Early Childhood Education (M.A.T.)

Locations

All M.A.T. courses are offered at the Home Campus in St. Louis.

Program Description

Students pursuing early childhood education in the M.A.T. program study young children and their families from an ecological perspective. The emphasis is on the integration of knowledge of child development, relationships with families and community, developmentally appropriate practice, and the curriculum content areas.

Students can develop a specialized focus on infants and toddlers, preschool-age children, kindergarten, early primary, or parent education through specific courses, projects within courses, practica, and individualized planning of action research or curriculum development.

Students learn to identify developmental needs and design appropriate educational plans for children who are "typically developing," as well as those who have special needs. Strategies for meeting the needs of all children in the least restrictive environment are emphasized. Throughout this major, students explore methods of consultation and collaboration among teachers, therapists, parents, and others involved in providing services to young children.

Early Childhood Education Candidate Learning Goals

1. To demonstrate competence as a teacher researcher through ability to observe, document, and analyze children's ideas, learning processes, and actions.
2. To apply an interdisciplinary, collaborative, and ecological systems-oriented approach to early education that encourages family and community participation.
3. To create curriculum that is grounded in an understanding of subject matter, developmental theory, and ongoing research; that is responsive and respectful of diverse learners and their families; that considers the physical and social contexts of learning; and that promotes inquiry and multiple forms of expression.
4. To demonstrate professionalism through communication and collaboration with colleagues, families, children, and community leaders; and through understanding and respect for self and others.

Requirements

After completing 9 credit hours within an M.A.T. major, all M.A.T. degree-seeking students are required to be advanced to candidacy. Please refer to the Advancement to Candidacy section in this catalog for specific guidelines.

Early childhood education majors are required to complete 33 credit hours, including at least 21 credit hours in early childhood courses. All must take the following required core courses:

• ECED 5510 Cognitive Development:
  Implications for Early Education               3 hours
• ECED 5670 Sociomoral Development:
  Implications for Early Learning               3 hours
• ECED 5800 Applied Research,
  or ECED 5460 Curriculum Design               3 hours
• ECED 5880 Integrating Resources:
  Community, Schools, and Family               3 hours

In addition, early childhood education majors are required to complete 9 credit hours from the following courses:

• COMM 5000 Fiction and Poetry for Children               3-4 hours
• COMM 5340 Language Arts Seminar:
  Storytelling Across the Curriculum               3 hours
• COMM 5340 Language Arts Seminar: Creative Expression               3 hours
• COMM 5340 Language Arts Seminar:
  Developing Language Skills through Puppetry               3 hours
• COMM 5440 Integrated Language Arts               3 hours
• COMM 5820 Foundations in Reading Instruction               2-3 hours
• COMM 5830 Emergent Literacy               3 hours
• COMM 5910 Investigations in Reading: Primary               3 hours
• ECED 5010 Foundations of Early Childhood Education               3 hours
• ECED 5820 Creating Learning Environments               3 hours
• ECED 5830 Topics in Early Learning               3 hours
• ECED 5840 Issues in Parenting               3 hours
• ECED 5850 Practicum in Early Childhood Education               2-4 hours
• ECED 5860 Multicultural Perspectives in Early Childhood               3 hours
• EDUC 4730 Language Development for Students               3 hours
• EDUC 4740 Child Development II               3 hours
• EDUC 4770 Assessing Young Children               3 hours
• EDUC 4790 Assessment for Intervention of Infants and Young Children             3 hours

Emphasis in Inclusive Education

The emphasis in inclusive education is designed to provide classroom teachers and regular and special educators at the preschool, elementary, and secondary levels with the knowledge base, practical applications, and strategies necessary for implementing a successful inclusive education program appropriate to the diverse needs of students in today's regular classroom. This emphasis will enable practicing teachers to investigate issues and examine strategies that relate to the education of all students, regardless of ability, in their local school. In addition to the 21 required early childhood credit hours, students must complete at least 9 credit hours of appropriate coursework related to inclusive education.

The following two courses are required for the area of emphasis in inclusive education:

• EDUC 5080 Planning for the Inclusive Classroom               3 hours
• EDUC 5090 Curricular and Instructional Adaptations               3 hours

In addition, students select one course from the following courses:

• SPED 5250 Behavior Management for Children with Special Needs 3 hours
• SPED 5260 Career Preparation for Students with Special Needs               3 hours
• SPED 5270 Advocating for Persons with Disabilities*               3 hours
• SPED 5290 Collaboration and Cooperative Teaching*               3 hours
• SPED 5300 Communicating with Families and Disabled Persons               3 hours
• SPED 5330 Legal Issues in Special Education               3 hours
• SPED 5370 Educating Students with Physical and Health Impairments*               3 hours
• SPED 5480 Learning and Behavior Problems in the Classroom               3 hours

These courses are also offered as ECED 5830 Topics in Early Learning.

See Special Education course listings for course descriptions.

Teacher Certification in Early Childhood/Early Childhood Special Education (Missouri)

Early childhood education majors may receive an initial or added teaching certificate in early childhood education and/or early childhood special education. Students should contact their advisor or the Webster Teacher Certification advisor.

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Course Descriptions

Note: Other M.A.T. courses with the EDUC prefix are listed under Multidisciplinary Studies and Special Education. Undergraduate EDUC courses (those with a number below 5000) are listed in the Undergraduate Studies Catalog.

ECED 5010 Foundations of Early Childhood Education (3)
This course focuses on the historical, psychological, philosophical, and social foundations of early childhood education. Theories and research in child development and education are integrated with practical knowledge. Students examine forces that shape the future of early childhood education and the role teachers play in that future.

ECED 5040 Program Models in Early Childhood/Early Childhood Special Education (3)
This course is focused on programs developed for the early childhood and special education populations. Students examine philosophy, theoretical framework, curriculum, methodology, role of the teacher, role of the child, service delivery systems, and parent involvement. Students replicate portions of specific models as well as develop teaching strategies that would be characteristic of particular models. Special attention is given to models for mainstreaming the special needs child. Prerequisites: ECED 5010 or permission of the early childhood program coordinator.

ECED 5200 Independent Study (1-3)
M.A.T. students with special interests or needs that are not met by existing courses may request that a member of the faculty supervise an independent study. Together, the student and faculty member decide on the content of the independent study and the criteria for evaluation. This course may be repeated for credit if content differs.

ECED 5410 In-Service Topics (1-3)
In-service courses are designed to provide M.A.T. degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses have been approved for the M.A.T. degree with prior approval of the student's advisor. May be repeated for credit if content differs.

ECED 5431 Infant Toddler Practicum (1)
Concurrent registration in EDUC 4740 Child Development II is preferred. The focus of this practicum is observation and participation in classrooms servicing children in Infant-Toddler Centers and supports an understanding of developmentally appropriate practice. Prerequisites: ECED 5010, EDUC 4740.

ECED 5460 Curriculum Design (3)
Concurrent registration in ECED 5850.02 Preprimary Practicum and ECED 5850.03 Primary Practicum
This course combines a theoretical and experiential investigation of curriculum for children ages birth through eight years, with primary emphasis on pre-kindergarten through the elementary grades.   It emphasizes the roles of the teacher as observer, collaborator, facilitator, and organizer.   Students will learn how to develop curriculum projections that are based on 1) ongoing documentation and study of children's current understanding and interests; 2) child development theory and research; 3) values and goals established with parents and community; and 4) consideration of contextual variables related to the school environment, family, and peer relationships.   Emphasis is placed on continuity of learning experiences for children, integration of subject matter knowledge through project studies and daily life experiences, and a negotiated learning process, which allows children and teachers to adjust and readjust their expectations through ongoing questioning and reorganization of experiences.   Prerequisites:   ECED 5010 Foundations in Early Childhood Education, EDUC 4740 Child Development II, and. ECED 5850.01 Infant Toddler Practicum.

ECED 5461 PrePrimary Practicum (1)
Concurrent registration in EDUC 5460 Curriculum Design is preferred. The focus of this practicum is observation and participation in classrooms servicing children in preprimary grades. Prerequisites: EDUC 4740, ECED 5431, ECED 5460.

ECED 5462 Early Primary Practicum (1)
Concurrent registration in ECED 5460 Curriculum Design is preferred. The focus of this practicum is observation and participation in classrooms servicing children in primary grades. Prerequisites: EDUC 4740, ECED 5431, ECED 5460.

ECED 5510 Cognitive Development: Implications for Early Education (3)
Students examine foremost theories and current research in the area of cognitive development. These include: the construction of knowledge, symbolic and language development, and the effects of handicapping conditions on development. Participants explore curriculum implications for early education of children from birth through eight years of age. They examine the cognitive and representational goals of Project Construct and their implications for curriculum and assessment.

ECED 5670 Sociomoral Development: Implications for Early Learning (3)
Students examine theories and research in the areas of sociomoral development of children. The integral linkage of these aspects of development with children's intellectual development is addressed. Curriculum implications for normally developing children, as well as children with disabilities, are explored. Emphasis is placed on interactions that foster mutual respect and trust with adults and children, the development of self-regulation, self-esteem, social knowledge and competence, cooperation and collaboration, and positive dispositions toward learning. The sociomoral goals of Project Construct and their implications for curriculum and assessment are examined.

ECED 5800 Applied Research (3)
This course enables students, through action research projects, to develop strategies for problem solving within their classrooms and procedures for conducting self-study as it relates to, but is not limited to, teacher behaviors, learning outcomes, curriculum, policy development, and behavior management. Prerequisite: advancement to candidacy.

ECED 5820 Creating Learning Environments (3)
This class is planned to help the teacher use knowledge of children and their needs in creating a total school environment conducive to optimum development. Students review many materials and plan centers of interest.

ECED 5830 Topics in Early Learning
These courses are designed for educators who work with children from birth through age eight and/or their parents. Additional topics will be added as developments occur in the field of early learning and as teachers who are working in this area indicate their interests and concerns. This course number may be repeated for credit with different topic designations. Examples of offerings in this area are:

Administration of Early Childhood Programs (3)
This course introduces students to crucial issues in administering early childhood programs. These include public policy and regulation, management theory and leadership styles, new program development, protection of children in and out of home care, quality and affordability, staff development and supervision, and legal issues.

Art and the Young Child (3)
This course emphasizes art as a natural form of communication for the young child. Current research on art for the young child will be studied and discussed. We will review the effectiveness of the teacher as facilitator in art activities for children, and explore ways to incorporate art into the basic curriculum. As a class we will discover resources for supplies and ideas, and reflect on our present art activities.

Creative Expression and the Young Child (2)
In this course, participants explore the role of the teacher in developing climates and media that are conducive to creative behavior. Visual arts, drama, puppetry, music, and storytelling/language arts are the topics that will be discussed. Theories of creativity will be explored, and emphasis will be on how to nurture and promote creative expression in young students.

Early Childhood Issues (3)
Student will thoughtfully and critically examine major issues, trends, controversies, and challenges in early childhood education, surrounding practices policies, and professional development. They will gain in-depth knowledge of the key dimensions of a chosen topic by conducting an individual analysis grounded in theoretical principles, professional literature, and personal experiences.

Infant-Toddler Programming and Development (3)
This course focuses on development beginning with the fetus and progressing through toddlerhood. Students examine research and developmental theories, with emphasis on the implications in the curriculum for caregiving, play and learning, attachment, partnership with parents, health, safety, and nutrition. This course examines both normal infants and toddlers, as well as those with special needs.

Math and the Young Child (3)
Students explore ways to support the young child's construction of knowledge in regard to numeracy.   The educational implications of current cognitive theory and related research are examined.   The Content and Process Standards developed by the National Council of Teachers of Mathematics (NCTM) provide a framework for teaching strategies.   The course focuses on children's mathematical learning in pre-kindergarten through third grade.   Prerequisite:   ECED 5460 Curriculum Design.

Negotiated Learning (3)
This course focuses on the central role of documentation in the social constructivist approach to early learning that has emanated from the infant-toddler and preschool programs of Reggio Emilia, Italy. Students will explore multiple ways to observe and document the learning experiences of young children and then study that documentation to determine how to support children's thinking and negotiate learning. Documentation is used to improve discourse by serving as a database for reflective teaching. Documentation and discourse enable teachers to generate designs for future learning experiences that have continuity with children's thinking and prior experience. Together, these three components of documentation, discourse, and design define a negotiated learning process that involves continuous action research of teaching and learning.

Program Models in Early Childhood Education (3)
This course focuses on programs developed for the early childhood and special education population. Students examine philosophy, theoretical framework, curriculum, methodology, role of the teacher, role of the child, service delivery systems, and parent involvement. Students replicate portions of specific models as well as develop teaching strategies that would be characteristic of particular models. Special attention is given to models for mainstreaming the child with special needs.

ECED 5840 Issues in Parenting (3)
This course is designed to expose students to the development and use of a variety of effective techniques for interacting with parents of young children. Students explore situations such as parent-teacher conferences, parent meetings, the use of parents as volunteers, and parents as policymakers. Attention also focuses on needs of the single parent, the student parent, parents working outside the home, foster or adoptive parents, and the older parent.

ECED 5850 Practicum in Early Childhood Education (1-4)
This practicum offers a variety of options for placement and foci for learning. Students may participate in programs for infants and toddlers, preschool-age children, kindergarten, early elementary, early childhood special education, or parent education. The learning focus may be on child development, curriculum, applied research, administration, and/or parent education. Prerequisite: permission of the early childhood coordinator. This course may be repeated for credit.

ECED 5860   Cross-Cultural Perspectives in Early Childhood (3)
This course addresses the contributions of diverse cultures within the society of the United States. Students will examine and analyze racism, sexism, ageism, and ability levels with the schools and community.   This course will also focus on diversity among groups of people and individuals based on ethnicity, socioeconomic status, family structure, exceptionalities, language, religion, sexual orientation, and geographical area. Early childhood education in different countries and cultures will be discussed and ideas generated about implication for teaching young children.

ECED 5880 Integrating Resources: Community, Schools, and Family (3)
This course is designed to help students identify changing family and community structures, patterns, and relationships. Students determine how these influence children and their educational needs. They study methods of assessing family needs and interests, identifying and utilizing community resources, and responding to family needs through education and partnerships. They review models of consultation and case management in regard to children and families with special needs. They explore and simulate techniques for interacting with parents and examine collaboration strategies for interdisciplinary team efforts.