MS in Education, Early Childhood Education Studies
School of Public Service and Education
The specialization offers master’s learners the opportunity to expand
their knowledge and improve their teaching skills and ability to help
young children learn. It prepares learners for professional
instructional roles in the field of early childhood education through
relevant learning experiences that incorporate personal knowledge,
critical dialogue with peers, faculty expertise, research-based
curriculum, and interdisciplinary instruction. Learners evaluate early
childhood education theory, research, and curriculum as well as
examine the learning styles of young children, the educational needs
of exceptional children, and the role of family relationships in
childhood education. These specialization requirements are not
designed or intended to meet professional licensure requirements for
the education profession.
Core courses:
ED5010 |
Foundations of Master’s Studies in Education
This course provides learners with opportunities to acquire and use graduate-level skills, including the ability to critically examine and apply relevant educational theory to professional practice. Learners develop expertise in scholarly writing as well as explore the importance of multicultural perspectives and diversity in professional contexts. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations. Must be taken during the first quarter by learners who have been admitted to the MEd in Teaching and Learning, MS in Education, MS in Education Innovation and Technology, and MS in Higher Education degree programs and the Adult Education and Higher Education Leadership and Administration graduate certificate programs. Cannot be fulfilled by transfer or credit for prior learning. | 4 quarter credits |
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ED5306 |
Action Research to Enhance Practice
In this course, learners explore action research in theory and
practice as a form of inquiry and self-reflection to inform and
improve their teaching. Learners examine relevant issues in their own
educational setting and develop a plan to study and implement
meaningful, practical, and researched-based answers. Learners design
data collection, analysis, and reporting practices as part of their
action research plan that will be implemented in the capstone course.
This course requires access to an educational setting, students
or learners, and/or classroom practitioners. Cannot be fulfilled
by transfer or credit for prior learning. ED5306 and either ED5950
or ED5980 must be taken in sequence and during the learner’s final
two quarters.
| 4 quarter credits |
ED5503 |
Classroom Management Strategies
Learners in this course apply strategies for managing diverse and
challenging student behaviors and develop the skills needed to create
classroom environments that maximize the opportunity for each student
to learn. This course emphasizes the roles, rights, and
responsibilities of all stakeholders under The Individuals with
Disabilities Education Act (IDEA), The Americans with Disabilities Act
(ADA), and Section 504 legislation.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
Specialization courses:
ED5405 |
Infant and Child Development
This course addresses the developmental stages of children from the
prenatal period to age eight years. Learners examine how children
develop physically, emotionally, socially, and intellectually; and
evaluate the influences family, society, and culture have on infant,
toddler, and K–grade three child development. Learners also assess
children’s evolving needs and apply theory and research to recommend
appropriate responses to those needs.
Cannot be fulfilled by transfer or credit for prior learning
except by coursework from Minnesota schools with approved
licensure programs.
| 4 quarter credits |
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ED5410 * |
The Early Childhood Learning Environment
This course covers the early childhood environment and its effects on
growth and learning. Learners evaluate the physical environment, the
role of the caregivers and teachers, and the interaction among
children, and identify methods of increasing child engagement,
effective communication, and learning. Learners explore ways to create
supportive and nurturing learning environments and how to monitor,
reflect, and adjust them to best meet the needs of young children.
Learners also become familiar with the responsibilities associated
with working in the early childhood learning field.
This course requires access to educational settings, programs,
and/or practitioners with a focus on children from birth to age
eight. Prerequisite(s): ED5405. Cannot be fulfilled by transfer
or credit for prior learning except by coursework from Minnesota
schools with approved licensure programs.
| 4 quarter credits |
ED5420 * |
Exceptional Children in the Early Childhood Setting
In this course, learners gain the skills and knowledge needed to apply research-based practices, including coordination with special service providers for students who have Individual Education Programs (IEPs), Individual Family Service Plans (IFSPs) or 504 plans, to meet the needs of young learners in an inclusive environment. Learners identify strategies to respond to behaviors and needs outside the expected stages of development. Learners also examine authentic and formative assessment strategies that result in developmentally appropriate curriculum and instruction for children with various needs. This course requires access to educational settings, programs, and/or practitioners with a focus on children from birth to age eight. Prerequisite(s): ED5405. Cannot be fulfilled by transfer except by coursework from Minnesota schools with approved licensure programs. | 4 quarter credits |
ED5430 * |
Children, Families, and Society
Learners in this course examine the importance of actively engaging
families in the education and care of children. The course takes an
ecological approach to children’s relationships with parents,
caregivers, and the broader community. Learners study the
characteristics, lifestyles, and contributions associated with various
racial, cultural, and economic groups to gain an understanding of the
impact of human behavior on children’s growth and development.
This course requires access to educational settings, programs,
and/or practitioners with a focus on children from birth to age
eight. Prerequisite(s): ED5405. Cannot be fulfilled by transfer
or credit for prior learning except by coursework from Minnesota
schools with approved licensure programs.
| 4 quarter credits |
ED5440 |
Early Childhood Reading and Literacy Instruction
Learners gain an understanding of theories that drive strategies and practices for teaching reading and promoting literacy in children. Using diversity, equity and inclusion as a frame, learners identify the factors significant to literacy development in children, including the classroom environment, family and community connections, and best practices in professional development for reading and writing instruction. Learners also work with children on improving their reading and literacy ability and demonstrate the knowledge, skills, and dispositions associated with excellence in reading and literacy curriculum development, instruction, and assessment. This course requires access to educational settings, programs, and/or practitioners with a focus on children from birth to age eight. Cannot be fulfilled by transfer except by coursework from Minnesota schools with approved licensure programs. | 4 quarter credits |
ED5950 * |
Early Childhood Education Studies Capstone
This capstone course is required for learners in the master’s Early
Childhood Education Studies specialization and is taken after
completing all required and elective coursework. Learners demonstrate
proficiency in integrating learning from their coursework by preparing
a portfolio demonstrating the specialization outcomes and applying
research knowledge, skills, and dispositions developed in ED5306
Action Research to Enhance Practice. Learners implement the action
research process to evaluate and critically reflect on the results as
a part of continuous improvement inquiry to improve student learning.
Learners communicate research findings and insights with key
stakeholders and critically reflect on implications as a way to find
practical and useful strategies to improve their practice.
For MS Early Childhood Studies learners only. Must be taken
during the learner’s final quarter. This course requires access to
educational settings, programs, and/or practitioners with a focus
on children from birth to age eight. Prerequisite(s): ED5010,
ED5306, ED5405, ED5410, ED5430, ED5440, ED5503. Cannot be
fulfilled by transfer.
| 6 quarter credits |
Two Elective Courses
At least 8 quarter credits
Choose any graduate course(s).
Total
At least 46 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.
This specialization is not designed to lead to license, endorsement, other professional credential, or salary advancement. Contact your school district for a determination on qualifications for salary advancement.
Multiple specializations available
(must be within the same degree program)