Accredited Early Childhood Programs #associate #degree #early #childhood #education


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Capital Community College
A.S. Early Childhood Education

Housatonic Community College
A.S. Early Childhood Inclusive Education (formerly available as A.S. Early Childhood Education or A.S. Early Childhood Education with Special Education Option)

Manchester Community College
A.S. Early Childhood Education

Middlesex Community College
A.S. Early Childhood Education

Northwestern Connecticut Community College
A.S. Early Childhood Education

Norwalk Community College
A.S. Early Childhood Education–Career Program
A.S. Early Childhood Education–Transfer Program

Quinebaug Valley Community College
A.S. Early Childhood Education

Three Rivers Community College
A.S. Early Childhood Education

 F

FLORIDA

Miami Dade College
A.S. Early Childhood Education (General, Infant/Toddler, Preschool, and Education Administrator tracks)

GEORGIA

Chattahoochee Technical College
A.A.S. Early Childhood Care Education

Gwinnett Technical College
A.A.S. Early Childhood Care and Education

H

HAWAII

INDIANA

Ivy Tech Community College-Central Indiana (Indianapolis)
A.S. Early Childhood Education
A.S. Early Childhood Education
(transfer track to Ball State University)
A.S. Early Childhood Education
(transfer track to Indiana University-Purdue University Indianapolis)

Ivy Tech Community College-Gary
A.A.S. Early Childhood Education
A.S. Early Childhood Education

Ivy Tech Community College-Kokomo
A.A.S. Early Childhood Education
A.S. Early Childhood Education
(transfer track to Indiana University-Purdue University Indianapolis)
A.S. Early Childhood Education
(transfer track to Indiana University-Purdue University Fort Wayne)

Ivy Tech Community College-Northeast/Fort Wayne
A.S. Early Childhood Education
(articulating to Indiana University-Purdue University Fort Wayne Elementary Education)
A.A.S. Early Childhood Education

Ivy Tech Community College-Southern/Sellersburg
A.S. Early Childhood Education
A.A.S. Early Childhood Education

IOWA

Johnston Community College
A.A.S. Early Childhood Education

Martin Community College
A.A.S. Early Childhood

McDowell Technical Community College
A.A.S. Early Childhood Education

Nash Community College
A.A.S. Early Childhood Education

Richmond Community College
A.A.S. Early Childhood Education

Robeson Community College
A.A.S. Early Childhood: Administration Track
A.A.S. Early Childhood: Articulation Track

Rowan-Cabarrus Community College
A.A.S. Early Childhood Education

Sampson Community College
A.A.S. Early Childhood Education

South Piedmont Community College
A.A.S. Early Childhood Education

Stanly Community College
A.A.S. Early Childhood Education

Wake Technical Community College
A.A.S. Early Childhood Education

Wayne Community College
A.A.S. Early Childhood Education

O

OHIO

Central Ohio Technical College
A.A.S. Early Childhood Education Technology (formerly known as A.A.S. ECD Technology, Teaching Option and A.A.S. ECD Technology, Early Childhood Development)

Cuyahoga Community College
A.A.S. Early Childhood Education

Lakeland Community College

A.A.S. Early Childhood Education

Owens Community College
A.A.S. Early Childhood Education Technology

OKLAHOMA

Oklahoma City Community College
A.A. University Parallel Child Development
A.A.S. Technical and Occupational Child Development

Oklahoma State University-Oklahoma City
A.A.S. Early Care Education

Tulsa Community College
A.S. Child Development Child and Family, OSU Transfer Option
A.S. Child Development Human and Family Services/Early Care, NSU Transfer Option
A.A.S. Child Development Center Director Option
A.A.S. Child Development Early Childhood Option
A.A.S. Child Development Infant/Toddler Option

Western Oklahoma State College(full degree available online)
A.S. Early Childhood
A.A.S. Child Development

OREGON

Portland Community College
A.A.S. Early Education and Family Studies

Southwestern Oregon Community College(full degree available online)
A.S. Childhood Education and Family Studies
A.A.S. Childhood Education and Family Studies

P

PENNSYLVANIA

Delaware County Community College
A.A. Early Childhood Education

Harcum College
A.A. Early Childhood Education

Harrisburg Area Community College
A.A. Early Childhood–Elementary Education–Early Care and Education Track
A.A. Early Childhood–Elementary Education–Pre-Teaching Track

Lehigh Carbon Community College
A.A.S. Early Childhood Education
A.A.S. Early Childhood Education Early Intervention

Montgomery County Community College
A.A. Education in the Early Years: Birth Through Fourth Grade

Northampton Community College(full degree available online)
A.A.S. Early Childhood Education: Infant to Grade 4

Pennsylvania College of Technology
A.A.S. Early Childhood Education

RHODE ISLAND

Community College of Rhode Island

A.A. Early Childhood Education and Child Development

S

SOUTH CAROLINA

Aiken Technical College
A.A.S. Early Care and Education

Central Carolina Technical College
A.A.S. Early Care and Education

Denmark Technical College
A.A.S. Early Care and Education

Greenville Technical College
A.A.S. Early Care and Education

Horry-Georgetown Technical College
A.A.S Early Care and Education

Midlands Technical College
A.A.S. Early Care and Education

Orangeburg-Calhoun Technical College
A.A.S. Early Care and Education

Piedmont Technical College
A.A.S. Early Care and Education

Spartanburg Community College
A.A.S Early Childhood Development–Early Care and Education (formerly known as A.A.S. Advanced Child Care Management and A.A.S. Infant/Toddler)

Technical College of the Lowcountry
A.A.S. Early Care and Education

TriCounty Technical College
A.A.S. Early Childhood Development

Trident Technical College
A.A.S. Early Care and Education Child Care Professional Career Path
A.A.S. Early Care and Education Child Care Management Career Path
A.A.S. Early Care and Education Special Education Career Path

Williamsburg Technical College
A.A.S. Early Care and Education

York Technical College
A.A.S. Early Care and Education

T

TENNESSEE

Chattanooga State Community College
A.A.S. Early Childhood Education

Dyersburg State Community College
A.A.S. Early Childhood Education

Motlow State Community College
A.A.S. Early Childhood Education

Nashville State Community College
A.A.S. Early Childhood Education

Northeast State Community College
A.A.S. Early Childhood Education

Pellissippi State Community College
A.A.S. Early Childhood Education

Walters State Community College
A.A.S. Early Childhood Education

TEXAS

Collin College
A.A.S. Child Development

Eastfield College(full degree available online)
A.A.S. Child Development Early Childhood Education

Houston Community College
A.A.S. Child Development

San Antonio College
A.A.S. Early Childhood Studies

San Jacinto College – Central Campus
A.A.S. Child Development/Early Childhood Education

St. Philip s College(full degree available online)
A.A.S. Early Childhood Studies
A.A.S. Early Childhood Studies – Language and Literacy Specialization

Wharton County Junior College
A.A.S. Early Childhood/Child Development

W

WISCONSIN

Milwaukee Area Technical College
A.A.S. Early Childhood Education


Doctoral Programs #concordia #university #chicago #s #college #of #graduate #and #innovative #programs #has #highly #ranked, #on-campus, #cohort #and #online #programs. #we #offer #masters, #post-masters, #endorsements, #certifications #and #doctoral #programs #in #education, #business, #humanities #and #leadership. # #/ # #meta #id= #metakeywords # #name= #keywords # #content= #concordia #university, #chicago, #illinois, #graduate #degree #programs, #master #s #degree, #master #s #programs, #ma #programs, #doctoral #degrees, #doctoral #programs, #edd, #mba, #mbas, #master #of #business #administration, #master #s #of #business #administration, #education, #early #childhood #education, #teaching, #reading, #christian #education, #curriculum #and #instruction, #c #amp;i, #esl, #esl #endorsement, #educational #technology, #school #counseling, #school #leadership, #accelerated #degree #completion, #adult #education


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Doctoral Programs

Welcome to Concordia University Chicago and thank you for your interest in applying to one of our doctoral programs. All documents relating to admission should be submitted to Concordia University’s Office of Graduate Admission and Student Services prior to the deadline for your anticipated term of enrollment. See your degree of interest on this Web site for application and file completion deadlines.

Admission Requirements

Admission to the doctoral program occurs prior to initiation of course work. The number of students admitted will be limited to ensure quality of program and dissertation advising.

Applicants who are successful in their application for admission for entrance into the doctoral program will meet the following criteria:

  • Master’s degree with a minimum 3.0 GPA
  • A completed Doctoral Application for Admission
  • Submission of rationale statement, including personal goals for applying for admission to the program.
  • Transcripts: Submission of official transcripts of all previous credits.
  • Testing: Current Graduate Record Exam or Miller Analogies Test scores (test taken within the prior three years).
  • Letters of recommendation from two persons qualified to comment upon the applicant’s potential for doctoral study.
  • Past experience: At least two years of successful teaching/administrative experience (required only for doctoral programs in K-12 education).
  • Writing sample: Submit a paper that demonstrates your ability to write in a scholarly manner at a level typical of graduate work. A paper from your master’s program would be most appropriate. This sample should approach, but not exceed, five pages in length.

All documents should be submitted to:

Office of Graduate Admission and Student Services
Concordia University Chicago
7400 Augusta Street
River Forest, IL 60305

The office fax number is (708) 209-3454.

Once the admission file is completed and initially reviewed, qualified applicants will complete an extemporaneous writing sample followed by a personal interview with an admission committee.

Admission recommendations are submitted from the admission committee to the Dean of the College of Education, who will then make the final admission decision and communicate the decision to the candidate. The admission committee may establish an admission waiting list, if necessary. Students admitted should consult the Doctoral Program Handbook for additional program information.

Students who are applying for admission to the doctoral program are precluded from enrolling in any courses which met doctoral program requirements until the student has been completely admitted to the program.

The Graduate Admission Committee reserves the right to request additional information or documentation deemed helpful in evaluating applicants for admission.

Additional Testing

Depending on program of study, students may be required to take additional tests such as the Graduate Record Exam, Miller Analogies Test and/or the Illinois Basic Skills Test. A writing sample, essay, FBI fingerprint criminal background check, valid teaching certificate and/or interview may also be required to determine what may be necessary for a student to qualify for a graduate program.

Pending Status

Doctoral and international students are not eligible for Pending Status .

International Students

Applicants who are not U.S. citizens are required to meet all admission standards listed for the program they wish to enter. In addition, the following are required to be considered for admission:

  • TOEFL: A score of at least 550 (paper-based) or 72 (internet) minimum requirement on the Test of English as a Foreign Language (TOEFL), or successful completion of Level 112 at an English Language School (ELS) unless English is the native language, and an unqualified recommendation from an ELS program director is provided. (International students who have earned an advanced degree from an accredited institution in the United States do not need to submit TOEFL scores.)
  • Transcripts: Official transcripts from each college/university attended showing all college/university course work with certified English translations of all transcripts originally prepared in any other language. Also, any international transcripts must be evaluated by a Concordia-approved international credentialing service such as WES (World Education Services), ECE (Educational Credential Evaluators), or AACRAO (American Association of Collegiate Registrars and Admission Officers).
  • Financial Support: A certified document guaranteeing adequate financial support for at least the student’s first year of study and, barring any unforeseen circumstances, adequate funding from the same or an equally dependable source, for subsequent years.
  • Medical: A physical exam, adequate medical insurance, and proof of immunization are required prior to enrollment.
  • Regular Admission Requirements: International students must qualify for regular admission to a degree program in order to enroll.

All documents must be received by the Office of Graduate Admission and Enrollment Services at least three months prior to the expected date of entry. I-20 forms may be issued only after University acceptance is granted and will remain in effect only for students who continue to make satisfactory progress as full-time students in an accepted university program. The program length may vary for each student.

Application information


Master s Degree in Early Childhood Education Online (MEd) #masters #in #early #childhood #education,early #childhood #education #masters #degree,master #of #ed #in #early #childhood #education,early #childhood #education #masters #of #education,online #masters #of #education,masters #in #education #online


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MEd in Curriculum Instruction: Early Childhood Education

This Early Childhood Education (ECE) concentration is designed for those who have a strong passion for teaching young children and who believe that children learn best through active, hands-on learning. Candidates will explore current trends and research, design developmentally effective curriculum, and develop skills in advocating for young children.

The Next Start Date is July 17th

MEd in Curriculum Instruction: Early Childhood Education Program Goals

In addition to meeting the objectives for all Concordia Portland’s MEd programs, successful candidates in the MEd in Curriculum Instruction: Early Childhood Education concentration will demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon’s Common Core State Standards and specific district standards.
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students.
  • An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity.
  • A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction.
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results.

Course Descriptions

Students enrolled in the Early Childhood Education program must complete:

  • Four core courses required for the Curriculum Instruction degree
  • Foundation courses for the specific concentration

MEd in Curriculum & Instruction – Core Courses

Developing Character Through the Curriculum

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one’s own moral perspectives on the basis of generally accepted criteria.

Theories of Teaching and Learning

This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.

Community of Learners

Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today’s 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.

Contemporary Educational Thought

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

MEd in Curriculum & Instruction – Early Childhood Education

Issues and Advocacy in ECE

This course provides an overview of the field of early childhood education by exploring its past, present and future. Significant issues focusing on advocacy for children and families will be addressed in terms of the interpretation of research, philosophical approaches, and application of theory. Students will become familiar with advocacy for children and families at the local, state, and national levels.

ECE: A Constructivist Approach

This course focuses on curriculum development in pre-kindergarten and the primary grades from a constructivist perspective. Emphasis is placed on facilitating child-centered learning and implementing authentic assessment practices within State prescribed standards and benchmarks. This course is specifically designed for classroom teachers willing to explore the opportunities of project-based learning.

Play in Early Childhood Education

This course focuses on the relationship between play and learning for young children (birth through age eight). It is based on the philosophy that children construct knowledge while actively engaged in the process of understanding the world around them. Strategies for implementing play opportunities in the preschool and primary curriculum will be accentuated in order that the student may create a classroom environment that supports playful learning.

This course examines the development of literacy skills in young children, ages 0-8. Topics include the reading/writing connection, use of trade books and thematic literature, and current research in the field of literacy development.

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with one of three additional research courses:

The Master of Education culminates with one of three additional research courses

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called “Action Research” in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.

Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

Earning Your Curriculum Instruction: Early Childhood Education Master’s Degree Online

The Master of Education in Curriculum and Instruction: Early Childhood Education program is fully online. The online format uses cutting-edge curriculum and easy-to-use online learning tools to provide students with a convenient yet challenging educational experience. Online classes are 5 weeks in length and can be accessed via Internet


Early Childhood Programs – The Guidance Center #early #childhood #colleges


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Early Childhood Education

Our Early Childhood Education programs help nurture the social and emotional development of very young (to age 5) children. We offer:

  • pre-kindergarten class (Mamaroneck, New Rochelle)
  • therapeutic nursery, full and half day (New Rochelle)
  • toddler class for children 18-36 months (OPENING January 2017, New Rochelle)
  • SEIT services for children ages 3-5 years old

The Creative Learning Center. located in New Rochelle, meets the individual needs of typically developing children as well as those with special needs. Together, they learn, play and thrive! The Creative Learning Center has a full-day preschool class as well as special needs classes and Universal Pre-K. They also offer working-parent friendly hours of 7:30 am to 6:00 pm. We will offer a new toddler class (18-36 months) starting in January 2017! Contact us about enrollment .

Mamaroneck UPK, located at Central School in the Mamaroneck school district, offers half-day Universal Pre-Kindergarten classes (morning or afternoon) 5 days per week. Our program is a school readiness model for all children who will be eligible for Kindergarten the following year (4 year olds). Children gain skills through our facilitated play and supported social/emotional curriculums, and build a love of learning through interactions with each other, their teachers and their environment.

To be eligible for the Mamaroneck UPK program for the 2017-2018 school year children must reside in the Mamaroneck Union Free School district, and must turn 4 in the 2017 calendar year. We are currently accepting applications! Follow this link to the school district’s website for registration forms and information. This intake form must also be completed. To learn more, please contact us .

Foundations in Feelings is an innovative approach for addressing the social-emotional development needs of very young children. Designed to support the social-emotional development of children while working with childcare providers and parents, Foundations in Feelingswas once only available to select daycare centers but is now available to all.

FREE Programs for Families of Children with autism and developmental delays now take place at our Creative Learning Center two Sundays a month. We have a montly parent-only support group as well as free counseling services for individuals or couples. Funded in part by the Office of People with Developmental Delays.

For more information on our Early Childhood programs, email us or call 914-613-0700 x7012 .

Our Programs


Educational Technology #engaging #activities,high #school #(grades: #9-12),language #arts,middle #school #(grades: #6-8),professional #development,high #school,access,common #application,assessment #tools,teacher-parent #relationships,stackup #browser #extension,student #engagement,informal #learning,student #data,teaching #artist #dave #ruch,classroom #technology,virtual #field #trips,streaming #concerts,early #childhood #and #elementary #(grades: #prek-5),music,app #reviews,math #and #science,chemistry #apps,history #and #social #studies,apps,educational #apps,brainpop,school #supplies,curation #tools,online #collaboration #tools,elearning,ipad #apps,education #apps,classroom,ipadsammy,visual #literacy,digital #technology #trends


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CATEGORY: Educational Technology

Posted May 2, 2017

Sure, adolescents spend too much time “glued to their screens,” but why not turn that to your advantage — and theirs? Students love of technology can be a powerful force in language arts classrooms thanks to the possibilities of digital storytelling. Students’ beloved smartphones can be essential tools for sharing their unique thoughts and experiences

Posted November 14, 2016

Long gone are the days when high school seniors filled out individual applications online to each of their choice schools — and further gone are handwritten applications mailed out individually with enough time before the deadlines. For the past several years, prospective college students have been able to apply to their choice schools in a

Posted October 31, 2016

While PowerPoint remains an industry standard for creating effective and engaging presentations, several new and innovative options enable students and teachers alike to create presentations for in-person and virtual audiences. Presentation options used to be much more limited. Either we needed certain software or a specific computer type, or the cost was prohibitive. That’s all

Posted September 13, 2016

Today’s education models tend to focus on a child’s achievement deficits — if students aren’t reading at grade level, for instance, then teachers try to get them caught up. Mindprint Learning flips this model, using cognitive tests to identify children’s strengths and engage them in ways that compensate for their weaknesses. The goal: Let kids

Posted April 6, 2016

Stackup is a Chrome browser extension that measures students’ time learning on the Internet. “Teachers use Stackup to make free reading fun and accountable,“ said Nick Garvin, the company’s CEO. Browser extension measures the time students spend learning online by subject or website Students can use the browser extension to research subjects that interest them,

Posted August 27, 2015

Early childhood arts-based learning is suffering at many schools. Despite recognizing the benefits of art instruction, teachers have less time for creativity and fun during class time. School budgets for visiting artists are tight as well. Cutbacks appear to be nationwide and beyond. Canadian schools, for instance, are dealing with the same budgetary realities,” said

Posted September 10, 2014

Knowing how to calculate volume, area and perimeters isn’t just reserved for mathematicians, physicists and engineers. It’s an important skill that workers use every day in dozens of professions including carpenters, surveyors, landscapers, painters and architects. And it all starts with simple geometry. Geometry has been a part of most middle and high school math

Posted September 2, 2014

For generations of chemistry students, the Periodic Table of the Elements has been a must-have tool for solving science homework problems and completing classroom tests. Scientists developed the periodic table in the late 19th century to organize elements, the basic building blocks of ordinary matter, into a cohesive document that can be studied and shared. The

Posted August 27, 2014

Now is a great time to be a social studies or government teacher, thanks in part to a multitude of technology resources that can help educators engage students, promote classroom deliberation and develop rich K-12 lesson plans. An excellent example of those resources is the website C-SPAN Classroom, which provides high-quality, up-to-date teaching materials for

Posted August 18, 2014

Studying historical facts and figures has been a mainstay in elementary and secondary schools for generations. That’s especially true in government and civics classes, where students learn about the U.S. presidents and their places in history. But memorizing this information can be a monotonous task for some students. Fortunately, technology can help make that job

Posted August 11, 2014

One of the best ways to engage students in learning is to include multimedia in lesson plans. Audio, video and interactivity in lessons tend to keep students interested and help them retain the material better. That’s the idea behind the popular BrainPOP collection of educational websites, programs and animated movies. Since 1999, BrainPOP curriculum-based content

Posted August 6, 2014

For generations of K-12 students, a paper notebook or three-ring binder was a necessity for classroom organization. But thanks to technology, today’s students can cast aside paper organizers in favor of mobile apps that take classroom organization to a whole new level. Mobile organization apps let students combine lecture notes, study materials and classroom resources

Posted March 21, 2014

When Rod Powell’s school went one-to-one, giving a computer to every student, he was thrilled with the opportunity for professional development offered by the North Carolina school district where he teaches history. But he knew he wanted to learn about more than the machine. Powell wanted to know how to bring technology into his students’

Posted March 6, 2014

Melissa Techman is a librarian who knows her tech. And she’s willing to share. The Broadus Wood Elementary School’s librarian expands her reach beyond her home district in Virginia. She is on Twitter, Diigo, Symbaloo and Pinterest as mtechman, sharing tech tips and tools for educators. Techman first used technology in her library when she

Posted December 19, 2013

With the days of dusty card catalogs long gone, school librarians are taking a leading role in bringing technology into K-12 education. Promoting the importance of technology in education is just one of librarians’ many roles in schools. By serving as role models for technology use and demonstrating how technological resources serve students’ learning aims,

Posted December 14, 2013

Some exciting education technology trends appear poised to influence the classroom in new ways. They could give teachers access to a broader range of education options while helping students better prepare for the world they will face. Mobile apps Veteran teachers, new teachers and those training to become teachers are probably all familiar with mobile apps .

Posted November 1, 2013

With the costs of education skyrocketing, students can t pass up a chance for a free online textbook. Whatever the subject matter, these textbooks allow teachers to pass the cost savings on to their students and parents. Textbooks can be found for elementary students just beginning their education as well as for college students in specialized

Posted July 29, 2013

If you really want to integrate technology into the classroom, asking which apps are best for math or science is the wrong question. “There’s tons of great math apps if you are trying to skill and drill , but there’s more to technology than that,” said Jon Samuelson, best known as iPadSammy from his blog of

Posted June 5, 2013

Education is continuously changing, and so are the techniques. The visual literacy classroom is becoming a priority to keep up with digital technology trends in learning. The capacity, comprehension and communication of current students differ considerably from the student of 10 and even five years ago. The classroom environment must adapt to the students learning

Posted April 29, 2013

Education technology is at the forefront of discussions about how education will look in the future. Gaming technology and digital badges may play a significant part of that process. While there seems to be a growing reluctance to keep score in youth sports, a new way of tracking wins and losses may just be what’s

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Early Childhood Education degree: Curtin University #degree #in #early #childhood #education #jobs


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Early Childhood Education

Course overview

Curtin s early childhood education course is an exciting program that provides a well-respected qualification for teaching young children.

The course aims to develop graduates who are highly regarded for the quality of their preparation and their dedication to the teaching profession. Upon graduating with this degree you will be qualified to teach children from birth to eight years of age.

You will be able to demonstrate a clear understanding of the integration of educational theory and classroom practice and will be responsive to the changing cultural, social and individual needs of young children and their families.

The course encompasses child development, the importance of family partnerships and develops a solid knowledge of the curriculum learning areas.

In this course you will learn the skills, knowledge and experience you need to teach children from birth to eight years in early childhood centres, kindergarten and pre-primary, and junior primary classes to year 3.

The course encompasses child development, the importance of family partnerships, and develops a sound knowledge of the curriculum learning areas. It will provide you with practical learning experiences in early childhood education settings.

Core education
Core studies in this course are: curriculum studies, professional studies, professional experiences in early learning centres and other educational settings, educational psychology, learning technologies, and inclusive education.

The first year of the course is a common first year with the Bachelor of Education (Primary Education) and includes core studies and interactions with children, educational settings and educators. In the remaining three years, core studies are undertaken concurrently with electives and professional experience.

The School of Education has served Western Australia s education community through its leadership in teaching, scholarship and research since 1974. We prepare professionals for practice in a wide range of education-related fields and we re known nationally for the quality of our programs, teaching and graduates.

Electives
The program includes three elective units which can be used towards an area of personal interest. These can be chosen from the many units available across the University, however the School of Education recommends electives are taken in areas complementary to early childhood education, from areas including health studies, psychology, speech and hearing, and Aboriginal education. Alternatively, you can take electives that contribute to a specialisation such as Educational Technology, Inclusive Education or Catholic Education.

Teaching practice
Working with children and educators is central to the early education program. You will work within the early learning sector for varying lengths of time during the program. This culminates in a final 10-week placement, where you will have the major responsibility for a group of children, under supervision of a mentor educator. In addition to this, you are strongly encouraged to link with educators, early learning centres and schools in a voluntary capacity, in order to gain as much valuable experience as possible. There are opportunities for a country practice or an interstate or international internship placement.

Entry requirements for Australian and New Zealand students

Commonwealth supported What is a Commonwealth supported place (CSP)? – A CSP is subsidised by the Australian Government. They pay part of the course fees directly to Curtin and then the student pays the remainder. The student can defer this fee to their HECS-HELP loan.

All Australian students studying an undergraduate degree are automatically awarded a Commonwealth supported place.

Learn more about CSPs and whether you’re eligible by visiting the Australian Government’s StudyAssist website.

Fees are indicative first year only.

*The indicative first-year fee is calculated on 200 credit points, which is the typical full-time study load per year, however some courses require additional study to be completed, in which case the fee will be higher than that shown.

This fee is a guide only. It may vary depending on the units you choose and do not include incidental fees (such as lab coats or art supplies) or the cost of your textbooks – visit other fees and charges for more information. For more information on fees and to determine your eligibility for HECS-HELP or FEE-HELP, please visit fee basics or the Study Assist website

If you’re not an Australian citizen, permanent resident or New Zealand citizen, please see information for international students.

Curtin’s Bachelor of Education is recognised nationally as an initial pre-service teaching qualification.

If you have previously worked or studied in this field, you are encouraged to contact the Faculty to discuss eligibility for credit for recognised learning (CRL).

This course can help you become a:

  • Teacher – Early Childhood
  • Child Care Coordinator
  • Childcare Worker
  • Nanny
  • Kindergarten Teacher
  • Pre-Primary Teacher
  • Junior Primary School Teacher
  • Teaching Assistant
  • Education Administrator
  • Policy Development Officer
  • Curtin s education courses were ranked number in the top 100 in the world in the 2016 QS World University Rankings by Subject.
  • Five of our Department of Education staff members have recently received prestigious national teaching awards.
  • You will be immersed in an e-learning environment which complements your studies. You will be encouraged to participate in the learning process and there is a focus on group interaction and continuous assessment.
  • This course integrates education theory with classroom practice for all areas. You will undertake 20 weeks of teaching internship and be offered opportunities for international exchange, internship, Honours, Master and Graduate programs.
  • The Department is proud of its consistently positive feedback from employers who say Curtin teachers are of excellent quality and well prepared for the education industry.

This course comprises units on teaching strategies, planning lessons, classroom management, learning processes, educational psychology and curriculum studies. You will also complete 20 weeks of teaching practice over the course of your studies, including a 10 week internship where you will have the major responsibility for a class of children under the mentorship of a qualified teacher.


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Early Childhood Education

Overview

Welcome to Langara College’s Early Childhood Education Diploma Program, where we believe quality child care nurtures early learning.

This stimulating program balances academic studies on campus and practical experiences in licensed childcare centres. Students develop a strong theoretical foundation for working with children and families and take on increasing responsibility in their practical work. Upon completion of the program they are prepared and able to confidently and competently enter the profession of early childhood education.

The Early Childhood Education Diploma Program prepares students beginning careers as Early Childhood Educators in a variety of childcare settings (primarily within the province of British Columbia). Langara College also offers an Early Childhood Education: Special Education Post Basic Citation, which is part time and in the evenings. This special needs educator credential program is suited for Early Childhood Educators already holding a diploma or certificate.

The Early Childhood Education Department at Langara College has been educating Early Childhood Educators since 1966. Langara College has a long history of preparing Early Childhood Educators to work with children from birth to five years of age. The original program has grown from a small six-month program to a double intake three semester diploma program offering high quality instruction.

Note: The program has two intakes per year. Students may start the diploma program or the post basic citation program in either September or January.


Early Childhood Programs – The Guidance Center #early #childhood #education #classes #online


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Early Childhood Education

Our Early Childhood Education programs help nurture the social and emotional development of very young (to age 5) children. We offer:

  • pre-kindergarten class (Mamaroneck, New Rochelle)
  • therapeutic nursery, full and half day (New Rochelle)
  • toddler class for children 18-36 months (OPENING January 2017, New Rochelle)
  • SEIT services for children ages 3-5 years old

The Creative Learning Center. located in New Rochelle, meets the individual needs of typically developing children as well as those with special needs. Together, they learn, play and thrive! The Creative Learning Center has a full-day preschool class as well as special needs classes and Universal Pre-K. They also offer working-parent friendly hours of 7:30 am to 6:00 pm. We will offer a new toddler class (18-36 months) starting in January 2017! Contact us about enrollment .

Mamaroneck UPK, located at Central School in the Mamaroneck school district, offers half-day Universal Pre-Kindergarten classes (morning or afternoon) 5 days per week. Our program is a school readiness model for all children who will be eligible for Kindergarten the following year (4 year olds). Children gain skills through our facilitated play and supported social/emotional curriculums, and build a love of learning through interactions with each other, their teachers and their environment.

To be eligible for the Mamaroneck UPK program for the 2017-2018 school year children must reside in the Mamaroneck Union Free School district, and must turn 4 in the 2017 calendar year. We are currently accepting applications! Follow this link to the school district’s website for registration forms and information. This intake form must also be completed. To learn more, please contact us .

Foundations in Feelings is an innovative approach for addressing the social-emotional development needs of very young children. Designed to support the social-emotional development of children while working with childcare providers and parents, Foundations in Feelingswas once only available to select daycare centers but is now available to all.

FREE Programs for Families of Children with autism and developmental delays now take place at our Creative Learning Center two Sundays a month. We have a montly parent-only support group as well as free counseling services for individuals or couples. Funded in part by the Office of People with Developmental Delays.

For more information on our Early Childhood programs, email us or call 914-613-0700 x7012 .

Our Programs


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Home Early Childhood Education (Online), M.Ed

Early Childhood Education (Online), M.Ed

The program is designed for candidates who hold a Professional Level Four Certificate or equivalent in Early Childhood Education. It is an approved program by the Georgia Professional Standards Commission and meets the certificate upgrade requirements mandated by the Professional Standards Commission.This master s program is based upon the concept of developmentally appropriate practices and the value of diverse, intensive field experiences working with diverse student populations.

It is offered fully online and requires completion of a 36 hour program of study.

Program Contact Information:

1. Complete requirements for a Bachelor s degree from a regionally accredited institution.

2. Possess or be eligible for a Georgia level four certificate in Early Childhood Education, or possess or be eligible for a Georgia Certificate of Eligibility for an Induction Certificate in Early Childhood Education. Candidates who have completed all requirements for the Georgia Certificate of Eligibility have until the end of the first semester to obtain the certificate.

3. Present a cumulative 2.50 (4.0 scale) grade point average or higher on all undergraduate and graduate work combined.

4. Present current official report from the Miller Analogies Test (MAT) or the verbal, quantitative and analytical writing sections of the Graduate Record Examination (GRE) showing competitive scores.

5. Submit a personal statement of purpose, not to exceed 200 words, that identifies the applicant s reasons for pursuing graduate study and how admission into the program relates to the applicant s professional aspirations.

6. Submit a completed Disclosure and Affirmation Form that addresses misconduct disclosure, criminal background check, the Code of Ethics for Educators, and tort liability insurance.

Applicants may be approved for provisional admission based on the quality of the admission material presented. Provisional students must earn grades of B or higher in their first nine (9) hours of course work after admission and meet any other stipulations outlined by the department to be converted to regular status.


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Early Childhood Education

The focus of the Division of Early Childhood Education and Family Engagement (DECE) is to enhance social, emotional, physical, and academic development of New Jersey’s children — birth through third grade — by providing leadership, resources, and professional development in support of high-quality early childhood programs within a comprehensive, collaborative program.

  • Provide leadership, resources and professional learning opportunities that support high-quality early childhood and early elementary learning programs.
  • Provide guidance and capacity-building for meaningful family engagement in the developmental and learning support for children from birth through third grade.
  1. Develop and align program standards, teaching, learning, and resources anchored to best practice and current research on early childhood development and learning.
  2. Develop guidance, modules and other materials designed to facilitate the implementation of each component of high-quality development and learning programs for children from birth through 3rd grade.
  3. Track, reflect and adjust implementation procedures to improve outcomes.
  4. Build capacity to maximize the relationship with families to promote development and learning in all areas.
  5. Enrich services by expanding and including the voices of diverse stakeholders.
  6. Provide regional and on-site support to strategic staff who facilitate relevant information to local educators.

NJ Department of Education, Division of Early Childhood Education
PO Box 500, 100 Riverview Plaza, Trenton, NJ 08625-0500
telephone: (609) 777-2074, fax:(609) 777-0967