Early Childhood Education
The Early Childhood Education Program leads to the Bachelor of Science in Education degree in Early Childhood Education, preparing teachers for preschool through grade 3 (age three through age eight). The initial licensure program is designed to develop teachers who can teach effectively across the age span and meet variations in ability.
Students pursue a program of study that involves Kent Core requirements, college requirements, and a five semester block of early childhood education courses that are integrated with field and clinical experiences. The program includes two student teaching experiences: preschool (300 clock hours) and kindergarten/primary (400 clock hours). In the remaining blocks, students complete 546 additional field hours at the preschool, kindergarten and primary levels.
The Bachelor of Science in Early Childhood Education (BSE ECED) at Kent State University at Tuscarawas is a 2 + 2 program that focuses on professional preparation and application of current theory, methods and practices for future teachers of pre-K-3 classrooms. Our goal is to provide educational experiences and coursework that supports the development of critically reflective teachers who value children and are interested in becoming committed professionals in the field of early childhood education. Throughout coursework and field experiences, graduates engage with the knowledge and skills needed to understand child development and implement developmentally appropriate practices. Kent State Tuscarawas provides high quality teaching, advising and mentoring to support students as they develop the needed skills to become effective educators in both school and non-school settings. Students who wish to pursue this degree must possess a commitment to valuing all children, regardless of ability or background. They must have the ability to work with diverse students and families as well as the surrounding community, providing quality educational experiences.
Admission into the Bachelor's degree program is selective and requires successful completion of the Associate of Applied Science in Early Childhood Education Technology. Following the successful completion of the Associate Degree, students complete a five-block sequence of advanced coursework while gaining teaching experience. Students complete field and practicum experiences in diverse settings, and accumulate over 1000 clock hours of field experience in preschool, kindergarten and primary classrooms.
Completion of the associate degree in Early Childhood Education does not guarantee admission into the last two years of the baccalaureate program. As part of an enrollment management plan, early childhood majors are admitted to the program on a selective basis. Students seeking admission to this program must meet all professional requirements for admission to advanced study and have a minimum cumulative 2.75 GPA in all previous undergraduate coursework. Because of the instituted enrollment management plan, meeting the above requirements does not automatically provide students admittance to the early childhood education major. Faculty will select the most qualified applicants based upon the number of available student spaces, students' standardized test scores (Praxis I), essay, interview and cumulative GPA.
Students will need to discuss with their advisors during the first year of study the procedures associated with admission to advanced study and selective admission to the early childhood education program. Students transferring from another university should meet with an academic advisor at least one semester prior to transferring.
Competencies Upon Completion
Graduates of the program will be able to:
- Co-construct curriculum as a co-worker with learners and others (parents, families, colleagues and community members) to make sound decisions for learning and teaching experiences, as opposed to being passive receivers of prescribed curriculum.
- Synthesize conceptual understandings of children, theory, content, technology and sociocultural contexts into meaningful activities and opportunities for learning with all pre-K-to-grade-three students.
- Engage in the habit of self-assessment in order to continually uncover unknown possibilities in children’s learning, classroom practice, educational theory and one’s own teaching identity in the local and global context.
- Become committed to the children and their learning, the families and the local community while having an awareness of the global context; engage in continuous self-improvement and lifelong learning.
- Apply skills, knowledge and dispositions to challenge “questionable” policies that limit opportunities for all children.
- Utilize research and theory to develop varied and effective pedagogies and assessments that will positively impact all students’ learning (learning and teaching is a transdisciplinary practice).
- Advocate as ethical leaders and moral agents striving for social justice,
- Acknowledges and practices multiple, multi-ethnic, multicultural, multiracial, multi- social and -economic and multilingual perspectives in a global society.
Dr. Sandra Pech, Assistant Professor