Early Childhood Education
The Early Childhood Education program provides preparation for teaching in four- and five-year kindergartens and the primary grades (PK-3) classrooms. Upon completion students take the PRAXIS exams that qualify them for a South Carolina teaching certification.
For more information, visit the School of Education, Human Performance, and Health.
Goals and Student Learning Outcomes
1. Early Childhood Education students know and apply discipline specific theoretical concepts of working with young children and their families. 1.1 Early Childhood students will complete the ETS PRAXIS II Early Childhood Content Test (test 0021) with a passing score, demonstrating content knowledge of early childhood education.
1.2 Early Childhood students will complete the ETS PRAXIS Principles of Learning and Teaching (test 0621) with a passing score, demonstrating a knowledge of applying content to practice in the classroom.
2. Early Childhood majors will create and implement a work sample from an early childhood classroom. The teacher work sample (TWS) demonstrates candidate impact on student learning.
2.1 Early Childhood majors will create and administer pre-assessments.
2.2 Early Childhood majors will design and implement lessons that address student needs identified from pre-assessments.
2.3 Early Childhood majors will evaluate student learning using a post assessment.
3. Early Childhood majors will be able to build rapport with parents that allows positive communications, allows connection to theory and encourages professional reflection.
3.1 Early Childhood majors will be able to conduct an interview/home visit with parents to establish rapport with parents and gain information about their family.
3.2 Early Childhood majors will be able to write a synthesis paper and make an oral presentation making connections between theory and practice as it relates to parents and families.
4. Early Childhood teacher candidates are prepared to maximize student learning in the classroom through planning, instructional delivery, monitoring, enhancing the classroom environment and managing classroom effectively.
4.1 Early Childhood teacher candidates will demonstrate competence as effective long-range instructional planners.
4.2 Early Childhood teacher candidates will demonstrate competence as effective daily instructional planners.
4.3 Early Childhood teacher candidates will demonstrate competence effective student assessment and reflective self-assessment.
4.4 Early Childhood teacher candidates establish, communicate, and maintain appropriate expectations for student learning, participation, and responsibility.
4.5 Early Childhood teacher candidates will demonstrate appropriate instructional strategies.
4.6 Early Childhood teacher candidates will demonstrate an ability to select appropriate content and structure the delivery of the content for maximal learning.
4.7 Early Childhood teacher candidates will demonstrate the ability to effectively monitor student learning and provide meaningful feedback to students.
4.8 Students will demonstrate the ability to maintain a classroom environment that promotes and facilitates learning.
4.9 Students will demonstrate the ability to manage their classrooms effectively with equity, and fairness.
A substantial portion of the curriculum consists of coursework in the liberal arts to establish a broad educational background prior to the professional sequence of courses. The professional sequence provides content and direct opportunities for field experience. The final experience is a semester-long student teaching assignment.
Graduates from the Early Childhood Education program who have successfully passed PRAXIS exams meet qualifications to be certified teachers by the state of South Carolina.
Students in the Early Childhood Education program spend many hours in early childhood classrooms. As soon as they begin their professional classes they are assigned to an early childhood classroom serving four-year olds. They are able to observe, participate and implement lessons.
The following semester they are assigned to a classroom serving kindergarten, first-, second- or third-grade students. Again, one day a week, they spend the semester in that classroom where they observe, participate and implement lessons. The final experience is a semester-long student teaching assignment.