For more information, please contact Julie Bullard | 406-683-7176 | j_bullard@umwestern.edu.
Graduates with a BS in Early Childhood Education are prepared to assume leadership roles as early childhood teachers, parent educators, early childhood program administrators, and early childhood trainers in a variety of settings.
Discipline-specific knowledge, skills, and abilities
Design and implement meaningful, research-based, content rich experiences and environments in early childhood settings in language and literacy, mathematics, physical development and health, social competence, science, and the creative arts.
Implement family, staff, program and individual and group child assessment strategies
Apply environmental, curricular, and management strategies that will promote school success for students with special needs
Examine and apply current theories and research relating to child development from 0-8 yrs
Use knowledge of adult learning theory and teacher development to supervise and mentor adults and to develop effective adult workshops
Examine research and theories regarding children, families and communities including socioeconomic conditions, family structures, relationships, stressors, supports, home language, cultural values, and ethnicity and apply this knowledge to early childhood settings
Develop a related area in a specific area of emphasis based upon future career interests and goals
Communication skills
Use written communication skills to effectively communicate with children, parents, staff, and the community.
Use oral communication skills including I messages, reflective listening, and conflict resolution to interact effectively with children, parents, staff, and the community.
Establish rapport and collaborate with children, parents, staff, and the community.
Utilize effective communication skills to mentor early childhood teachers and provide adult training.
Problem-solving skills
Make connections between prior knowledge/experience and new learning.
Master and apply foundational concepts from general education to teaching and working with children and their families.
Identify and use professional resources.
Integrate knowledgeable, reflective, and critical perspectives on early childhood education.
Use problem solving skills to reflect on children's, families, and staff needs and performances, to accurately identify the situation, and to implement appropriate solutions.
Synthesize research findings and apply these findings to early childhood settings.
Discipline-specific knowledge, skills, and abilities
Discipline specific knowledge, skills, and abilities are assessed through observations of students in their lab and practicum settings and through a capstone portfolio containing key assignments from each course.
ED 326 Infant/Toddler Development & Group Care
ED 421 Creativity and the Young Child: Exploring Reggio Emelia and the Project Approach ED 341 Exceptional Learner ED 346 Early Literacy ED 422 Family, Communities, Culture ED 354 Fostering Social Competence in the Early Years ED 455 Child Development Theories & Research Creative Arts Course(s) ED 352 Enhancing Physical Skills in EC ED 348 Math and Science in EC ED 424 EC Assessment and Outcomes ED 457 Coaching and Mentoring Adults ED 496 EC Practicum 12 credit related area
Communication skills
Communication skills are assessed through observations of students in their lab and practicum settings and through a capstone portfolio containing key assignments from each course.
ED 326 Infant/Toddler Development & Group Care
ED 421 Creativity and the Young Child: Exploring Reggio Emelia and the Project Approach
ED 346 Early Literacy
ED 422 Family, Communities, Culture
ED 354 Fostering Social Competence in the Early Years
ED 455 Child Development Theories & Research Creative Arts Course(s)
ED 352 Enhancing Physical Skills in EC
ED 348 Math and Science in EC
ED 424 EC Assessment and Outcomes
ED 457 Coaching and Mentoring Adults
ED 496 EC Practicum
Problem-solving skills
Problem-solving skills are assessed through observations of students in their lab and practicum settings and through a capstone portfolio containing key assignments from each course.
ED 326 Infant/Toddler Development & Group Care
ED 421 Creativity and the Young Child: Exploring Reggio Emelia and the Project Approach
ED 346 Early Literacy
ED 422 Family, Communities, Culture
ED 354 Fostering Social Competence in the Early Years
ED 455 Child Development Theories & Research Creative Arts Course(s)
ED 352 Enhancing Physical Skills in EC
ED 348 Math and Science in EC
ED 424 EC Assessment and Outcomes
ED 457 Coaching and Mentoring Adults
ED 496 EC Practicum
Feedback from current students
Classroom observations
Graduate/exit survey
Capstone portfolio
Feedback from outside constituencies
Survey feedback from graduates one year after graduation (implemented AY 2006-07, feedback from 2004-05 program graduates)
Survey feedback from employers of one-year-out graduates (implemented AY 2006-07, feedback from 2004-05 program graduates)
Feedback from OPI and NCATE reviewers
Evaluation of teaching
During fall semester, the VCAA chooses the faculty member's course to be evaluated. Each faculty member chooses a course during spring semester that s/he wants evaluated by students. The compiled information is shared with the faculty member and VCAA. In addition, each ECE faculty member has at least one peer evaluation per year.
Curriculum Review
The Early Childhood Education program was reviewed extensively prior to its approval by campus and off-campus constituencies in fall 2003. In addition, ECE faculty review data and make needed curriculum changes during twice-yearly retreats.
The ECE faculty received the results of employer and alumni surveys from Career Services. These data will be considered when making adjustments to the ECE program as necessary.
Criteria and procedures for admission and retention of students
Currently, criteria and procedures for admission and retention of BS Early Childhood Education students parallel the criteria and procedures for admission to UMW.
Appraisal of annual program goals and assessment of their success
Potential modification of curriculum is based upon feedback from recent graduates, alumni following one year of employment, employers, collected exhibits/artifacts, as well as current students. Data from student learning outcomes are aggregated and discussed at twice yearly faculty retreats.
Self-study or reports from program reviews
As part of UMW's systematic academic review cycle and to maintain national accreditation through the National Association for the Education of Young Children (NAEYC), the AAS and BS: Early Childhood Education programs will be reviewed in March 2007.
Program-specific curriculum development bodies and advisory groups
The Teacher Education Advisory Board meets annually and consists of teachers, school administrators, university faculty, OPI representatives, and other representatives of the community.