Major in Early Childhood Education

To meet university, college and Maryland State Department of Education certification requirements in Core Curriculum and professional education courses, students must complete a unit program for graduation. Students must have a grade equivalent average of 3.00 or higher in all courses in the major; this includes interdisciplinary courses taken during the final four terms of the program. Students must maintain an overall GPA of 2.75 or higher in all courses from all institutions of higher education in which the student has been enrolled.

All students, beginning with their enrollment in ECED 407, will be responsible for compiling and refining a Professional Portfolio. Intern portfolios are assessed and evaluated throughout the program.

Early Childhood Education majors must confer with assigned adviser from the department each term to ensure that their planned program of study meets college, university and state requirements. This is particularly important if students are pursuing minors or if they are planning for additional certifications. Students also need to check with their departmental adviser prior to taking a course on a Pass grading option as courses in the major and courses required for certification cannot be taken using the Pass/Fail grading option.

ECED Practicums And Internship 

Consistent with the College of Education policy on appropriate professional experiences, Department of Early Childhood Education pre-majors and interns will be provided a full range of progressively responsible and challenging observation experiences, practicums and internships in environments with students who are culturally varied and academically diverse just as with the range of learners evident in all schools.

Internship decisions are made by the faculty in the Department of Early Childhood Education and in conjunction with the College of Education’s Center for Professional Practice. As stated by the College of Education and supported fully by the Department of Early Childhood Education, placement assignments are made irrespective of the personal preference and/or geographic convenience of interns.

ECED Capstone Internship III Criteria

Admission into the Capstone Internship III requires a minimum cumulative GPA of 2.75, 3.00 in the major, with no course grade less than C.

All interns in Teacher Education programs at Towson University are required to undergo a criminal background check before entering the internship. The criminal background check shall be filed with the director of the Center for Professional Practice.

Internship III

A maximum of 15 units may be taken during the Internship III term. Approval from the chair of the Department of Early Childhood Education required for additional course.

* Additional course enrollment is discouraged.

MSDE Certification

To be certified in Maryland as an Early Childhood educator, candidates must  submit an application and complete and  achieve the mandated scores for two Praxis II-Subject Assessments/Specialty Area tests. Praxis II specialty tests are Early Childhood: Content Knowledge (0022/ 5022 computer version) with a qualifying score of 160, and Principles of Learning and Teaching: Early Childhood (0621/5621 computer version) with a qualifying score of 157.

Required Courses in Early Childhood Education

English (9 Units)
Select three of the following:9
WRITING FOR A LIBERAL EDUCATION (Core 2) 1
HONORS WRITING SEMINAR (Core 2) 1
ENGL elective 1
Core 5 (ENGL course) 1
Social Studies (9 Units)
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
Global Perspective (Core 12) 23
Mathematics (12 Units)
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I 14
MATH 205MATHEMATICAL CONCEPTS & STRUCTURES II (Core 3) 14
MATH 251ELEMENTS OF GEOMETRY 14
Science (12 Units)
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB]
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Science Elective: ASTR, BIOL, CHEM, COSC, GEOL, MATH, PHYSC or PHYS4
Other Required Courses (15 Units)
Creativity and Creative Development Course (Core 4)3
TSEM 102Towson Seminar: Science Fiction and Society ((Core 1))3
The following courses must be taken according to the prerequisites:
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10)3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13)3
SCED 304EDUCATION, ETHICS AND CHANGE (Core 14)3
Professional Prerequisite Courses (9 Units)
ECED 103INTRODUCTION TO EARLY CHILDHOOD EDUCATION 13
ECED 201EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION 13
SPED 301INTRODUCTION TO SPECIAL EDUCATION 13
Total Units66
1

Minimal Grade of "C"

2

Anthropology, History, Geography, Philosophy, Political Science, Religion (Exception must be approved by ECED chair)

Term 5 (Apply to major this term) (15 Units) 1
ECED 315INFANCY AND TODDLERHOOD DEVELOPMENT AND INTERVENTION3
ECED 321FOUNDATION OF READING & LANGUAGE ARTS3
ECED 407INTERACTIVE TECHNOLOGY AND THE YOUNG CHILD3
ECED 422WRITING TECHNIQUES FOR TEACHERS IN EARLY CHILDHOOD EDUCATION (Core 9)3
ECED 460DUAL LANGUAGE LEARNERS IN EARLY CHILDHOOD EDUCATION SETTINGS3
Term 6 Internship (17 Units) 1
ECED 341PRE-PRIMARY CURRICULUM3
ECED 343PRE-PRIMARY PRACTICUM3
ECED 360EARLY LITERACY: BEST PRACTICES AND MATERIALS3
ECED 461TEACHING THE INTEGRATED ARTS IN EARLY CHILDHOOD3
ECED 417ASSESSMENT IN EARLY CHILDHOOD EDUCATION3
SCIE 371TEACHING SCIENCE IN EARLY CHILDHOOD2
Term 7 Internship II (15 Units) 1
ECED 342PRIMARY CURRICULUM3
ECED 361TEACHING READING IN THE PRIMARY GRADES (1-3): BEST PRACTICES AND MATERIALS3
ECED 429PRINCIPLES AND PRACTICES OF READING AND LANGUAGE ARTS ASSESSMENT3
ECED 344PRIMARY PRACTICUM3
MATH 321TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION3
Term 8 Internship III (15 Units) 1
ECED 351INTERNSHIP: PRIMARY6
ECED 352INTERNSHIP III: PREPRIMARY6
ECED 421PROBLEMS IN EARLY CHILDHOOD EDUCATION3
1

Minimuml grade of C and must maintain 3.0 GPA in major.

ECED Practicums and Internship

Consistent with the College of Education policy on appropriate professional experiences, Department of Early Childhood Education pre-majors and interns will be provided a full range of progressively responsible and challenging observation experiences, practicums and internships in environments with students who are culturally varied and academically diverse just as with the range of learners evident in all schools.

Internship decisions are made by the faculty in the Department of Early Childhood Education in conjunction with the College of Education’s Center for Professional Practice. As stated by the College of Education and supported fully by the Department of Early Childhood Education, placement assignments are made irrespective of the personal preference and/or geographic convenience of interns.

Capstone Internship III

Capstone Internship III term. 

Additional course enrollment must be approved by the chair of the ECE department.

Suggested Four-Year Plan

Freshman
Term 1UnitsTerm 2Units
ENGL 102 (Core 2)3English course (Core 5)3
Core 13MATH 205 (Core 3)4
MATH 2044Core 4 (may not be ENGL course)3
PSYC 101 (Core 6)3EDUC 202 (Core 10)3
ECED 1033HIST 145 or 146 (Core 11)3
 16 16
Sophomore
Term 1UnitsTerm 2Units
English elective3BIOL 120
120L (Core 7)
4
MATH 2514PHSC 101 (Core 8)4
Science elective4Core 12 (Must be Social Studies Course)3
ECED 2013SCED 304 (Core 14)3
EDUC 203 (Core 13)3SPED 3013
 17 17
Junior
Term 1UnitsTerm 2Units
Apply for ECE program admissionECED 3413
ECED 3153ECED 3433
ECED 3213ECED 3603
ECED 4073ECED 4173
ECED 422 (Core 9)3ECED 4613
ECED 4603SCIE 3712
 15 17
Senior
Term 1UnitsTerm 2Units
ECED 3423ECED 3516
ECED 3443ECED 3526
ECED 3613ECED 4213
ECED 4293 
MATH 3213 
 15 15
Total Units 128

NAEYC STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
1a.Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
NAEYCSTANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning
NAEYC STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
3a: Understanding the goals, benefits, and uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.
NAEYCSTANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
NAEYCSTANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
NAEYCSTANDARD 6. BECOMING A PROFESSIONAL
Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
NAEYCSTANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES
Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood in at least two of the three early childhood age groups (birth age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)