Early Childhood Education (B.A.)
The undergraduate Early Childhood Education program is offered in conjunction with the College of Arts and Sciences and the School of Professional and Graduate Studies.
Faculty
Dr. Jennifer Lee, Assistant Professor (program chair in conjunction with the College of Arts & Sciences)
Mr. Michael Rowe, Assistant Professor (program director in conjunction with the School of Professional and Graduate Studies)
Dr. Marie Celeste, Associate Professor
Faculty in the School of Education also support Trinity’s undergraduate education programs.
Description
Undergraduate Major and Minor Program
The School of Education offers a Bachelor of Arts degree in early childhood education in conjunction with the College of Arts and Sciences and the School of Professional and Graduate Studies. Trinity’s program prepares candidates to meet eligibility requirements for teacher licensure in early childhood education (ages 3-8) in the District of Columbia. Once licensed, candidates may apply for reciprocity in other jurisdictions.
Students complete field-based experiences during their freshman and sophomore years, two semesters of a practicum during their junior year (four hours/week), and a final semester in a school for the student teaching internship (full-time). Student teaching internships are in public, charter, and private school systems in the Washington metropolitan area, and placements are made by the university.
Trinity’s education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Office of the State Superintendent of Education (OSSE) of Washington, DC. Trinity’s B.A. in Early Childhood Education is also recognized by the National Association for the Education of Young Children (NAEYC).
Students in the College of Arts and Sciences may also pursue a minor in early childhood education. Completion of minor requirements only does not satisfy certification requirements in D.C.
B.A. to M.A.T. Program
Education majors and minors (and all undergraduate majors) may also be interested in pursuing a Master’s of Arts in Teaching (M.A.T.) in Trinity’s School of Education. The M.A.T. is offered in early childhood, elementary, and special education. A student must have a 3.0 G.P.A. in the content area in which he or she wishes to teach. Prospective students for Trinity’s M.A.T. program should refer to the School of Education’s Policy on the State Required Examinations.
Program Requirements
Acceptance Criteria and Advising
Formal acceptance into the major programs requires:
- Qualifying scores on state-designated teacher licensure examinations (Praxis Core) or a minimum overall GPA of 3.0 at the time of application
- A minimum GPA of 3.0 in all pre-EDU courses
- A minimum grade of “B” (3.0) in all EDCC and EDTE courses
To earn an undergraduate degree from Trinity, students must earn a minimum of 120 credits. Education majors should take additional education courses and/or courses in biology, English, global affairs, history, math, or politics and policy to meet the 120 credit requirement.
Interested students should direct any questions about the process for formal acceptance into the education major or minor to their undergraduate advisor, the program chair, or the Dean of the School of Education. Students majoring or minoring in education should follow the required sequence of courses. This course sequence is designed to contribute to a liberal arts education while preparing students in content areas that, as early childhood or elementary teachers, they will be teaching.
Field-Based Instruction
Teacher preparation at Trinity emphasizes field-based instruction that includes a series of integrated field experiences and practicum experiences at different grade/age levels in a variety of school settings. The education major requires a one-semester full-time internship of supervised student teaching after the successful completion of all education course work and the Praxis II exam (see below for application procedures).
Application for Student Teaching
Undergraduate students may not student teach until all of the following conditions are met:
- General Education Requirements are completed,
- Education Core courses are completed,
- Education Methods courses are completed, and
- Praxis II is passed.
One semester before prospective teachers plan to student teach, they must submit their application for student teaching. This form must be signed by the student, the education advisor, and the Assistant Dean for the School of Education. Failure to complete this form and obtain the requisite approvals may disqualify prospective teachers from student teaching. The completed and signed form is due to the program at least two weeks prior to the opening of registration for the semester in which the student wishes to student teach.
Major Requirements (111 credits including General Education sequence)
College of Arts and Sciences students who plan to declare the major in education must complete a set of required courses for their specialization in either early childhood or elementary education. Students must be accepted into the major and must provide evidence of qualifying scores on the state-designated teacher licensure examination, Praxis Core, before registering for education courses at the 400-level or above. Students are strongly advised to enroll in courses in the recommended sequence.
In addition to the 111 credits required in the General Education sequence and the majors, student must enroll in 9 electives to meet the 120 credits requirement for the B.A. at Trinity. Education majors are encouraged to take additional education courses and/or courses in biology, English, global affairs, history, math, or politics and policy to meet the 120 credit requirement.
Majors must earn a minimum grade of “B” (3.0) in all Education (EDCC and EDTE) courses to fulfill requirements for the major as well as earn an overall G.P.A. of at least a 3.0.
Early Childhood Education
First Year (28 credits)
ALL of the following courses:
CRS 101 Critical Reading and Writing Seminar IThis course strengthens critical reading and academic writing skills through engagement with liberal arts texts with a focus on "Discovering your strength" as a Trinity woman. The ability to comprehend and write about arguments in academic texts is essential for success in all liberal arts courses and in lifelong learning. Students will develop the ability to identify a text's main argument and the evidence used to support that argument. Students will also reflect comprehension by accurately and clearly paraphrasing and summarizing texts' arguments. Students will also use annotation and argumentation strategies to respond to liberal arts texts with their own ideas.
All students will be expected to work toward the following learning goals:
Explore and develop values, especially those relating to social justice, race, and gender, through the study of and response to a variety of academic texts;
Develop confidence as readers and writers;
Actively read, summarize, and analyze texts;
Articulate and support an argument;
Write clearly, logically, and with attention to audience;
Formerly CRS 101 - Critical Reading Seminar.
4 credits
Prerequisitea: None.
CRS 102 Critical Reading and Writing Seminar IIThis course further develops the critical reading and academic writing skills addressed in CRS 101 through engagement with texts in a particular academic discipline. Students will choose a CRS 102 course that addresses an interesting, meaningful or important disciplinary question, and build reading and writing skills through close readings and written responses to the assigned texts. CRS 102 courses are offered on a variety of academic topics, and students choose the one that is most compelling to them.
All students will be expected to work toward the following learning goals:
-Describe and apply comprehension strategies
-Summarize textual ideas accurately and in their own words
-Compare, contrast and organize textual ideas and arguments into writing
-Apply revision and editing strategies to writing
-Acknowledge sources according to disciplinary conventions
-Locate, differentiate between and evaluate the credibility of academic sources
Formerly CRS 102 - CRS: Prof & Career Success in the Health Professions.
3 credits
Prerequisite: CRS 101.
This course is usually taken simultaneously with English 107.
COM 150 Critical Reasoning and Oral ArgumentationThe course is designed to improve the capacity for reasoning and to gain the strategies necessary for assessing the variances in messages in everyday interactions. The course also assists students to construct convincing arguments and critically evaluate the claims and premises in written and oral communication. The course fits into the larger first year curriculum by giving a set of methodological tools with which to critique complex arguments, assess the sufficiency and relevance of social scientific evidence, and prepare creative and well-reasoned arguments in a variety of written and oral communicative contexts.
3 credits
Prerequisites: None
ENGL 107 College CompositionDevelops effective writing of evidence-based, thesis-centered academic essays. Emphasizes the research and documentation skills necessary for successful academic writing. Focuses on argumentative essays that build to a substantive research paper. Formerly ENG 107 College Composition.
3 credits
General Education: Foundational Skills Area
FLC Area I Core Area I: Skills for Work and Life
MATH 108 Finite MathematicsThis is a quantitative literacy and reasoning course designed for education majors and those students intending to study nursing and other allied health fields. Topics include: problem solving, set theory, logic, algebra, and measurement; including unit conversions and dimensional analysis. Additional topics include functions, graphs, systems of equations and inequalities, as well as probability and statistics. Real-world applications will be emphasized throughout the course. Formerly MATH 108 and MAT 108 Elementary Mathematical Modeling.
4 credits
Prerequisites: None
General Education Area: Foundational Skills
BIOL 101 Introduction to BiologyExplores various aspects of biology from cell structure to metabolism, diversity and ecology. The course consists of two hours of lecture and three hours of laboratory per week. Recommended for non-science majors. There is an additional laboratory fee for this course. Formerly BIO 101 Introduction to Biology.
4 credits
FLC Area I
Core Area II
General Education Curriculum: Knowledge and Inquiry or ENVS 101 Discovering Planet EarthIntroduces non-science majors to evolution, earth science, and plate tectonics with an emphasis on the mid-Atlantic region. Labs include use of the scientific method, development of observational skills, computer-assisted learning, and several field trips. There is an additional laboratory fee for this course. Formerly ENV 101 Discovering Planet Earth.
4 credits
General Education: Knowledge and Inquiry Area
FLC Area IV
Core Area II: Understanding Self, Society, and Nature
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher.
EDTE 292 Praxis PreparationPrepares candidates for Praxis Core tests in reading, math, and writing. Successful completion of Praxis Core is required to declare a major in early childhood or elementary education. Delivered on-line, includes components such as diagnostics, lessons, and full-length practice exams.
*1 credit
Second Year (33 credits)
ALL of the following courses:
ENGL 230 Writing About LiteratureIntroduces the study of literature; engages critical reading, analysis and discussion, founding argument on close textual reading, and the development and writing of thesis-centered essays about literature. Also covers literary criticism and theory, research methods, and documentation techniques. Formerly ENGL 150
General Education: Knowledge and Inquiry.
3 Credits
Prerequisites: None (or another English literature/writing class the meets the General Education requirement)
PHIL 241 Introduction to Theoretical EthicsExamines Aristotle's Nicomachean Ethics and Kant's Grounding for the Metaphysics of Morals in order to see how these texts expose the influence and direction of our consciousness of obligation on our actions. The focus is on what kind of agency human beings must have in order to be in a moral domain and on what the influence of socialization and biology might be on our understanding of this domain. Formerly PHI 210 Introduction to Theoretical Ethics.
3 credits
General Education Curriculum: Values and Beliefs Area or PHIL 245 Ethics IIntroduces the student to social ethics and the concepts of person and community by examining the moral traditions that inform our understanding of the individual. The course traces the focus of ethics from a concern about what kind of person to be to the more modern and narrow concern in how to act in both the public and private domains, acknowledging the ways in which our cultural and historical practices help shape our vision. Formerly PHI 212 The Moral Dimension: Persons and Community.
3 credits
General Education Curriculum: Values and Beliefs Area
Core Area III: Ethics and Moral Reasoning
HIS 130 Introduction to American CivilizationsExplores the major themes that have shaped the American experience from the Colonial period to 1890. Topics include the Age of Exploration and Discovery, the American Revolution, the causes of the Civil War, and industrialization and urbanization.
3 credits
General Education Curriculum: Knowledge and Inquiry
FLC Area II, History Cluster
PSYC 231 Child PsychologyReviews theories of development and contemporary research regarding current social issues concerning children. Focuses on the developmental period from conception through middle childhood; topics include cognitive changes, language acquisition, sensorimotor, moral, and socioemotional development. Formerly PSY 257 Child Psychology.
3 credits
Prerequisites: PSYC 101 or permission of instructor
PSYC 101 Introductory PsychologyIntroduces the student to the scientific study of the mind and behavior. All major sub-areas of psychology (social, developmental, clinical, physiological, motivation and emotion, sensation and perception) are explored, as well as the major theoretical perspectives (behavioral, cognitive, psychoanalytic, and humanistic). Formerly PSY 121 Introductory Psychology.
3 credits
General Education Curriculum: Knowledge and Inquiry Area
FLC Area V
Core: Area II
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)
SOCY 100 Introduction to SociologyIntroduces students to the science of sociology and prepares students for upper-level social science course work. Formerly SOC 100 Introduction to Sociology.
3 credits
General Education Curriculum: Knowledge and Inquiry Area
FLC Area V
Core Area II: Understanding the Self and Society
TWO courses in a foreign language
ONE elective
THREE credits in General Education Capstone
*Early Childhood majors wishing to obtain the CDA must take EDCC 213 Observation, Description and Measurement of Growth in Early ChildhoodIn this introductory course, students use developmentally appropriate observation and record keeping strategies to reflect upon, improve, maintain, and extend learning. Tools and techniques that promote growth across all domains of early childhood development-social-emotional, cognitive, and physical, and across language and other content areas-will be discussed and explored. This course requires a 10-hour on-site field component.
3 credits
Prerequisites: None and complete a capstone assignment from their advisor.
Junior Year (34 credits)
ALL of the following courses:
EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 321 Reading MaterialsProvides a survey of children's literature with emphasis on works by major authors and illustrators with topics including criteria for evaluating literature, sexism and multicultural aspects of literature for children and integrating literature in the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. Selecting, evaluating, and using a variety of materials to create skilled and motivated readers in the elementary grade. Field component is an integral part of the course.
3 credits
Prerequisites: EDCC 220 with grade of B or higher.
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 490 Practicum IPlaces teacher candidates in school classrooms for 4 hours a week observing teacher-student interactions, participating in classroom activities, and working with students. The field component is an integral part of the course; a field coordinator will supervise.
1 credit
Prerequisites: EDCC 220 with grade of C or higher; passing scores on Praxis I Examination
Co-requisites: Either EDTE 423 and EDTE 425 or EDTE 432 and EDTE 434.
HIS 345 The Civil Rights Movement in the Twentieth CenturyThis course explores the origins, evolution, and consequences of the Civil Rights Movement from the beginning of the twentieth century through the Black Power Movement and the liberation movements of the 1970's.Topics include the origins of protest in the 1890's and the first decade of the twentieth century, the transition from protest to resistance in the social movements of the 1930's and 1940's, the emergence of the mass movements of the 1950's and 1960's, and the Black Power Movement.
Credits: 3
Prerequisites: None
General Education: Civic Knowledge, POLS 101 Politics, Power, and You: Democracy at the CrossroadsIntroduces students to the fundamentals of political history and theory. Explores current U.S. political and public policy issues to advance student?s ability to analyze and understand contemporary political events. Formerly PSC 120 Politics, Power, and You: Democracy at the Crossroads.
3 credits
General Education Curriculum: Applications Area, or GLBL 201 Intro to Global AffairsIntroduces students to the interdisciplinary field of global affairs through a format that both imparts knowledge on compelling contemporary issues, and assists students to acquire and improve research, writing, and presentation skills that contribute to successful, upper-level coursework. Formerly INS 201 Introduction to International Affairs, INAF 201 Intro to International Affairs.
General Education Curriculum: Civic Knowledge
ONE Religious Studies course
TWO electives
Senior Year (25 credits)
Students must earn qualifying scores for Praxis Core (reading, writing and math) before registering for the following courses. Students must earn qualifying scores for Praxis II Early Childhood Content Knowledge before they enroll in Student Teaching Early Childhood Education and Advanced Seminar in Teaching.
ALL of the following courses:
EDTE 401 Classroom AssessmentProvides teacher education candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Emphasis is placed on the different types and applications of formal and informal assessments, including authentic and performance-based assessment, standardized tests, and individual assessments. Candidates gain practical experience in creating classroom assessments and analyzing results of different assessment tools. Field component is an integral part of the course.
3 credits
Prerequsites:EDTE 301; Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDCC 440 Research in EducationDesigned to equip students with the knowledge, skills, and dispositions to become critical consumers and competent producers of research, this course covers research essentials to inform teaching and instructional practice. Research in Education broadens students' knowledge of the empirical literature and current trends in curriculum and teaching with a focus on characteristics and educational needs of students from diverse cultural and linguistic backgrounds. Students will evaluate research methodologies and results along with demographic and assessment information, and will learn to translate the information to demonstrate their ability to understand, analyze, and synthesize research. As a final course requirement, students plan an action research project that will be implemented during their student teaching internship.
3 credits
Prerequisite: EDTE 301, Admission to the School of Education. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 471 Student Teaching Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting under the guidance and supervision of a certified teacher and college supervisor. Candidates must apply for student teaching the semester prior to placement and have passed the Internship Readiness Assessment. Internship placements are arranged by the University. Candidates will be at their placement full-time, 5 days a week for the entire semester.
For the major, a minimum grade of B in this course is required.
9 credits
Prerequisites: Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 499. Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 499.
EDTE 491 Practicum IIA continuation of EDTE 490, this course places teacher candidates in school classrooms for 4 hours a week observing teacher-student interactions, participating in classroom activities, and workin g with students. The field component is an integral part of the course; a field coordinator will supervise.
1 credit
Prerequisites: EDCC 220 and EDTE 490 with a grade of C or higher; passing scores on Praxis I Examination
Co-requisites: Either EDTE 421, 422 and 424 or EDTE 401, 421 and 436.
EDTE 499 Advanced Seminar in TeachingThe seminar is a companion to and taken concurrently with student teaching. This culminating learning experience provides opportunities to share, examine, and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the interns' specific classroom placement. Interns also focus on career planning and development as well the production of a portfolio (e-portfolio) containing specific requirements.
3 credits
CAS Prerequisites: Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 473 Student Teaching.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 471 Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 471
Early Childhood Minor Requirements
Students in the College of Arts and Sciences may pursue a minor in early childhood education. Students minoring in early childhood education must complete 18 credits of course work. Completion of minor requirements will NOT satisfy the requirements to earn a teaching license in the District of Columbia. However, graduates with a bachelor’s degree in a related field such as Community Education, Human Relations, or Psychology, and a minor in early childhood education, can apply for lead teaching positions in child development centers.
Early Childhood Education minors must earn a minimum G.P.A. of 2.5 in all Education core courses (EDCC 220) and a G.P.A. of 3.0 in Education methods courses (all EDTE courses) to fulfill requirements for the minor.
Required Courses (18 credits)
ALL of the following courses:
EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher.
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)
EDTE 321 Reading MaterialsProvides a survey of children's literature with emphasis on works by major authors and illustrators with topics including criteria for evaluating literature, sexism and multicultural aspects of literature for children and integrating literature in the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. Selecting, evaluating, and using a variety of materials to create skilled and motivated readers in the elementary grade. Field component is an integral part of the course.
3 credits
Prerequisites: EDCC 220 with grade of B or higher.
PSYC 231 Child PsychologyReviews theories of development and contemporary research regarding current social issues concerning children. Focuses on the developmental period from conception through middle childhood; topics include cognitive changes, language acquisition, sensorimotor, moral, and socioemotional development. Formerly PSY 257 Child Psychology.
3 credits
Prerequisites: PSYC 101 or permission of instructor
Program Policies
Advanced Placement:
Credits earned through Advanced Placement Examinations may fulfill general education for certification courses in cases where the student has earned a 4 or 5 on the examination and the credits have been reviewed by education faculty members.
CLEP Policy:
Credits earned through CLEP Examinations may fulfill general education for certification courses in cases where the student has earned a score that confers credit following the guidelines of the American Council on Education (ACE) and the credits have been reviewed by education faculty members.
Attendance Policy:
In all 300- and 400-level EDCC/EDTE courses, two late arrivals or early departures of 20 minutes or more constitute a single class absence, and any student with class absences or the equivalent that total more than 2 weeks’ worth of class meetings will automatically fail the course. Faculty teaching EDCC/EDTE courses at the 200-level may also adopt this policy in their syllabi; faculty teaching EDCC/EDTE courses at any level may adopt a stricter policy in their syllabi.
Grades in Education Courses:
To fulfill requirements for the major or the minor, undergraduate students are required to earn a minimum grade of B (3.0) in all education courses (EDCC and EDTE). In addition, majors must earn an overall G.P.A. of at least a 3.0.
Pass/No Pass:
Courses fulfilling the major or minor — including general education courses required for certification — may not be taken Pass/No Pass.
Student Assessment:
Assessments of student proficiencies required of students in the major or minor are further described on the School of Education page, concerning the Student Assessment System.
Study Abroad:
Courses taken through a study abroad program approved by Trinity may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, education courses taken abroad will not count toward the major or minor.
Praxis Policy:
Students must provide evidence of qualifying scores on the Praxis Core prior to registering for any education course in their senior year. The Praxis Core exam may only be attempted twice. Students who do not earn qualifying scores after the second attempt can submit a petition to attempt the test a third time. Students must provide evidence of qualifying scores on the Praxis II (Early Childhood Content Knowledge or Elementary Education Multiple Subjects) prior to registering for Student Teaching in Early Childhood or Elementary Education and Advanced Seminar in Teaching. The Praxis II exam may only be attempted twice. Students who do not earn qualifying scores after the second attempt can submit a petition to attempt to test a third time.
Experiential Credit Policy:
Credits earned through experience may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, experiential credits may not substitute for education courses counted toward the major or minor.
Transfer Credits:
Transfer credits may be awarded only after appropriate program review. Courses at the 400-level and above must be completed at Trinity. Courses taken as part of the School of Education program of study must be taken at Trinity.
Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated “EDCC” are education core and common courses across various programs in the School of Education. Courses designated “EDTE” are largely specific to the teacher education program.
EDCC – Education Core and Common Courses
EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 213 Observation, Description and Measurement of Growth in Early ChildhoodIn this introductory course, students use developmentally appropriate observation and record keeping strategies to reflect upon, improve, maintain, and extend learning. Tools and techniques that promote growth across all domains of early childhood development-social-emotional, cognitive, and physical, and across language and other content areas-will be discussed and explored. This course requires a 10-hour on-site field component.
3 credits
Prerequisites: None
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher.
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 440 Research in EducationDesigned to equip students with the knowledge, skills, and dispositions to become critical consumers and competent producers of research, this course covers research essentials to inform teaching and instructional practice. Research in Education broadens students' knowledge of the empirical literature and current trends in curriculum and teaching with a focus on characteristics and educational needs of students from diverse cultural and linguistic backgrounds. Students will evaluate research methodologies and results along with demographic and assessment information, and will learn to translate the information to demonstrate their ability to understand, analyze, and synthesize research. As a final course requirement, students plan an action research project that will be implemented during their student teaching internship.
3 credits
Prerequisite: EDTE 301, Admission to the School of Education. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE -Teacher Education Courses
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)
EDTE 292 Praxis PreparationPrepares candidates for Praxis Core tests in reading, math, and writing. Successful completion of Praxis Core is required to declare a major in early childhood or elementary education. Delivered on-line, includes components such as diagnostics, lessons, and full-length practice exams.
*1 credit
EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 321 Reading MaterialsProvides a survey of children's literature with emphasis on works by major authors and illustrators with topics including criteria for evaluating literature, sexism and multicultural aspects of literature for children and integrating literature in the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. Selecting, evaluating, and using a variety of materials to create skilled and motivated readers in the elementary grade. Field component is an integral part of the course.
3 credits
Prerequisites: EDCC 220 with grade of B or higher.
EDTE 401 Classroom AssessmentProvides teacher education candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Emphasis is placed on the different types and applications of formal and informal assessments, including authentic and performance-based assessment, standardized tests, and individual assessments. Candidates gain practical experience in creating classroom assessments and analyzing results of different assessment tools. Field component is an integral part of the course.
3 credits
Prerequsites:EDTE 301; Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 471 Student Teaching Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting under the guidance and supervision of a certified teacher and college supervisor. Candidates must apply for student teaching the semester prior to placement and have passed the Internship Readiness Assessment. Internship placements are arranged by the University. Candidates will be at their placement full-time, 5 days a week for the entire semester.
For the major, a minimum grade of B in this course is required.
9 credits
Prerequisites: Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 499. Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 499.
EDTE 490 Practicum IPlaces teacher candidates in school classrooms for 4 hours a week observing teacher-student interactions, participating in classroom activities, and working with students. The field component is an integral part of the course; a field coordinator will supervise.
1 credit
Prerequisites: EDCC 220 with grade of C or higher; passing scores on Praxis I Examination
Co-requisites: Either EDTE 423 and EDTE 425 or EDTE 432 and EDTE 434.
EDTE 491 Practicum IIA continuation of EDTE 490, this course places teacher candidates in school classrooms for 4 hours a week observing teacher-student interactions, participating in classroom activities, and workin g with students. The field component is an integral part of the course; a field coordinator will supervise.
1 credit
Prerequisites: EDCC 220 and EDTE 490 with a grade of C or higher; passing scores on Praxis I Examination
Co-requisites: Either EDTE 421, 422 and 424 or EDTE 401, 421 and 436.
EDTE 499 Advanced Seminar in TeachingThe seminar is a companion to and taken concurrently with student teaching. This culminating learning experience provides opportunities to share, examine, and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the interns' specific classroom placement. Interns also focus on career planning and development as well the production of a portfolio (e-portfolio) containing specific requirements.
3 credits
CAS Prerequisites: Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 473 Student Teaching.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 471 Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 471