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Early Childhood Teacher (PreK-2)

  • Grade Levels:
    preK-2
  • Credits for Licensure:
    31-34
  • Credits:
    30-32
  • Degree:
    Master of Education
  • Program Approved:
    MA Dept. of Elementary and Secondary Education

Program Description

The Early Childhood PreK-2 program is for students who plan to teach in public or private schools. They are prepared with the appropriate skills and knowledge that will assist them in pursuing their initial license in Early Childhood PreK-2 With and Without Disabilities. Program completers are career ready, technologically savvy, exhibit inter-cultural competence and are equipped to advance social justice.

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Learning Outcomes

Graduates demonstrate the disposition, knowledge and skills expected of professional educators articulated by state and national accreditation bodies. They understand the principles of early childhood education, including developmentally appropriate lessons and activities for educators working with children in preK-grade 2 settings and utilize inclusive practices appropriate for children with learning disabilities and for diverse students (including but not limited to English language learners) to enhance the abilities of their children. They utilize inclusive practices to create a safe and collaborative learning environment that fosters positive socioemotional development; set high expectations for all students; implement well-structured lessons, with measurable assessments of learning; and engage in ongoing reflection on practice.

Careers

Graduates who have completed the licensure option are eligible for initial licensure and are qualified for employment in public or private preschool/kindergarten as well as in the early childhood arena.

For more information, please contact Admissions at 1-800-829-4723.

Curriculum

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.


Early Childhood Courses
26
Credits
Introduction to Graduate School
EDU 558 1 credit(s)

This course will assist the new student in planning and developing a graduate study program that is appropriate to the student's academic and professional needs. When a student is accepted into the program he/she should enroll immediately only in this course and work with an advisor to schedule additional courses. In addition, this course will offer opportunities for more direct advising, introduction to College protocols such as TaskStream and other opportunities for academic success.

Teaching Phonological and Phonemic Awareness and Phonics
ELE 500
This course is a prerequisite for ELE521. This course will emphasize the development of children’s phonemic awareness, phonological awareness and phonics skills and the learning environment that supports the development of such skills. It will also cover concepts of print, explicit/implicit instruction, analytic/synthetic methods, word analysis skills, the alphabetic principle, and language development.
Adapting Materials for Students w/Disabilities in Gen Ed Classrooms
ESP 592 1 credit(s)
In this course students adapt materials and modify curriculum to meet students' Individual Education Programs (IEP). Models of inclusion and teaching techniques for students with disabilities in general education classrooms are explored. Students examine academic interventions in mathematics, reading and writing and develop strategies to increase participation of their students in inclusive classrooms by acquiring teaching strategies to create a positive learning environment. They design reasonable classroom accommodations, identify realistic alternatives, propose classroom management techniques, routines and rituals to promote positive behavior, and adapt assessments to meet learners' diverse needs. Students demonstrate understanding through case study analysis and lesson presentation.
Collaboration and Consultation Techniques
ESP 594 2 credit(s)
The course explores the concept of school and community working together as partners to support each other in a strong coalition. A school district serves several smaller communities in one, and rarely does a community act as a single entity. To establish and sustain community and school linkage is critical to an effective partnership. The course explores the core mission of public schools and creates an environment that helps young people learn and achieve at high standards. The community school approach supports young people’s academic, social, and interpersonal goals by creating an effective learning atmosphere. Schools are a microcosm of societal values and community philosophy that daily affects students’ lives. The power structure of a community — its formal and informal networks and the people in them — that makes things happen is studied.
Development of Young Children
ECE 600 3 credit(s)
An introduction to the child, from birth to age eight, as a learner with needs to explore and communicate, as well as to develop social-emotional competencies. Explanation of current themes/theories of child development is provided with special emphasis on understanding children’s developmental levels through childhood. Topics covered include: conception, heredity and prenatal development, infant development, the child in the family, toddlerhood and early childhood. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual Educational Plan is required. Observation in a childcare center or preschool setting is a requirement of this course.
Teaching Science & Technology in Early Childhood & Elementary Curr.
ELE 653 3 credit(s)
This course provides the knowledge, tools and methods for making early childhood and elementary science an exciting, hands-on learning experience for children. Educators learn how to develop lessons that address student experimentation and design techniques using readily available materials. Safe laboratory practices for the classroom are also addressed. A standards-based approach to science education is our template for lesson development, covering the major domains in science: life, physical, earth, inquiry-applied and engineering technology; and historical scientific discoveries in each area. Alignment of curriculum is emphasized; national benchmark standards in elementary science are also supported. Analysis of elementary summative science assessments, based on the National Science Standards is incorporated in the coursework. Pre-practicum hours of directed field-based training required.
Inclusion and Classroom Behavior Management
ESP 512 3 credit(s)
In this course students learn the basic components of an effective inclusionary program. They acquire knowledge of the etiology of learning problems and specific techniques to fully include special education students into the regular classroom. Course assignments connect theories to classroom practice. Emphasis is on learning behavior management skills that are effective with both regular and special education students. Pre-practicum hours of directed field-based training required.
Teaching Soc.Sci. Hist. & Multicul. Early Childhood & Elementary Curr.
ELE 656 3 credit(s)
This course prepares candidates to teach social studies that includes the multicultural contributions of the world. They gain a basis for researching issues in social studies and history that give their students more universal perspectives. The materials chosen are appropriate to the Massachusetts Curriculum Frameworks/Common Core Standards in history and social studies. Educators will gain the basic information and know the principles for teaching social sciences, history and geography as outlined in the Massachusetts regulations for educator licensure. Candidates produce and implement well-structured lessons that center of core disciplinary ideas in the K-12 social studies curriculum, utilize primary source materials, and reflect knowledge of formative assessment, differentiated instruction, cooperative learning, and the role of academic feedback, and questioning to support higher-order thinking. Pre-practicum hours of directed field-based training required.
Developmental Reading for Early Childhood Birth to Eight
ECE 612 3 credit(s)
An introduction to the child, from birth to age eight, as a learner with needs to explore and communicate, as well as to develop social-emotional competencies. Explanation of current themes/theories of child development is provided with special emphasis on understanding children’s developmental levels through childhood. Topics covered include: conception, heredity and prenatal development, infant development, the child in the family, toddlerhood and early childhood. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual Educational Plan is required. Observation in a childcare center or preschool setting is a requirement of this course.
Integration of Children's Lit. in Early Childhood & Elementary Curr.
ELE 620 3 credit(s)
This course introduces some of the best literature—children’s, young adult, adult and contemporary—and helps children become lifelong learners and readers. Students gain knowledge of the Massachusetts English Language Arts Curriculum Frameworks/Common Core Standards. Many genres of literature are explored, along with basic literacy elements and techniques including the necessary basics of the English language with emphasis on correct grammar, usage and composition. Lesson plans and models for teaching literature are presented. Candidates implement well-structured lessons that reflect knowledge of the essential elements of scientifically-based reading instruction, formative assessment, differentiated instruction, cooperative learning, and the role of academic feedback, and questioning to support higher-order thinking. Pre-practicum hours of directed field-based training required.
Inclusion in Math Class
MAT700 3 credit(s)

Improving math instruction for students with disabilities: This course is designed to promote collaboration between mathematics and special educators to improve math instruction and outcomes for all students including students with disabilities. The course is intended to assist math instructors and special needs teachers by providing a structure for developing a shared vision, common language and foundational knowledge of mathematics instruction and the instructional needs of math students with disabilities. The course will focus on protocols developed as the result of a four-year collaboration between DESE Offices of Science, Technology, Engineering and Mathematics and the Special Education Planning and Policy at the Department of Elementary and Secondary Education, EDC and math and special educators from the districts participating in the Massachusetts Urban Math support Network. High quality core curriculum and instruction begins with the Mathematics Curriculum Frameworks. These protocols address the conceptual understandings and mathematical practices that are an essential part of rigorous math expectations for all students with disabilities when planning mathematics instruction, educators will be better able to address the needs of all learners.

Integrating Physical Ed. in Early Childhood and Elementary Education
ELE 594 1 credit(s)
This course reflects current thinking and practices in physical education for the classroom teacher. Emphasis is on the importance of quality physical education programs and to raise awareness of teachers combining their expertise and content to integrate with other disciplines.
Practicum Prerequisites
1-4
Credits
  • Pass all teacher tests required by Massachusetts for this license: Communication & Literacy, Early Childhood, and Foundations of Reading (MTEL).
  • SEI605 Sheltered English Immersion (3 credits) or Mass. ESE-endorsed course or SEI MTEL.
  • Pass all required courses.
  • Pre-Practicum — Successfully complete program-specific hours in diverse settings (0 credit)
  • EDU704    Practicum Readiness (1 credit)
  • Submit Practicum Application and Practicum Placement Approval Form.
SEI (Sheltered English Immersion) Content License Endorsement Course
SEI 605 3 credit(s)
This Sheltered English Immersion (SEI) Content License Endorsement Course is designed for educator licensure candidates in all core academic areas, to prepare them to address the needs, and build on the multilingual and multicultural assets, of a diverse and ever-changing student population in Massachusetts. The course is a key element of the Massachusetts RETELL initiative (Rethinking Equity and Teaching for English Language Learners). RETELL also includes statewide implementation of the WIDA ELD (English Language Development) standards, and the WIDA-ACCESS assessment tools. Participants will be introduced to ELD standard and WIDA tools, and will practice applying research-based SEI instructional strategies as they teach their content to English language learners (ELLs). They will also be introduced to a variety of professional growth opportunities to prepare them to extend their learning by making SEI the focus of professional practice within the new educator evaluation process.
Practicum Readiness
EDU 704 1 credit(s)

This course is specifically designed to determine readiness for the practicum. It will assist the teacher candidate to develop his/her skills to be ready to assume the role of student teacher from the first day of practicum. Students will understand the requirements of CAP by engaging in and completing the forms for each of the "essentials" and completing their own goals. All of the TaskStream components, other than the practicum documents, will be completed. MTELs will be completed. Those having difficulty with the MTELs will be directed for support. Field work assignments will be required.

Practicum & Seminar
4
Credits

Licensure students only.

The practicum is guided and evaluated by a licensed/certified early childhood teacher  in the classroom and a Cambridge College early childhood supervisor. Practicum locations are subject to MA DESE regulations and must be approved by the program chair. Students are responsible for discussing options for practicum with the program chair.

Senior Instructor

Adjunct Instructor

Pages

Admissions

  • Admission Test:

    No standardized graduate school tests required for admission into non-licensure programs.

  • Admissions Office:
    1-800-829-4723
  • Application Form:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Program Requirements

  • Official transcript of earned bachelor's degree from regionally accredited institution of higher education.
  • Current resume
  • Personal statement
  • Two professional recommendations
  • Interview may be required

For licensure:

  • GPA of 3.0
  • MA educator documentation: MTEL Communications and Literacy Test, MEPID number

Students may enter the College without having met the MTEL and GPA requirements. Enroll in the non-licensure program corresponding to the license desired. When the MTEL test is pased and a GPA of 3.0 earned, seek approval to transfer into the licensure program.

For more complete information, see School Requirements link below.

School Requirements

See Admissions Requirements for School of Education

 

State Health Requirements

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.

International Students 

International students are accepted at Massachusetts location only, and need to provide supplemental documentation:

  • Official demonstration of English language proficiency
  • Supplemental documentation for issuance of I-20
  • International transcripts, evaluated by an accepted evaluation service

Transfer Credit

Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.

Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.

 

Tuition

  • Credits for Licensure:
    31-34
  • Credits:
    30-32
  • Cost per credit hour:
    $554
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Health Insurance Fee:
    $3,415 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2018, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more