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Bachelor of Arts in Early Childhood Education
REQUIRED CREDITS: 180-185
LOCATIONS and START DATES: Online: Fall, Winter, Spring, Summer
Is the bachelor's in Early Childhood Education program for me?
If you have an associate's degree in Early Childhood Education (or equivalent), experience in the early
childhood field, this program is ideal for you.
What will I learn in the bachelor's in Early Childhood Education program?
Our bachelor's degree program provides classroom theory and hands-on, work-based learning. You'll gain practical experience, including how to:
- Apply research-based, developmentally appropriate curriculum
- Assess programming and instructional strategies
- Incorporate brain development, multi-cultural and anti-bias practices
- Build relationships with families and communities
- Plan fun, culturally relevant activities that nurture cognitive, physical, social and emotional development
What can I do with my bachelor's degree in Early Childhood Education?
As long as people have children, there will be a demand for people who can help them learn. The B.A. degree in Early
Childhood Education will prepare you for a career as a program administrator, supervisor or specialist. If you are interested in becoming a
Washington state P-3 certified teacher, please visit our B.A.Ed. in Elementary
or B.A.Ed. in Special Education Program page.
Why CityU?
- Because you want an education that's relevant to what's happening in the real world, right now.
- Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
- You'll go through the program with the same group of students. It's like a built-in support group.
- Over 500 people every year choose CityU to start or advance their career in education.
How to get started:
If you have undergrad credits to transfer and want to become an ECE teacher, you may be eligible to apply. Here's how:
Required Prerequisites (90 credits required including):
This program is designed for those with an Associate's Degree in Early Childhood Education. Some applicants without the
degree (but with 90 transferable credits and significant ECE coursework or experience) may be accepted with Program
Coordinator approval. Please contact an advisor for more details or if you have questions.
General Education and Lower Division Requirements (90)
Core Requirements (60)
ECE 301
This course provides an overview of early childhood education from historical and current perspectives. Emphasis is placed on events, philosophical theories, and people who influenced the development of early childhood programs. Students will reflect on issues and trends in early childhood education and use that information to determine the effectiveness of these contributions in recognized and accepted early childhood programs of today.
ECE 302
This course explores the relationship between brain development and cognitive development. The course examines how cognitive neuroscience can inform the study of development and how a developmental approach can advance progress in cognitive neuroscience. The course covers topics ranging from the embryology of the brain to the development of memory, language, and locomotion. Students will be able to create appropriate curricula for children from birth through grade three in terms of understanding developmental phases and brain growth.
ECE 303
This course is designed to cover educational law and its relationship to contemporary issues in early childhood. The course covers state agencies and local school systems in terms of governance and finance, law and ethics and contemporary social problems. Candidates diagram school related organizational hierarchies, identify educational funding sources, interpret laws, summarize legal issues, and brainstorm solutions to social problems related to early childhood education.
ECE 304
Please check back soon for the full description of this course.
ECE 305
This course examines attitudes and practices that are explicitly and/or subtly biased on the basis of gender, age, ethnicity, culture, socioeconomic status, disability, bilingual status, migrant status and life-style. Emphasis is placed on the implications for early learning environments serving children birth through grade three and on developing a plan for incorporating anti-bias attitudes and practices. Candidates demonstrate and apply awareness of anti-bias in an educational early learning environment, report current research on culturally relevant/anti-bias awareness curriculum, and complete a self-assessment of personal biases. Prerequisites: Admission to program or permission of the Director.
ECE 306
Please check back soon for the full description of this course.
ECE 307
Please check back soon for the full description of this course.
ECE 308
This course presents information on how to select and plan varied experiences in creative arts (dance, music, theater and visual art) for young learners. The course explores the use of creative art materials, activities, and environments through a variety of curriculum approaches. Candidates plan, imp
ECE 400
This course focuses on foundational concepts, models and rationales for developing positive, content-rich learning opportunities for young children. Topics include developmentally appropriate, aligned, and intentionally designed curriculum, methods for teaching diverse learners, multiple forms of assessment, and the importance of family outreach, professional collaboration and reflection to enhance teaching. Students will be able to design, sequence, deliver, and evaluate integrated curriculum that facilitates the physical, cognitive, social, emotional, creative and ethical growth of all children ages birth to eight. Prerequisites: Admission to program or permission of the Director.
ECE 401
This course focuses on the developmental continuum of language acquisition and literacy skills for children from birth through age eight. Topics include the continuum of language development and reading and writing skill development in relationship to language acquisition. Candidates determine challenging but achievable goals and benchmarks for children's literacy learning.
ECE 402
This course presents genres of children's literature, using children's literature to enrich language acquisition and vocabulary development, and a component of content area instruction. Topics include developmentally appropriate examples of each genre, specific titles, integrating literature across the curriculum, and the importance of reading aloud to young children. Candidates use literature to engage and motivate children, and to create an appropriate classroom library to enhance learning for young children.
ECE 403
This course focuses on literacy instruction for young children. Topics include developmentally appropriate literacy instructional practices, phonemic awareness, phonics, vocabulary, fluency, and comprehension (the 'Big Five' in reading instruction), writing instruction, spelling instruction, and current research. Candidates teach literacy skills to young children and assess individual children's literacy development against realistic goals.
ECE 404
Please check back soon for the full description of this course.
ECE 405
Please check back soon for the full description of this course.
ECE 406
Please check back soon for the full description of this course.
ECE 407
Please check back soon for the full description of this course.
ECSP 421
This course focuses on the knowledge of, and sensitivity toward, early recognition and intervention of children (birth through eight) with special needs. Topics include definitions and medical descriptions of various disabilities, federal and state regulations, involvement of parents and collaboration with professionals to identify appropriate interventions. Candidates explore issues related to recognition, intervention and educating children with special needs.
ECSP 422
This course focuses on the skills necessary to use early learning standards, developmental assessment tools, and standardized screening tests to make sound decisions regarding learning abilities and teaching young children. Topics include curriculum and assessment strategies, local and federal services, placement options, and communication of child assessment information to families, colleagues and intervention specialists. Candidates use assessment data to determine interventions that are developmentally appropriate for young children. Prerequisites: Admission to program or permission of the Director.
BA in Early Childhood Education Emphasis (30)
Choose any two emphases area listed below, plus any general Ed requirements if needed - talk to an advisor.
Special Education (15)
ECSP 424
This course examines the legal mandates, policies, procedures and special education issues which impact best practices in both the school and the social services systems. Topics include advocacy, inclusion, least restrictive environment, standardized assessment and transitional services. Candidates will be able to apply the processes and practices used to develop Individual Education Plans (IEP) and Individual Family Service Plans (IFSP) for children with special needs.
ECSP 425
This course examines the characteristics and issues of children with disabilities using the following classifications: developmental delay, speech/language impairment, specific learning disabilities, mental retardation, emotional disturbance, autism spectrum disorders, orthopedic impairments, health impairments, hearing impairments, vision impairments, traumatic brain injury multiple disabilities deaf-blind. Topics include definitions, assessment and evaluation, instructional methods, and processes for working with parents of children with special needs. Students will be able to identify the needs of exceptional children (birth through age eight) and design learning activities that are developmentally and disability appropriate for them.
ECSP 426
Please check back soon for the full description of this course.
ECSP 427
Please check back soon for the full description of this course.
ECSP 428
This course explores the spectrum of interpersonal and interactive skills required of the special educator. Topics include communication, conflict resolution, mediation, crisis management and advocacy strategies with students, families and other school or agency professionals. Candidates develop knowledge and skills to effectively collaborate with Individualized Education Program (IEP) team members to develop, implement and evaluate programs and transition plans for individual exceptional children.
Language and Literacy (15)
ECE 440
This course examines the principle of individual variation, how human development and learning occur in and are influenced by social and cultural contexts. Emphasis is placed on differentiation and adaptation of instruction to ensure that children continue to progress as well as information on fluency and family involvement in literacy development. Students will be able to create appropriate literacy learning experiences for young children including those with developmental delays.
ECE 441
Please check back soon for the full description of this course.
ECE 442
This course focuses on reading and emphasizes a variety of strategies to assess and support children's literacy learning across the developmental continuum. Topics include demonstrating, assessing and providing children practice with strategies for reading words and understanding text; encouraging children to read a variety of genres and for different purposes; and using writing to extend and make sense of what they read. Candidates assess student interests, reading levels and backgrounds to select materials and plan literacy instruction for early learners, preschool through third grade. Prerequisites: ECE 441-Early Literacy Diagnosis and Assessment.
ECE 443
This course examines key principles and processes of language acquisition and literacy learning for young children learning English as a second language. Topics include first language proficiency and its relationship to second language learning, stages of second language acquisition, instructional strategies and supports specific to English Language Learners (ELL), and working with families to strengthen home language and culture while acquiring skills to be successful in school. Candidates review research on language development and literacy learning of young English language learners, examine key instructional methods, and determine how to use them effectively when teaching young ELL students.
ECE 444
This course is designed to give candidates practical experiences with early childhood activities for children birth through third grade in the area of language development. The course allows candidates to observe the instructional practices of an experienced early childhood teacher, help with material preparation in the classroom, work with children individually or in small groups, and assist with general classroom duties. Candidates apply the information to the early childhood classroom that they have learned from classes at the university. Prerequisites: ECE 443.
Infant-Toddler (15)
ECE 410
This course focuses on the breath and depth of the field of infant/toddler care and infant/toddler programs. Topics include the foundations of infant/toddler development and the integral role of the infant/toddler professional with the family in fostering quality growth for young children. Candidates identify theoretical frameworks key to providing quality programs for infants and toddlers and use that information to demonstrate advocacy for infant/toddlers and their families.
ECE 411
This course focuses on current research in the field of infant/toddler mental health. Topics include protective and risk factors in family environments, social and emotional health issues, diagnostic systems including developmentally appropriate infant/toddler screening and assessment processes, effective intervention strategies, and collaborative services approaches for infants and toddlers. Candidates evaluate the social-emotional state of infants and toddlers based on the information presented in class and select age appropriate activities for those children who present social and emotional health challenges. Prerequisites: ECE 410 Quality Programs for Infants and Toddlers.
ECE 412
Please check back soon for the full description of this course.
ECE 413
Please check back soon for the full description of this course.
ECE 414
In this course candidates develop an independent study related to the needs, growth or issues of infants and/or toddlers. Candidates and program administrators collaborate to determine course topics. Candidates apply the information about infant/toddler development from university courses to this independent study. Prerequisites: Admission to program or permission of Director and successful completion of ECE 410, ECE 411, ECE 412 and ECE 413.
Bilingual-Bicultural (15)
ECE 450
Please check back soon for the full description of this course.
ECE 451
This course examines culture influences, aside from language, in the development of young children. Topics include how cultures function and influence behavior; the values, beliefs, and practices among various cultural groups; and how candidates can support the cultural identities of young learners while fostering curiosity and respect for others. Candidates apply principles of culturally responsive teaching to creating developmentally appropriate experiences for young children that are culturally validating and affirming. Prerequisites: Admission to program or permission of Director and successful completion of prior courses in this emphasis area.
ECE 452
This course equips bilingual and second language teachers with the background knowledge to work effectively with early childhood language minority students in the context of programs for English Language Learners (ELL). Topics include the historical, political and legal foundations of bilingual education and English as a Second Language (ESL) programs in the United States. Candidates examine and evaluate various program models and the linguistic principles upon which they are based. Prerequisites: Admission to program or permission of Director and successful completion of prior courses in this emphasis area.
ECE 453
This course presents information on methods and materials used in bilingual education and English as a Second Language (ESL) classes. Emphasis is placed on effective instructional strategies and best practices in first and second language literacy development and content learning. Candidates review language teaching approaches and cooperative models of learning related to the development of reading and writing in the first and second language and design linguistically and developmentally appropriate learning activities for young English language learners. Prerequisites: Admission to program or permission of Director and successful completion of prior courses in this emphasis area.
ECE 454
In this course candidates design an independent study related to educational issues in a multicultural society. Topics for this course are determined between candidates and administrators in the program. Candidates apply information they have learned about bilingual and/or bicultural issues in early childhood to this independent study. Prerequisites: Admission to program or permission of Director and successful completion of prior courses in this emphasis area.
BA in Early Childhood Education with Program Administration Emphasis (30)
Plus any general Ed requirements if needed - talk to an advisor.
Program Administration (30)
ECE 463
This course focuses on the diversity, philosophy and features of Early Childhood Education Programs. Topics include the qualities of effective early learning environments, health, safety, and effective management systems. Candidates critique early learning programs, designs, philosophies and systems to assess quality early learning environments that meet the needs of children and adults.
ECE 464
This course provides information on the leadership and professionalism of an early childhood education program. Topics include program development, goals and assessments based on early learning standards, staff development, advocacy, communication skills and professional growth. Candidates assess their own leadership behaviors, determine program needs and develop action plans for improvement. Prerequisites: Admission to program or permission of Director and successful completion of prior courses in this emphasis area.
ECE 465
This course focuses on enhancing communication skills and problem-solving strategies. Emphasis is placed on examining various models and strategies for conflict resolution, mediation and creative problem-solving by exploring effective communication techniques, group dynamics, decision-making strategies, and cross-cultural communication processes. Candidates apply these skills to improve problem-solving and communication skills with staff, young children, their families and others. Prerequisites: Admission to program or permission of Director and successful completion of prior courses in this emphasis area.
ECE 466
Please check back soon for the full description of this course.
ECE 467
This course provides an overview of the administration and management of staff evaluation, training and development. Topics include identifying training and professional development needs; how supervision, evaluation and staff development impact program effectiveness; and how to provide ongoing professional growth and development. Candidates develop processes and plans for staff supervision, evaluation, training, and professional development. Prerequisites: Admission to program or permission of Director and successful completion of prior courses in this emphasis area.
ECE 468
Please check back soon for the full description of this course.
Early Childhood and Early Childhood Special Education (35)
(Washington State P-3 Certification.) Take core requirements plus the following:
ECE 430
Please check back soon for the full description of this course.
ECE 431
This course is designed to continue opportunities for practical experiences with early childhood activities for children birth through third grade. Candidates continue observing lessons taught by the cooperating teacher, assisting with general classroom duties, and working with children individually or in small groups. Candidates collaborate with the mentor teacher to develop and teach a prescribed number of lessons and reflect on their instruction, using feedback from the cooperating teacher and field supervisor. Candidates teach up to eight subjects, make smooth transitions between instructional plans and activities, provide developmentally appropriate classroom management and develop unit plans that require sequential instructional plans and activities over several days.
ECE 432
Internship III is last developmental field experience before student teaching. Candidates continue to link early learning theory into practice, using a co-teaching model to co-plan, instruct and assess student learning with their mentor teacher. Using a variety of co-teaching strategies, candidates teach a specific number of lessons and have formal teaching observations. Prerequisites: Completion of ECE 430 and ECE 431.
ECE 433
ECE 433 constitutes the culminating 10 week, full-time co-teaching experience for the initial teaching endorsement in Early Childhood Education, the candidate's primary emphasis in the Bachelor of Arts in Early Childhood Education Program. Student teaching has two main components: a field experience in a P-3 school classroom, and monthly seminars that support development of the positive impact project and evidence-based e-portfolio. During student teaching, candidates enter phase II of the co-teaching model, assuming the lead role in collaboration, planning, instruction, assessment and all non-instructional duties in the classroom. Prerequisites: 1. Pass the WEST-E in the endorsement area relevant to the placement 2. Pass all course requirements and field experiences 3. Achieve a 2.0 or higher cumulative GPA 4. Accept school assignment as arranged by Placement Coordinator.
ECSP 424
This course examines the legal mandates, policies, procedures and special education issues which impact best practices in both the school and the social services systems. Topics include advocacy, inclusion, least restrictive environment, standardized assessment and transitional services. Candidates will be able to apply the processes and practices used to develop Individual Education Plans (IEP) and Individual Family Service Plans (IFSP) for children with special needs.
ECSP 425
This course examines the characteristics and issues of children with disabilities using the following classifications: developmental delay, speech/language impairment, specific learning disabilities, mental retardation, emotional disturbance, autism spectrum disorders, orthopedic impairments, health impairments, hearing impairments, vision impairments, traumatic brain injury multiple disabilities deaf-blind. Topics include definitions, assessment and evaluation, instructional methods, and processes for working with parents of children with special needs. Students will be able to identify the needs of exceptional children (birth through age eight) and design learning activities that are developmentally and disability appropriate for them.
ECSP 426
Please check back soon for the full description of this course.
ECSP 427
Please check back soon for the full description of this course.
ECSP 428
This course explores the spectrum of interpersonal and interactive skills required of the special educator. Topics include communication, conflict resolution, mediation, crisis management and advocacy strategies with students, families and other school or agency professionals. Candidates develop knowledge and skills to effectively collaborate with Individualized Education Program (IEP) team members to develop, implement and evaluate programs and transition plans for individual exceptional children.
ECSP 434
Please check back soon for the full description of this course.
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