceptionalities. An introduction to formal and informal assessment strategies and their applications to work with young children. Analysis of observational and test data; formulation of educational interventions. Lab fee: $150.
C&T 4308 Field experiences in early childhood/early childhood special education
A practicum for students in the Early Childhood initial certification program that serves as a prerequisite for student teaching. Field experiences will relate to work in other courses and be paired with an ongoing seminar designed to respond directly to issues as they arise in field placements.
C&T 4615 Young children and social policy: Issues and problems
Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.
C&T 4708 Student teaching-infancy and early childhood
Observation and student teaching. Permission required. This two-course sequence requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
C&T 5118 Infant and toddler development and practice
Permission required. Theory is related to practice and research with infants, toddlers, and families. Students participate in classroom practice and meet for weekly seminar on-site at Early Childhood Centers. Enrollment is for one or two semesters.
C&T 5308 Advanced practicum-infancy and early childhood
Permission required. Students engage in action research at their practicum sites.