Early Childhood Education Birth-3rd

M.Ed.

The Master of Education with an Early Childhood Emphasis is a good choice for candidates who are interested in advanced study in the field of early childhood education (birth through grade 3).

This 36-hour Masters program of study includes eligibility for Nebraska early childhood teaching certification for those candidates who hold a valid Nebraska teaching certificate.

The 36-hour Masters program and the 18-hour supplemental endorsement program requires students to complete 45 clock hours of approved internship with prekindergarten children.

The 57-hour Masters program (B-3rd Inclusive) allows students to obtain an initial teaching license in classrooms for children Birth through 3rd Grade.

This program is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and by the National Council for the Accreditation of Teacher Education (NCATE). In addition the program design conforms to the guidelines prescribed by the National Association for the Education of Young Children.

Concordia offers this program in a cohort format; a small group, or cohort, takes the same classes at the same time. This format fosters life-long, professional relationships and offers invaluable peer support. Courses take eight weeks to complete. Classes are offered online. Candidates will finish the program in two years, or may apply for an expedited program of completion.

Early Childhood Education Birth-3rd Program Goals

Articulate and demonstrate a clear and advanced understanding of child development and child psychology.

Establish and maintain an environment that ensures children’s safety and their healthy development.

Plan and implement developmentally appropriate curriculum activities that advance all areas of children’s development and learning including social, emotional, intellectual, physical, spiritual and aesthetic components.

Increase skill and knowledge of techniques that assist the young child in language development and emergent literacy.

Understand and process the current research and issues in early childhood education.

Understand and promote the need to establish supportive relationships with children in implementing developmentally appropriate techniques of guidance and group management.

Understand and promote the importance of establishing positive, productive relationship with families.

Support the uniqueness of each child, recognizing that children are best understood in the context of their family, culture, and society.

Develop a cultural awareness and appreciation for diversity and individual differences including race, gender, socio-economic status, language, and special needs.

Develop an increased awareness and proficiency in organizing and managing an early childhood center striving for high standards of NAEYC/LCMS accreditation.

Understand, promote, and implement techniques for developmentally appropriate assessment of young children’s learning.

Promote the need to implement a positive team approach to working with other professionals and support staff.

Articulate and demonstrate an understanding of the early childhood profession and make a commitment to professionalism, including continuous personal professional growth.

Get On Your Way

The next start date for Early Childhood Education Birth-3rd is Monday, Aug 27.

Early Childhood Education Birth-3rd Courses

  • Total Credits 57
  • Total Courses 19

The M.Ed. in Early Childhood Education from Concordia University, Nebraska offers the comprehensive skills, knowledge, and training that can lead successful candidates to rewarding careers in education.

Program Courses

  •  
    EDUC 574 Early Childhood Program Organization and Management
    3
    This course focuses on organizing, planning, managing, and evaluating programs for young children. Childcare and preprimary programs are examined in light of current developmentally appropriate practice. Students will be introduced to the portfolio requirements for the program. (Also listed as EDUC 452)
  •  
    EDUC 563 Early Childhood Education Foundations and Program
    3
    This course provides graduate candidates in early childhood education with knowledge of the history, philosophy and current trends in early childhood education. They will learn about current models and become acquainted with print and technological resources that will enable them to continue to learn in their professional careers.
  •  
    PSY 521 Advanced Child Development and Psychology
    3
    An advanced study of children as they develop from conception through the elementary school years. Emphasis on factors which pattern personality development and learning.
  •  
    EDUC 501 Contemporary Thought in Education
    3
    This course provides an examination of the theoretical and philosophical bases for contemporary educational patterns; and current educational issues. Interests of the participants will determine the areas of application to private and public education.
  •  
    EDUC 578 Infants and Toddlers: Development, Methods, Curriculum & Assessment (Birth-3)
    3
    Emphasis on linguistic, physical, social, cognitive, moral, emotional, aesthetic development of children from birth to age three; developmentally appropriate methodology, curriculum, and assessment; family partnerships; advocacy; professionalism; resources for families of children from birth to age three. This course will include 10 hours of direct contact with young children, ages birth through three, including those with special developmental and/or learning needs.
  •  
    EDUC 565 The Young Child: Language and Literacy Development
    3
    A foundations course in developmental reading for teachers of younger children (ages three through grade 3), emphasizing the characteristics of young children, oral language development, developing reading interests, the integration of all language arts in the beginning reading program, and current issues in teaching the young child to read.
  •  
    EDUC 594 Research Evaluation and Design
    3
    This course emphasizes the development of skills in qualitative and quantitative research methods, and the evaluation of various forms of existing information, with emphasis on the ability to relate this information to personal professional practice.
  •  
    EDUC 576 Behavior Management in Inclusive Settings
    3
    This course explores fundamental concepts and issues related to behavior management at the school-wide and classroom level. Emphasis is placed on research-based intervention for behavioral issues. The instructional goals of this course are to provide students with theory, principles and procedures for serving the academic, social and emotional needs of students with emotional and behavior disorders in inclusive settings. To meet the goals, the course will be organized as follows: a) a brief overview of characteristics, b) planning and organizing instruction, c) assessment and educational placement considerations, d) curriculum and programming including scientifically research-based strategies, and e) educational, social and emotional issues across a lifespan. This course will include 10 hours of direct contact with young children, ages birth through kindergarten, including those with special developmental and/or learning needs.
  •  
    EDUC 559 Instructional Methods for Students with Learning Disabilitiesand Other Struggling Learners in Inclusive Settings
    3
    This course explores diverse instructional strategies to meet the needs of students at-risk or identified with learning disabilities in inclusive settings. Focus is on a range of evidence-based interventions (e.g., accommodations specified in the IEP), curriculum, strategies and materials for addressing individualized student needs within the general education classroom.
  •  
    PSY 511 Psychological Foundations of Teaching and Learning
    3
    A study of selected theories of learning and their implications for the classroom setting. Applications of psychological principles and research to instructional situations with an emphasis on those that involve a Christian setting.
  •  
    EDUC 580 Pre-Primary Education: Development, Methods, Curriculum & Assessment (Ages3 through 5)
    3
    Emphasis on linguistic, physical, social, cognitive, moral, emotional, aesthetic development of children from age three to age five; developmentally appropriate methodology, curriculum, and assessment; family partnerships; advocacy; professionalism; resources for families of children age three through five. This course will include 20 hours of direct contact with young children, ages three through kindergarten, including those with special developmental and/or learning needs.
  •  
    EDUC 650 Family and Culture
    3
    Family and culture are integrally connected to children’s healthy growth and development. This course equips candidates to understand the complexity of families and to develop positive reciprocal relationships which support and engage diverse families as partners to support meaningful learning experiences and build effective learning environments. This course will include 20 clock hours assisting families and children with verified disabilities at each of the following levels: birth up to age three, ages three to five, and ages five to seven.
  •  
    EDUC 591 Instructional Methods for Individualswith Intellectual and Developmental Disabilitiesand Other Low Incidence Disabilities in Inclusive Settings
    3
    This course focuses on effective approaches to working with students who have cognitive, autistic, or other moderate disabilities. The purpose of this course is to provide knowledge and understanding of how students with special needs are provided educational opportunities in today’s elementary and secondary schools. The course will differentiate characteristics of various disabilities, distinguish collaborative teaching practices, and identify instructional strategies (e.g., modifications specified in the IEP), for successful inclusion of students with disabilities in school communities. The content of this course reflects the depth of knowledge and skill required of effective teachers of students with intellectual and developmental disabilities and other low incidence disabilities.
  •  
    EDUC 592 Assessment and Evaluation of Diverse Learners in Inclusive Settings
    3
    This course will build knowledge and understanding of the selection and administration of standardized assessments for screening, diagnostics, and progress monitoring of all learners. Models for the formulation of assessment plans for struggling learners and students with persistent academic disabilities will be explored including assessments based on modified achievement standards. Alternate assessments will also be discussed for students with more significant cognitive disabilities. Additionally, this course will focus on special issues in assessment and evaluation including theoretical, legal, and statistical foundations related to assessment in special education and interpretation of assessment results within a Response to Intervention (RTI)/Problem-solving framework to guide instruction for students with learning difficulties.
  •  
    EDUC 583 Primary Education: Development, Methods, Curriculum & Assessment (Ages six through eight)
    3
    Emphasis on linguistic, physical, social, cognitive, moral, emotional, aesthetic development of children ages six through eight; developmentally appropriate methodology, curriculum, and assessment; family partnerships; advocacy; professionalism; resources for families of children from age six to eight.
  •  
    EDUC 564 Children's Literature- Literature for Young Children
    3
    This course provides graduate candidates strategies to select, evaluate, and use children’s literature appropriate for early childhood programs. All genres of literature are addressed along with the history of children’s literature. Topics include methods of presenting literature for enhancement and enjoyment.
  •  
    SOC 565 Serving and Leading in Community and World
    3
    This course provides an in-depth examination of vocation, professional and organizational development and the ways educators, building on their personal beliefs and values, enact authentic service and leadership in a variety of contexts. Using the framework of evangelical Lutheran Christianity, participants explore, analyze and clarify, and apply vocation to their community and to the world.
  •  
    EDUC 672A Student Teaching
    3
    Eight weeks supervised student teaching in an inclusive pre-primary setting.
  •  
    EDUC 672B Student Teaching
    3
    Eight weeks supervised student teaching in an inclusive primary setting.

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