Early Childhood Education
Is an Early Childhood Education Major for Me?
The need for well-qualified early childhood educators in today’s school systems is increasing, and will continue to increase as a generation of teachers retires from the workforce. Southwestern College Professional Studies offers adult learners who want to teach birth through age 8 the opportunity to complete a Bachelor’s of Arts in Education in a format that allows a balanced approach to work, family, and educational pursuits.
Courses are offered completely online in 6 and 12-week sessions for anytime, anywhere convenience.
Students who complete this program may apply for full licensure in early childhood education birth through age 8 unified (unified licensure allows teachers the ability to teach regular or special education, birth through age 8), with the completion of the education licensure preparation program and passing scores on the ETS Praxis assessments required by the state.
Military personnel may also want to check out the Troops to Teachers website, www.mpttt.org, which is a U.S. Department of Education and Department of Defense program that helps eligible military personnel begin a new career as teachers in public schools.
Southwestern College is accredited by the National Council for Accreditation of Teacher Education and the Kansas State Department of Education.
Accredited by The Higher Learning Commission and a member of the North Central Association.
Program Outcomes
The Southwestern College teacher education program is a student-centered learning community dedicated to optimal intellectual growth, preparation for leadership in the field of education, personal development, ethical values, and lifelong service in a world beyond cultural boundaries. The goals of teacher education program are in the Conceptual Framework. This states that the professional educator will:
- possess wisdom of practice;
- have the ability to facilitate student learning;
- have the ability to interact effectively;
- have the ability to reflect.
- The educator is a reflective practitioner who uses an understanding of historical, philosophical, and social foundations of education to guide educational practices.
- The educator designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.
- The educator understands the role of technology in society and demonstrates skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively
- The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally and provides learning opportunities that support this development.
- The educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The educator demonstrates the ability to provide different approaches to learning and creates instructional opportunities that are equitable, that are based on developmental levels, and that are adapted to diverse learners, including those with exceptionalities.
- The educator will design, implement, and evaluate arts experiences that are developmentally appropriate, meaningful and challenging for all students, that lead to positive learning outcomes, and that develop positive dispositions toward artistic explorations and expression.
- The educator knows, understands, and uses the major concepts of health education and human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for all students.
- The educator knows, understands, and uses the major concepts and modes of inquiry from the social studies the integrated study of history, geography, the social sciences, and other related areas to promote all students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
- The educator demonstrates a high level of competence in use of the English language arts and knows, understands and uses concepts from emerging literacy, reading, language and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help all students successfully apply their developing literacy skills to many different situations, materials, and ideas.
Required and Core Courses
Education Coursework
EDUC 212 Education Entrance Seminar (1 credit hour)
EDUC 215 Foundations of Education
EDUC 216 Diversity Field Experience (1 credit hour)
HRD 210 Building Academic Success
Early Childhood Education Requirements
EDUC 220 Educational Technology
EDUC 311 Introduction to Early Childhood
EDUC 325 Motor Development/Expressive Arts/Social Science
EDUC 329 Children/Adolescent Literature
EDUC 333 Teaching Young Children with Disabilities
EDUC 335 Infant Development
EDUC 336 Introduction to the Reading Process
EDUC 339 Assessment Strategies in Early Childhood
EDUC 341 Reading in the Elementary School
EDUC 343 Home, School, and Community Issues
EDUC 420 Oral Language Development
EDUC 425 Administration, Guidance, and Behavior
EDUC 429 Assessment in Early Childhood Intervention
EDUC 432 Technology in Special Education
EDUC 435 Science and Math
Professional Teacher Courses
Admission to Teacher Education required prior to enrolling in the following classes
EDUC 322 Educational Psychology
EDUC 323 Introduction to Exceptionalities
EDUC 440 Student Teaching Seminar (1 credit hour)
EDUC 437 Elementary School Methods and Management
EDUC 446 Observation and Supervised Teaching in Early Childhood Programs (12 credit hours)
All classes are 3 credit hours unless otherwise indicated
General Education Requirements
Composition: College Writing 1 and College Writing 2
Speech: Elements of Oral Communication
Math: College Algebra, or Statistics, or Higher level math
Health: Critical Issues in Health
Natural Science: At least 3 credit hours
Social Science: At least 3 credit hours
Humanities: At least 3 credit hours
Arts: At least 3 credit hours
Other Cultures: At least 3 credit hours
CLO 499 Responsibilities for the Future
The KSDE approved and NCATE accredited Teacher Education Program offered by Southwestern College provides study and practice of the essential knowledge, skills, and dispositions for obtaining a teaching license. In addition to successfully completing the program of study, each student is required to take and pass one or more KSDE identified licensure exam(s) at or above the level of performance specified by KSDE. With successful completion of the teacher education program of study as well as passing the required licensure exam(s), Southwestern College will be able to recommend the successful student for a specific teaching license or endorsement.
If not applying to teach in the state of Kansas, please check with your state’s department of education for specific licensure testing requirements.
Course Descriptions
EDUC 212 Education Entrance Seminar
An introductory and exploratory course for those considering education as a career. The course is designed to assist each prospective teacher in gaining a valid and comprehensive knowledge of what is involved in a teaching career. Emphasis is placed upon inquiry and personal involvement in planning an effective and successful career in education. Credit 1 hour
EDUC 215 Foundations of Education
The course explores the theories and applications of educational philosophies for students’ use in both the classroom and their professional lives. Additionally, educational institutions will be examined from historical, economic, sociological, and political perspectives.
EDUC 216 Diversity Field Experience
This course provides an opportunity for prospective teachers to observe, tutor, or mentor students in a school where there is a diverse population. Students must complete at least 20 hours of work in a school with a diverse population. (Prerequisite: EDUC 215. Must be completed prior to enrollment in EDUC 440, EDUC 447, EDUC 448, and EDUC 449) 1 Credit hour
EDUC 220 Educational Technology
Students will investigate and evaluate the significant impact technology has on learning, motivation, and pedagogy. Students will interpret and implement the National Educational Technology Standards for Teachers (NETS-T) and for students (NETS-S) and apply the NETS-T to construct valuable teaching experiences, as well as experiences to highlight student learning that reflect the NETS-S. Technology integration across the curriculum will be explored and students will develop and design lessons and use technology tools to support learning in an educational environment.
EDUC 329 Children/Adolescent Literature
Survey of literature K-12. Exploration of literature and relevant contemporary issues regarding literary works and pedagogy pre-K through 12th grade. Cross-listed with English.
EDUC 311 Introduction to Early Childhood Education
An introductory course for those preparing for licensure to teach in the early childhood area. This course is designed to assist each prospective teacher in gaining a valid and comprehensive knowledge of what is involved in early childhood education. Emphasis is placed upon reflection, inquiry and personal involvement in planning an effective and successful career in early childhood, and developing an understanding of how children develop and learn successfully. Current trends, issues, developmental theories, and research findings related to the education of young children will be explored.
EDUC 325 Motor Development/Expressive Arts/Social Studies
This course will examine the curricula, instructional strategies, and classroom organization for motor development, expressive arts, and social studies relevant to children aged birth through 8. Emphasis will be placed on the interrelatedness of different content areas and their successful implementation in the classroom environment. (Concurrent with EDUC 335)
EDUC 333 Teaching Young Children with Disabilities
This course is designed to prepare prospective early childhood teachers in the understanding and appreciation of young children with exceptionalities. It will provide an overview of early childhood special education including service delivery models, atypical infant/toddler development, the effects of early intervention, and characteristics and etiologies of disabilities in young children. Appropriate delivery systems, assessment, curriculum, and intervention strategies will be considered. 4 credit hours
EDUC 335 Infant Development
The purpose of this course is to introduce students to growth and development issues related to infants and toddlers and to provide experiences with the organization and management of high quality environments for infants. Appropriate play activities will be introduced.(Concurrent with EDUC 325)
EDUC 339 Assessment Strategies in Early Childhood
This course is designed to prepare teachers to conduct reliable and valid assessments of children’s growth and development in the early childhood arena. Students are introduced to and have an opportunity to practice developing formal and informal assessment devices. Practice in developing and evaluating both open and closed assessment format is also provided. Special attention is given to performance-based assessments, particularly in the context of instruction that is developmentally appropriate.(Concurrent with EDUC 343)
EDUC 341 Reading in the Elementary School
A course that emphasizes the various methods of teaching and assessing reading, diagnosing reading problems, and developing programs to strengthen comprehension and vocabulary. Students also practice adapting teaching strategies and content for special needs or learning styles. In conjunction with regular course work, students gain experience through practical application with a required 20-hour practicum in the public schools. (Prerequisites: admission to Teacher Education)
EDUC 343 Home, School, and Community Issues
The purpose of this class is to promote the understanding that quality services for young children and their families are best ensured by establishing collaborative relationships between the home, school, program, and community. A portion of the course focuses on techniques for establishing collaborative relationships with parents and involving family members in the growth and development of the young child. Health, nutrition, and safety issues also will be explored. (Prerequisite: EDUC 311, Concurrent with EDUC 339)
EDUC 420 Oral Language Development
This course introduces prospective educators to childrens speech and language development, recognition and development of readiness skills, and appropriate methodologies for developing the communications skills of young children.
EDUC 336 Introduction to the Reading Process
Introduces prospective early childhood and elementary teachers to childrens speech and language development, the recognition and development of readiness skills, the overall scope of emergent literacy issues and an understanding of basic literacy development, appropriate methodologies for building the communication skills of students and curriculum and instructional resources that would integrate these skills in all curricular areas.
EDUC 425 Administration, Guidance, and Behavior
This course will provide an overview of the responsibilities of administrators, directors, and teachers in school and program management. Legal and financial issues also will be covered, as well as ethical aspects of early childhood programs. Additionally, students will be introduced to successful classroom management strategies.
EDUC 429 Assessment in Early Childhood Intervention
This course will focus upon the administration and interpretation of test instruments including screening tests, formal and informal tests, norm and criterion-referenced tests, and diagnostic and achievement tests. Individual assessment of developmental skills, academic achievement, adaptive behavior, and processes will be included.
EDUC 432 Technology in Special Education
The goal of this course is to provide an overview of technology; specifically, assistive technology available and what it can do for learners with special needs. In addition, students will be able to implement a framework for identifying student needs and determining desired outcomes when choosing technological solutions.
EDUC 435 Science and Math
This course will prepare prospective teachers to teach science and mathematics in the early childhood (birth through eight) setting. Theories and methodologies will be explored. Special attention will be given to developmentally appropriate activities, with significant emphasis placed on integrating subject matter. Technology issues also will be covered.
EDUC 322 Educational Psychology
A course designed specifically to study the behavior of individuals and groups in educational settings. Emphases are placed upon development, motivation, assessment, individual differences, teaching modalities and learning preferences. Attention is also given to character education and attitudes. Directed observation/participation in the public schools provides practical application of course theory. Twenty hours of observation/participation in a public school classroom required. (Prerequisite: Admission to Teacher Education)
EDUC 323 Introduction to Exceptionalities
A course designed to prepare prospective elementary and secondary teachers in the understanding and appreciation of students with exceptionalities. Emphases are placed upon characteristics and categories of exceptionality, processes of referral, assessment, and placement of exceptional students. Effective teaching practices and observation in the public schools provide practical application of course theory. Twenty hours of observation/participation in a public classroom required. (Prerequisite: Admission to Teacher Education)
EDUC 440 Student Teaching Seminar
A seminar course designed to be taken in conjunction with the student teaching block. The course exposes students to current trends and practices related to effective teaching and school improvement. Students will also identify and reflect upon the professional problems which may be encountered by beginning teachers.(Prerequisites: acceptance as a candidate for teacher certification) 1 credi hour
EDUC 341 Reading in the Elementary School
A course that emphasizes the various methods of teaching and assessing reading, diagnosing reading problems, and developing programs to strengthen comprehension and vocabulary. Students also practice adapting teaching strategies and content for special needs or learning styles. In conjunction with regular course work, students gain experience through practical application with a required 20-hour practicum in the public schools.(Prerequisites: admission to Teacher Education.)
EDUC 437 Elementary School Methods and Management
This course focuses on the development of professional teaching skills for the elementary and middle school teacher, including: a personal philosophy of education; classroom management procedures; a discipline plan; instructional methods and strategies; program, course, unit, and lesson planning; awareness of current trends in education; and assessment/evaluation strategies. During this semester, students complete their professional portfolio and make application for teaching placement. This course is taken immediately prior to the professional block. (Prerequisites: admission to Teacher Education, and senior standing.)
EDUC 446 Observation and Supervised Teaching in Early Childhood Programs
Clinical experiences in the public schools for teacher certification candidates.(Prerequisites: Successful completion of EDUC 437; acceptance as a candidate for teacher certification. Concurrent with EDUC 440.) 12 credit hours
HRD210 Building Academic Success
Introduces academic success topics and tools that are intended to establish and strengthen understanding of the learner and academic success coach relationship, critical thinking and reading, institutional policies and procedures, and the basics of online research and academic writing while experiencing the Southwestern College Professional Studies course format on the way to becoming a Southwestern College Moundbuilder.
CLO 499 Responsibility for the Future
Seniors with various majors will share learning and approaches from their different disciplines toward dealing holistically with issues that shape the future, seeking to integrate disciplines and to synthesize knowing, caring, and doing.
All classes are 3 credit hours unless otherwise indicated.
Admission Requirements
Entering students must have earned at least 30 college credits, a GPA of 2.5, and have three years of work experience. Contact a program representative to evaluate your options.
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