Early Childhood Education P-K–Third Grade Major, Bachelor of Arts in Education (BAE)
This is an archived copy of the 2021-22 catalog. To access the most recent version of the catalog, please visit http://catalog.ewu.edu.
The BAE in Early Childhood Education plus a Teacher Education Program prepares students for a Washington State Teaching Certification. Completion of the ECE Major, Education Core (and successfully completing the ECE NES) will satisfy the requirements for recommendation for a Teaching Certificate with a P-3 endorsement in the State of Washington.
The Early Childhood Education–Pre-Kindergarten–Third Grade, Bachelor of Arts in Education consists of both the included P-3 Core and the required Early Childhood Education courses.
|The courses below satisfy requirements for students choosing the preschool–third grade certification only. Students who choose to extend their certification through grade 8 must complete the add-on elementary endorsement.|
|ART 390||ART IN THE ELEMENTARY SCHOOL||3|
|PHED 390||HEALTH AND PHYSICAL EDUCATION IN THE ELEMENTARY SCHOOLS||3|
|SPED 412||INTRODUCTION TO EARLY CHILDHOOD SPECIAL EDUCATION||4|
|Required Early Childhood Education Courses|
|EDUC 344||EARLY NUMERACY INSTRUCTION IN THE P-3 SCHOOL SETTING||4|
|EDUC 390||FOUNDATIONS OF EARLY CHILDHOOD EDUCATION||3|
|EDUC 394||METHODS FOR READING INSTRUCTION AND ASSESSMENT IN KINDERGARTEN-THIRD GRADE SETTINGS||3|
|EDUC 410||METHODS I: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION||4|
|EDUC 430||ASSESSMENT IN EARLY CHILDHOOD EDUCATION||5|
|EDUC 444||LANGUAGE ARTS METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM||3|
|EDUC 450||METHODS II: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION||4|
|EDUC 454||SCIENCE METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM||4|
|EDUC 461||SOCIAL STUDIES METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM||3|
|EDUC 470||DIVERSITY IN EARLY CHILDHOOD EDUCATION||3|
|EDUC 475||PROMOTING SOCIAL COMPETENCE AND GUIDING BEHAVIOR IN EARLY CHILDHOOD SETTINGS||4|
|EDUC 479||EARLY LITERACY||3|
|EDUC 489||FAMILY-CENTERED PRACTICES IN EARLY CHILDHOOD||3|
|EDUC 386D||P3 FIELD EXPERIENCE AND PRACTICUM||1|
|EDUC 386E||P3 FIELD EXPERIENCE AND PRACTICUM||3|
|EDUC 423||ELEMENTARY STUDENT TEACHING K-8||12|
|EDUC 427||GENERAL STUDENT TEACHING K-12 (variable credit course–only 3 credits count)||3|
|EDUC 451||APPLICATIONS I: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION||4|
|EDUC 464||APPLICATIONS II: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION||3|
|EDUC 469||APPLICATIONS III: EARLY CHILDHOOD CURRICULUM METHODS||1|
|Capstone–an approved departmental or other Senior Capstone|
|EDUC 490C||EARLY CHILDHOOD CAPSTONE||5|
University Competencies and Proficiencies
- Minimum Credits—180 cumulative credit hours
- 60 upper-division credits (300 level or above)
- 45 credits in residence (attendance) at Eastern, with at least 15 upper-division credits in major in residence at Eastern
- Minimum Cumulative GPA ≥2.0
All admitted students must officially Declare a Major by the time they reach 90 credits (junior standing).
Application for Graduation (use EagleNET) must be made at least two terms in advance of the term you expect to graduate (undergraduate and post-baccalaureate).
Use the Catalog Archives to determine two important catalog years.
SOAR calculates based on these two catalog years.
- The catalog in effect at the student's first term of current matriculation is used to determine BACR (Breadth Area Credit Requirements) and UGR (Undergraduate Graduation Requirements).
- The catalog in effect at the time the student declares a major or minor is used to determine the program requirements.
School of Education Outcomes
The School of Education Outcomes (DoEO) are taken word for word from INTASC. These outcomes must be met by all students upon completion of their degree. EDUC 305 will provide students with the opportunity of addressing these outcomes as applicable to the instruction of P–12 students.
- The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate’s and learner’s decision making.
- The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.