Program Overview

Early Childhood Education and Administration

Bachelor of Science

The landscape of early childhood education is undergoing a significant transformation, driven by a heightened awareness about the critical role early learning plays in a child’s development. High-quality early childhood education can have profound and lasting effects on a child’s cognitive, social, and emotional development, and it is apparent that early childhood education is linked to long-term academic success, making it a priority for many communities. This coupled with a diverse landscape reflects varying cultural, linguistic, and socio-economic backgrounds of children and families requiring the need for creating equitable learning environments. Educators who are trained in these areas can better support all children, including those with special needs, and other at-risk populations. The focus on inclusion not only benefits the individual child but also enriches the learning environment for all students, promoting empathy, understanding, and collaboration among peers.

The undergraduate Early Childhood Education and Administration program is designed to address the need for trained professionals who can implement effective educational practices. The expansion of early childhood education necessitates a new generation of leaders who can effectively manage and advocate for educational programs. While teaching is a crucial aspect, there is an equally important need for skilled administrators who can oversee operations, staff development, budgeting, and community engagement. This degree program can prepare individuals for diverse roles in leadership and administration, equipping them with skills in strategic planning, program evaluation, and staff mentoring. This program will ensure that educators are well-equipped with the pedagogical skills, knowledge of child development, and practical strategies necessary to meet this growing demand with the goal of improving educational outcomes for children.

Program Learning Outcomes

• Demonstrate understanding of typical and atypical child development from birth through age eight, including cognitive, social-emotional, physical, and language development.
• Apply developmental theories and research to create supportive learning environments for young children.
• Design, implement, and evaluate developmentally appropriate curriculum for young children using evidence-based practices.
• Incorporate play-based, inquiry-based, and culturally responsive approaches into early childhood education programs.
• Utilize various observation, documentation, and assessment tools to monitor children’s progress and inform curriculum planning.
• Implement ethical and effective assessment practices that support individual children’s development.
• Respect the diversity of family structures and cultural backgrounds in educational settings.
• Implement policies and practices that ensure the health, safety, and nutrition of young children in early learning environments.
• Promote physical, emotional, and mental well-being through curriculum and classroom management strategies.
• Understand and adhere to local, state, and national laws and regulations governing early childhood education settings.
• Demonstrate knowledge of organizational leadership, program management, and administration in early childhood settings.
• Manage and lead early childhood programs, including staff development, budgeting, and strategic planning.
• Promote an inclusive environment that respects and supports children and families from diverse backgrounds.
• Understand the role of public policy in shaping early childhood education practices and opportunities.

Degree Requirements

• EDU1300 — Child Growth and Development
• EDU2200 — Foundations in Education
• EDU2055 — Explorations in Social-Emotional Learning
• EDU2100 — Explorations in Special Education
• EDU2300 — Foundations of Multicultural Education and Diversity
• EDU2500 — Foundations of Language and Literacy
• EDU2600 — Early Intervention: Birth to 3
• EDU2700 — The Power of Play
• EDU3340 — Techniques and Strategies for Teaching Mathematics
• EDU3400 — Health, Safety, Nutrition and Wellness in Early Childhood
• EDU3450 — Observation and Assessment in the Early Childhood Classroom
• EDU3500 — Classroom Management and Behavior Analysis for Teachers
• EDU3600 — Child, Family, and Community
• EDU4300 — Literacy and Inclusive Excellence
• EDU4400 — Policy and Advocacy in Early Childhood Education
• EDU4500 — Supervision and Leadership in Early Childhood Administration
• EDU4847 — Senior Capstone Project

Course Descriptions

EDU1300 - Child Growth and Development (3)

Studies the psychological, physiological, and social development of humans, with emphasis on “normal” growth. Students examine the various factors determining developmental tasks at stages throughout the lifespan. Coursework explores multiple influences on growth and development including family, culture, and environment. Provides insight into theories and practices which influence the behavior of children in their environments.

EDU2200 - Foundations of Education (3)

In this course, students are introduced to the historical foundations and theories upon which public education is based. We will analyze the relationship between schools and the societies in which they exist. Our study will include a historical perspective and a sociological perspective that focuses on social structures, current social issues, social justice, and a real-world perspective that we get from the views of current educators. PREREQUISITE: None

EDU2055 - Explorations in Social Emotional Learning (3)

This seminar will include a study of current research in social-emotional learning (SEL) as well as first-hand observations and experiences in the implementation of SEL. Guest speakers will share district, school and classroom-level insights connecting current research to the effects on student learning. Following the orientation and in-classroom experience, the seminar will connect hands-on learning to readings and discussions. Students will draw on their own experiences as students, any classroom internship, readings, and presentations from guests to reflect on the impact that SEI has on academic success and personal growth. PREREQUISITE: None

EDU2100 - Explorations in Special Education (3)

Focuses on the overview of special education, various categories of disabilities, deficit/strength-based approaches, educational issues, and strategies for teaching and accommodating students with special needs. Students will review the laws/regulations that ensure educational equity for students with special needs, and instructional and curricular modifications that teachers may be expected to make for students with special needs. Individualized Educational Program (IEP) components will be discussed with a focus on implementation in the classroom.

EDU2300 - Foundations of Multicultural Education and Diversity (3)

Develops a critical understanding of the concepts and assumptions about diversity and difference, including notions of ability and disability, socio-economic background, race, ethnicity, and cultural background, beliefs, and gender. Students will develop an awareness of historical and contemporary definitions of inclusive education, considering policy, theories, and models. This knowledge will deepen students’ understanding of the elements of inclusive and equitable quality education for all learners, considering their diverse characteristics and needs. PREREQUISITE: None

EDU2600 - Early Intervention: Birth to 3 (3)

This course examines the essential strategies and practices for early intervention and home visiting for children from birth to age three. The course emphasizes the critical role of home visiting as a key component of early intervention, providing students with practical skills and insights into designing and implementing home-based services that support both child development and family well-being. Topics covered include developmental milestones, individualized family service plans (IFSPs), collaborative strategies with families, and culturally responsive practices. Students will engage in case studies, role-playing exercises, and observational experiences to develop an understanding of the role between providers, children, and families. Additionally, the course will address challenges and ethical considerations in early intervention settings, providing students with the tools to navigate complex scenarios and advocate for best practices in early childhood care. PREREQUISITE: None

EDU2700 - The Power of Play (3)

In this course, students will examine various play theories, types of play, and strategies for incorporating play into early childhood education. Emphasis will be placed on the impact of play on developing social skills, creativity, collaboration, critical thinking, and problem-solving skills in diverse learners. Students will explore the integration of play in various subjects such as literacy, mathematics, and science. PREREQUISITE: None

EDU3340 - Techniques and Strategies for Teaching Mathematics (3)

This course introduces techniques and strategies for teaching mathematics following the Mass State Standards for curriculum and instruction. Constructivist lesson planning which engages students individually and in small groups will be emphasized. PREREQUISITE: None

EDU3400 - Health, Safety, Nutrition, and Wellness in Early Childhood (3)

This course focuses on the essential components of health, safety, and nutrition in early childhood education. Students will gain an understanding of best practices in nutritional education to support children’s health and wellness. Major health concerns for young children will also be explored. Students will learn how to develop and implement programs and practices that promote healthy living for young children in and out of school through collaboration with families and the community. PREREQUISITE: None

EDU3450 - Observation and Assessment in the Early Childhood Classroom (3)

This course provides an in-depth exploration of the principles and practices of observation and assessment in early childhood education. Students will learn to apply various observational techniques and assessment tools to evaluate the developmental progress, learning needs, and educational outcomes of young children. The course emphasizes the importance of observation and documentation in creating individualized learning experiences and supports for children. Through hands-on practice, case studies, and reflective analysis, students will develop the skills necessary to use observation and assessment data effectively to enhance instructional strategies and promote positive developmental pathways. This course includes observational hours in AIC approved model classrooms. PREREQUISITE: None

EDU3500 - Classroom Management and Behavioral Analysis for Teachers (3)

This course introduces classroom management techniques and strategies for teaching. Students will learn strategies to manage challenging behaviors, build relationships with students, teach self-regulation, create a positive learning environment, and create a pro-social classroom culture. PREREQUISITE: None

EDU3600 - Child, Family, and Community (3)

This course provides an in-depth exploration of the essential dynamics between children, families, and community systems. Students will gain an understanding of how to build and sustain effective partnerships that enhance the well-being and development of children. Participants will learn about theories and practical strategies for fostering collaboration among families, schools, and community organizations. Key topics include the roles and responsibilities of each stakeholder, effective communication techniques, and strategies for overcoming common challenges. The course emphasizes the importance of cultural competence and inclusivity, ensuring that partnerships are equitable and responsive to the diverse needs of children and their families. PREREQUISITE: None

EDU4300 - Teaching Reading & Language Arts: EC, Elem, Mod. Dis. (3)

A survey of theories, practices, and techniques of reading instruction for children in grades preK-8. Various methods and materials used in the teaching-learning process will be examined, including the informal diagnosis and assessment of reading skills. The Massachusetts English Language Arts Curriculum Frameworks, as well as related documents for English language learners and guidelines for special education students will be central to developing and presenting reading strategy lessons. Instructional accommodations for diverse learners will explore methods in sheltered English language immersion, special education, gifted and talented enrichment, and compensatory strategies for rural and urban poverty populations. Field work experiences and a diagnostic case-study assignment will integrate all course components. On-line research of the National Reading Panel Report and other professional sources will supplement course learning. Field experience is required.

EDU4400 - Policy and Advocacy in Early Childhood Education (3)

This comprehensive course examines the crucial intersection of policy, law, and advocacy in the world of early childhood education. An in-depth exploration of both federal and Massachusetts-specific laws impacting young children will be explored. Participants will gain an understanding of the legislative landscape that shapes early childhood education, including key federal regulations and state-specific policies and initiatives in Massachusetts. The course will discuss how to become an effective advocate, as well as cover practical strategies for influencing policy, such as working with legislators, building support in the community, and using data to support your cause. Through case studies, interactive workshops, and guest lectures from experienced advocates and policymakers, participants will develop the skills necessary to navigate the complexities of early childhood policy and become effective advocates for children’s rights. PREREQUISITE: None

EDU4500 - Supervision and Leadership in Early Childhood Administration (3)

This course provides a comprehensive exploration of effective supervision and leadership practices within the field of early childhood administration. Designed for current and aspiring leaders in early childhood education, the course will explore the critical frameworks and standards necessary for maintaining high-quality programs and ensuring regulatory compliance. Students will gain an in-depth understanding of the accreditation process through the Massachusetts Department of Early Education and Care (EEC), including the criteria and best practices for achieving and sustaining accreditation status from other recognized agencies such as National Association for the Education of Young Children (NAEYC). The course will cover essential licensure requirements, helping students navigate the state and federal regulations affecting early childhood programs. A significant focus will be placed on the strategies and skills required for effective staff recruitment, hiring, and retention along with fiscal management. Students will explore methods for creating supportive work environments and fostering professional development. PREREQUISITE: None

EDU4847 - Senior Capstone Project (3)

This course offers a unique opportunity to investigate, in-depth, an Educational Studies topic of interest. The design of the course is to afford students a unique learning opportunity that exceeds that of other educational courses. The learning theme of the course is “active producers of knowledge and understanding.” The course structure focuses as much on the process of learning as it does on the content of learning. Due to the personalized and unique nature of this Capstone course, the instructor will be more closely aligned as your learning partner and classroom facilitator. As part of your experience, observations within the PK-12 classrooms will be completed based upon your identified project. PREREQUISITE: None