Early Childhood Education Birth-Gr. 2 (BA)

Chair: Michele Marable, PhD

As of fall 2017,  new students are not being accepted into this program, however Early Childhood Education is available either as TESOL Childhood or Special Education Childhood majors with Early Childhood Extensions.

Introduction

The Early Childhood Education Birth to Grade 2 program prepares teacher candidates to teach children in Grades PK-Grade 2.  Teacher candidates are required to complete major requirements that include pedagogical knowledge and methods that will prepare them to be successful as a teacher at this level.  Candidates must also complete general education coursework as identified in the Canisius College Core Curriculum, but also must select a 30 credit liberal arts concentration.  Candidate will have opportunities to practice in the field many times throughout their program, culminating with a 14 week student teaching experience where they are expected take over the class of a mentor teacher to hone their professional practice in preparation for their first teaching position after graduation.

Qualifications

Students must meet the requirements at all transition points in order to graduate with an education degree and be recommended for teacher certification.

Advisement

All students should have an advisor in the major and should contact the department directly to have an advisor assigned if they do not already have one.  Meetings with academic advisors are required prior to students receiving their PIN for course registration each semester. All majors should work closely with their advisor in discussing career expectations, choosing their major electives, developing their entire academic program and planning their co-curricular or supplemental academic experiences.

Double Majors

Students who wish to expand their educational opportunities may decide to declare a double major. The decision may be based on career goals or planned graduate studies. Before a student declares a double major, it is important to meet with the appropriate academic departments for advisement. Some double major combinations can be completed within the minimum 120 credit hour degree requirement, but in some cases additional course work may be required. In order to declare a double major, the student must complete the appropriate double major request form and get the signature of each department chairperson and the appropriate associate dean.  Please note that students will receive only one degree, regardless of the number of majors they complete.

Curriculum

An Ignatian Foundation

All undergraduate students must complete either the Canisius Core Curriculum or the All-College Honors Curriculum. Many schools refer to their college-wide undergraduate requirements as "general education" requirements. We believe that the core curriculum and the honors curriculum are more than a series of required classes, they provide the basis for a Jesuit education both with content and with required knowledge and skills attributes that are central to our mission.

Free Electives

Students may graduate with more but not less than 120 credit hours. Free electives are courses in addition to the Core Curriculum or Honors Curriculum and major requirements sufficient to reach the minimum of 120 credit hours required for graduation.

Major Requirements

EDE 100Human Growth and Development - Birth through Childhood3
EDE 121Introduction to Literacy, Children's Literature and the Arts3
EDU 122Technology in Education3
EDY 208Infant/Toddler Care and Education3
EDY 209Developmentally Appropriate Curriculum in Early Childhood Classrooms3
ECCH 221Emergent Literacy3
ECCH 222Literacy and the Arts in the Elementary Classroom3
EDU 250Foundations of Education3
EDY 306Music, Movement and the Arts in Early Childhood Education3
EDY 310Teaching Math/Science in Early Childhood Classrooms3
SPE 341Inclusive Strategies3
EDE 390Cognition, Learning and Assessment - Birth through Childhood3
ECCH 412Managing the Early Childhood and Elementary Classroom3
EDE 432Seminar in Teaching and Assessment3
ECCH 493Student Teaching-Early Childhood/Childhood12
ECCH 494Capstone Seminar for Teacher Candidates3
EDU 495Child Abuse Workshop0
EDU 496Prevention of School Violence Workshop0
EDU 497Dignity for All Students Act (DASA) Workshop0
EDU 498Student Teaching Seminar3
Total Credits60

Additional Course Considerations

English Concentration

ENG 101Writing about Literature3
FYS 101Explorations of Academic Writing and Special Topics3
ENG 299Introduction to English Studies3
Two 200-level literature courses6
One pre-1900 American Literature course3
One pre-1800 British Literature course3
One Shakespeare course3
Two writing courses6
Total Credits30

Mathematics Concentration

MAT 111Calculus I4
MAT 112Calculus II4
MAT 219Linear Algebra4
MAT 230Logic, Set Theory, and Proofs4
MAT 311Abstract Algebra4
MAT 331Geometry3
MAT 351Probability & Statistics I3
Choose one of the following:3-4
Calculus III
Computer Science elective
Choose one of the following:3-4
Differential Equations
Math elective
Total Credits32-34

Music Concentration

FAM 115Fundamentals of Music3
FAM 119Masterpieces of Music3
FAM 210Keyboard Musicianship3
FAM 230
230L
Music Theory I
and Music Theory I Lab
4
FAM 240
240L
Music Theory II
and Music Theory II Lab
4
FAM 330
330L
Music Theory III
and Music Theory III Lab
4
One Music Literature I course3
One Music Literature II course3
One Music elective3
Total Credits30

Science Concentration

GEO 325Introduction to Physical Geography3
BIO 111
111L
Introductory Biology I
and Introductory Biology Laboratory I
4
BIO 112
112L
Introductory Biology II
and Introductory Biology Laboratory II
4
BIO 211
211L
Biochemistry and Cell Biology I
and Biochemistry and Cell Biology Lab I
4
CHM 111
111L
General Chemistry I
and General Chemistry I Laboratory
4
CHM 112
112L
General Chemistry II
and General Chemistry II Laboratory
4
One physics course3
Two science electives6
Total Credits32

Social Studies Concentration

ECO 101Principles of Macroeconomics3
GEO 325Introduction to Physical Geography3
PSC 104American Political Process3
HIS 107History of Modern Europe to 18153
HIS 108History of Modern Europe since 18153
HIS 109History of Asia to 18003
HIS 123History of the United States: The Colonial Period to Reconstruction3
HIS 124History of the United States: 1877 to the Present3
HIS 254First Peoples3
One European or Asian/African/Latin American History elective3
Total Credits30

Social Justice Concentration

Foundations Course3
Social Movements and Social Change
Research Courses6
Social Research Methods
Qualitative Research Methods
Skills Classes (choose 2)6
Oral Communication
Interpersonal Communication
Small Group Communication
Metropolitan Economic Development and GIS
Leadership and Motivation
State and Local Politics
Four electives in your Focus - either Local (Urban) or Global12
Local (urban) Focus electives 2
New York State History
Social and Cultural Diversity
Social Policies 1
Children, Schools, and the Community
State and Local Politics
Contemporary Social Problems 1
Sociology of the City
Global Focus 2
Sociocultural Anthropology
Women In The Western World
Traditional Japan
Modern Middle East
Human Rights and Globalization
Social and Cultural Diversity
Children, Schools, and the Community
Elective3
One course from the other focus (either Local or Global)
Total Credits30
1

 Students may take either HSV 301 or SOC 111 but not both.

2

The list of courses provided here only includes active courses at the time this catalog was prepared.  Additional classes that are added by other departments might also be used to satisfy this requirement.  If you think a class should count, please contact the chair of the Teacher Education Department.

French Concentration

Students will not be accepted into this concentration after January 29, 2018

FRC 215Intermediate French 3
FRC 217Intermediate French II3
FRC 323Topics in Conversation I3
FRC 324French Composition through Literature3
FRC 332Substance and Style: Effective Writing in French3
Five French electives15
Total Credits30

  1.  

German Concentration

Students will not be accepted into this concentration after January 29, 2018

GER 215Intermediate German I3
GER 216Intermediate German II3
GER 323Topics in Conversation I3
GER 324Topics in Conversation II3
GER 331Substance and Style: Effective Writing in German I3
GER 332Substance and Style: Effective Writing in German II3
Four German electives12
Total Credits30

Spanish Concentration

SPA 215Intermediate Spanish 13
SPA 217Introduction to Spanish Composition 13
SPA 323Topics in Conversation I: Peninsular Culture and Conversation3
SPA 324Topics in Conversation II: Latin American Culture and Civilization3
SPA 332Advanced Spanish Composition3
Five Advanced-Level Spanish Classes15
Total Credits30
1

Students who begin language study at the 300-level may substitute additional electives in lieu of the intermediate (200) level courses.  Thus, students still will take 10 courses for the concentration.

Learning Goals & Objectives

Learning Goal 1 (KNOWLEDGE – Observed in Writing)
Candidates in the Teacher Education programs will demonstrate content knowledge, pedagogical, and professional knowledge necessary for successful performance in their field.

Teacher candidates will:

  • Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students.
  • Know the content they are responsible for teaching, and the pedagogical content knowledge to plan instruction that ensures growth and achievement for all students.

Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)
Candidates in the Teacher Education programs will demonstrate professional skills and dispositions necessary for successful performance in their field.

Teacher candidates will:

  • Demonstrate professional dispositions and implement instruction that engages and challenges all students to meet or exceed the learning standards.

Learning Goal 3 (SERVICE)
Candidates in the Teacher Education programs will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.

Teacher candidates will:

  • Work with all students to create a dynamic learning environment that supports achievement and growth.
  • Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction for diverse learners.

Learning Goal 4 (PROFESSIONALISM)
Candidates will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow.

Teacher candidates will:

  • Set informed goals and strive for continuous professional growth.

Learning Goal 5 (LEADERSHIP)
Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community.

Teacher candidates will:

  • Demonstrate professional responsibility and engage relevant stakeholders to maximize impact on student growth, development, and learning.

Courses

EDY 208 Infant/Toddler Care and Education 3 Credits

This course utilizes developmental theory and research findings to examine issues of attachment, perception, motor skills, cognition, language, emotions and social skills in children birth through age three. An emphasis is placed on understanding children in the context of family and culture. Requires 10 hours of field placement: infant/toddler.

EDY 209 Developmentally Appropriate Curriculum in Early Childhood Classrooms 3 Credits

Emphasizes research-supported practice for enhancing children's physical, cognitive, social, emotional and behavioral development within the framework of the New York State Standards. Focuses on developmentally appropriate learning opportunities. Requires 10 hours of field placement: PreK/K.

EDY 306 Music, Movement and the Arts in Early Childhood Education 3 Credits

Emphasizes the integration of music, movement, and the arts into the curriculum in K-6 classrooms. Explores various media and materials utilized to enrich learning and stimulate children's creativity.

EDY 310 Teaching Math/Science in Early Childhood Classrooms 3 Credits

Focuses on inquiry methods, problem solving, and diagnostic teaching addressing the New York State standards. Emphasizes hands-on materials, visuals and other multi-model experiences in math/science learning in the early years. Requires 10 hours of field placement Grades 1-2.

EDY 509 Developmentally Appropriate Curriculum in Early Childhood Classrooms 3 Credits

Emphasizes research-supported practice for enhancing children's physical, cognitive, social, emotional and behavioral development within the framework of the New York State Standards. Focuses on developmentally appropriate learning opportunities. Requires 10 hours of field placement: PreK/K.