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Early Childhood Education

Department of Curriculum & Teaching

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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-Grade 2). 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-Grade 2).

Students 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).

Students must complete at least 48 points in order to obtain the Master of Arts degree and the department’s recommendation for initial dual certification.

The Bilingual Extension may be added to the ECED-Initial and ECSE-Dual programs.

There is also the Early Childhood Education Non-Certification Program.

Students must complete at least 32 points in order to obtain the Master of Arts degree.

These programs prepare educators to work in preschools, schools, home and community settings.  Our program is child-centered (from Birth-Grade 2) and dedicated to culturally relevant and multilingual practices.  We focus on preparing early educators to support the development and learning of all young learners through a graduate curriculum that integrates early childhood education, early childhood special education, and bilingual education content.  Our certification students become outstanding early childhood teachers, decision makers, and leaders.  Our Non-certification students inquire into issues critical to the education and development of young children across settings. 

Doctor of Education (Early Childhood Education)

D. in Early Childhood Education, Early Childhood Special Education or Early Childhood Policy (90 credit)

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 interdisciplinary 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.

Degrees

  • Master of Arts

    • Points/Credits: 40

      Entry Terms: Summer/Fall

      Certification:

      • NY State Initial: Birth-2

      Degree Requirements

      Course requirements for M.A. students seeking initial certification as early childhood teachers (birth–Grade 2): 

      Practicum

      C&T 4308      Introduction to diverse early childhood classrooms (3)

      C&T 4708      Student teaching in early childhood setting (4)

      C&T 5118      Infant and toddler development and practice (3)

      Foundations and Methods Courses

      C&T 4003      Differentiation and inclusion in early childhood classrooms (3)

      C&T 4080      Child development and intersectional identities (3)

      C&T 4083        Home/school/community partnerships (3)

      C&T 4112       Integrated curriculum in early childhood education: curricular inquiry and design (3)

      C&T 4114     Integrated curriculum in early childhood education: diversity, equity, and  technologies (3)

      C&T 4131        Play, language, and early childhood curriculum (3)

      C&T 4132     Language and teaching in the primary reading/writing classroom (3) or selected alternative

      A&HM 4022 The artistic Lives of young children (2)     or selected alternative

      Out of Dept  Elective (3)    

       

      Breadth Requirement 

      The requirement for most master’s programs that students take course work outside of their major programs. Also known as the Foundations Requirement. All M.A., M.S., and Ed.M. students must complete a minimum of 6 points out of program at TC.  The advisor and student will determine how the points can be reached.  

      Culminating Project:

      Students complete an integrative 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.

    • Points/Credits: 40

      Entry Terms: Summer/Fall

      Certification:

      • NY State Initial: Birth-2
      • Bilingual Extension

      Degree Requirements

      Course requirements for M.A. students seeking initial certification as early childhood teachers (birth–Grade 2): (with bilingual extension)

      Practicum

      C&T 4308      Introduction to diverse early childhood classrooms (3)

      C&T 4708      Student teaching in early childhood setting (4)

      C&T 5118      Infant and toddler development and practice (3)

      Foundations and Methods Courses

      C&T 4003      Differentiation and inclusion in early childhood classrooms (3)

      C&T 4080      Child development and intersectional identities (3)

      C&T 4083       Home/schoolC/community partnerships (3)

      C&T 4112       Integrated curriculum in early childhood education: curricular inquiry and design (3)

      C&T 4114     Integrated curriculum in early childhood education: diversity, equity, and technologies (3)

      C&T 4131        Play, language, and early childhood curriculum (3)

      C&T 4132     Language and teaching in the primary reading/writing classroom (3)  or selected alternative

      A&HM 4022 The artistic Lives of young children (2)     or selected alternative

      A&HB 4021      Foundations of bilingual/bicultural education (3) 

      Out of Dept  Elective (3)

       

      Culminating Project:

      Students complete an integrative 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.

    • Points/Credits: 32

      Entry Terms: Fall Only

      Certification:

      • Non-Certification Track

      Degree Requirements

      Language and Literacy Methods 

      C&T 4131 Language and Literacy in the Early Childhood Curriculum (3)  OR

      C&T 4132 Reading and Writing in the Primary Classroom (3)

      Child Development 

      C&T 4080 Risk and Resilience in Early Development (3)  OR

      C&T 4615 Young Children, Families, and Social Policy (3)

      Equity in Early Childhood Education

      C&T 4114  Multicultural Approaches to Early childhood Ed (3)

      Additional Courses

      • a minimum of 12 additional points within the Department

      • at least 6 Teachers College points outside of the Department

      • a minimum of 32 points total

      Beyond the required courses (identified above), all other courses will be comprised of electives; that is, in consultation with and approval by the advisor.  Students will undertake courses that help them develop an area of expertise.

      This degree requires a thesis.  C&T 5308 (for non-certification students) is highly recommended for students admitted in 2018-2019 and is required for students entering the program after spring 2019, as it supports the development of thesis components.

    • Points/Credits: 48

      Entry Terms: Summer/Fall

      Certification:

      • NY State Initial: Birth-2
      • NY State Initial: Students with Disabilities Birth-2

      Degree Requirements

      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–Grade 2):

      Practicum

      C&T 4302    Supervised practicum in the educational assessment of young children with disabilities (3)

      C&T 4308      Introduction to diverse early childhood classrooms (3)

      C&T 4708      Student teaching in early childhood setting (4)

      C&T 5118      Infant and toddler development and practice (3)

      Foundations and Methods Courses

      C&T 4003      Differentiation and inclusion in early childhood classrooms (3)

      C&T 4080      Child development and intersectional identities (3)

      C&T 4083          Home/school/community partnerships (3)

      C&T 4112      Integrated curriculum in early childhood education: curricular inquiry and design (3)

      C&T 4114      Integrated curriculum in early childhood education: diversity, equity, and technologies (3)

      C&T 4131     Play, language, and early childhood curriculum (3)

      C&T 4132      Language and teaching in the primary reading/writing classroom (3)  or selected  alternative

      A&HM 4022 The artistic Lives of young children (2)   or selected alternative

      Out of Dept  Elective (3)

      Out of Dept       Special education elective (3)

       

      Culminating Project:

      Students complete an integrative 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.

  • Doctor of Education

    • Points/Credits: 90

      Entry Terms: Fall Only

      Degree Requirements

      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.

Faculty

  • Faculty

    • Mariana V. Souto-Manning Professor of Early Childhood Education
    • Tran Nguyen Templeton Assistant Professor
    • Haeny S. Yoon Associate Professor of Early Childhood Education

  • Lecturers

    • Amanda Reeves Fellner Lecturer, Early Childhood Education Program & the Rita Gold Center
    • Lara Steensland Mullarkey Lecturer, Early Childhood Education Program

Courses

  • C&T 4080 - Child Development & Intersectional Identities
    A first course examining child development, pre-birth through age 8, within a critical childhoods framework. Primary focus is on the social, cultural, and political contexts and factors that impact the well-being of families and children. The confluence of race, class, gender, language, disability will be central to discussions on well-being and resilience. The course reframes notions that children are "at-risk" by addressing inequitable structures and policies that place young children and families at risk.
  • C&T 4083 - Home/School/Community Partnerships
    This course offers current and historical perspectives on the role of families within historically marginalized communities, including but not limited to families that are multilingual, multiethnic/multiracial, non-traditional, refugees/immigrants, and/or identify as disabled. Students will consider how to facilitate collaborative partnerships between families and professionals that support he developmental and educational capacities of young children across the spectrum of intersection identities.
  • C&T 4112 - Integrated Curriculum in Early Childhood Education: Curricular Inquiry and Design
    This course focuses on integrated theories and methods in early childhood education and brings together content areas (e.g. social studies, science, math) with developmental skills (e.g. reading, writing, communication) relevant to diverse early childhood contexts. The course interrogates curriculum from historical, sociocultural, and political perspectives while emphasizing the material, interpersonal, and environmental factors that extend knowledge and curriculum-making. Students will construct and design curriculum that centers play and critical inquiry, bearing in mind the range of perspectives, cultures, and learners within classrooms. C&T 4112 and C&T 4114 are recommended as a sequence.
  • C&T 4114 - Integrated Curriculum in Early Childhood Education: Diversity, Equity, and Technologies
    This course extends curricular design from a play-based, inquiry stance. The course specifically addresses equity and representation in the selection of curricular material, implementation of multimodal teaching and learning through integration of media and low/high technology, and research-based design of classroom environments. Students will learn to construct, adapt, and reimagine curricula that are inclusive of multicultural identities and experiences. Emphasis will be placed on addressing issues of equity related to race, gender, language, disability, class, etc. with young children. C&T 4114 is recommended as a follow-up to 4112.
  • C&T 4131 - Play, Language, and Early Childhood Curriculum
    This course examines multilingualism, language variations, language/literacy theories, and linguistic diversity, with an emphasis on birth-age 5. Encompassing the utilitarian and social purpose of language/literacy use, the course explores the intersection of play and early language development. In examining the nature and scope of language arts, we will attend to the role of the early childhood teacher, specifically how teachers can create meaningful curricular experiences that encompass children’s interests and culture through inquiry and observations. Students will facilitate and design literacy experiences, resources, and assessments that build on a sociocultural literacy framework that honors and builds from children’s linguistic repertoires (3 credits toward State literacy requirements).
  • C&T 4132 - Language and teaching in the primary reading/writing classroom
    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. The course approaches assessments from a social, historical, and political approach, taking time to consider for whom, how, when, and why tests and evaluations are utilized. Approaching assessments with critical theories, students will interrogate the utility of assessments in addressing the capacities of diverse learners, particularly children who are neurodiverse and/or labeled with disabilities/exceptionalities. With an introduction to formal and informal assessment strategies, students will implement, adapt, and redesign equitable and strengths-based assessments. Analysis of observational and test data will be used to design culturally sustaining educational interventions.
  • C&T 4308 - No Title Found in Banner
    This course is an introductory practicum for students in the Early Childhood initial certification program. 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 classrooms. The course will provide students with observation hours and guided field experiences in a range of PK to Grade 2 early childhood settings, encouraging a critical examination of the underlying assumptions about teaching and learning in each.
  • C&T 4708 - Student teaching in Early Childhood Setting
    Permission required. This intensive student teaching experience includes 4 full-days in an educational setting coupled with a weekly seminar on campus. The course aims to support students’ abilities to articulate the theoretical basis for their pedagogical and curricular decisions. Emphasis is on developing and implementing learning experiences that build on children’s assets and address the range of learners in the setting. As the semester progresses, students are expected to gradually assume full teaching responsibilities at their site.
  • C&T 5118 - Infant and Toddler Development and Practice
    This practicum course includes 2 days of hands-on practice in an infant or toddler classroom, alongside a weekly seminar on campus. The course covers topics related to child development, theories of care and early learning, as well as curriculum and environmental design. Classroom discussions connect theory and current research on infants/toddlers/families to hands-on experiences in infant/toddler classrooms. Practicum learning focuses on relational caregiving and environmental design as key components of infant/toddler curriculum.
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