Students may obtain teacher certification in Early Childhood (birth – third grade) by completing the Elementary Education major (55 hours) and the Early Childhood endorsement course sequence (12 hours).  Courses in the endorsement sequence are offered in a rotation that extends through four semesters and may be begun with any course.  It is recommended that students take these endorsement courses during their sophomore and junior years.

These students may apply for certifications in Elementary Education and in Early Childhood or in Elementary Education only.  They may not apply for certification in Early Childhood only.

Observation hours from Pre Student Teaching I, Pre Student Teaching II and Practicum need to be divided evenly among three age groups:  Infants and Toddlers, Pre-School and Kindergarten, and Grades K-3.

Student teaching assignment will be one of the following:

a) Six weeks in kindergarten and six weeks in grades 1-6

b) 12 weeks in grades 1-3

• 122 credit hours
• Completion of the Common Studies (general education) program
• 2.5 minimum grade point average at William Woods University
• 2.5 minimum grade point average in all classes taken at all higher education institutions (If a course is repeated, the attempt with the lower grade is exempted)
• Passing scores on all sections of the C-Base examination
• Acceptance into the Teacher Education program
• Passing score on PRAXIS II examination
• Acceptance into the Student Teaching program
• Introduction to Teacher Education (EDU 105) is recommended for students in this certification, but not required.

Common Studies (52 hours)

Checklists for all Common Studies requirements are available in the Registrar’s office.  The following requirements and course comments apply.  Courses in the italicized comments are recommended, not required. 

Elementary Education major with Early Childhood endorsement (67 hours)

Course #                                 Course Title                                                   Credit hours

Early childhood endorsement sequence (12 hours)

May only be taken in conjunction with the Elementary Education major

Course #                                 Course Title                                                   Credit hours

Concentration

            See Concentration section of Elementary Education major.

Program objectives

            The early childhood education endorsement program of the university, by providing students with broad exposure to the liberal arts and in-depth exposure to experiences, theories, and methods related to early childhood school education, equips students with the capacity to function effectively in early childhood educational settings through an understanding of the unique emotional, social, intellectual, and physical characteristics of this age group and mastery of necessary competencies in the areas of curriculum, instruction, and assessment of student learning.

            The beginning (pre-service) elementary education with early childhood endorsement teacher will demonstrate a knowledge of and/or competency in the following areas of study:

I.          Foundations

1. Historical, philosophical, psychological, and social foundations.
2. Interaction of biological, medical, personal-social, child family interactions, and environmental factors, which may place children at risk or cause disabilities.
3. Major theories of teaching and learning including logical and empirical foundations and the application of those theories.

II.         Child Development

1. Characteristics of the major conditions of children, including developmental disabilities and giftedness, of the impact on development and learning and usage of appropriate resources and services.
2. Major theories of human development in cognitive, physical, social, and emotional development, ad interrelationships across developmental areas (conception to death) with an emphasis on early childhood years.
3. Environments and chooses appropriate developmental materials, resources, and activities for children birth through eight years of age (grade 3).

III.       Teaching the Young Child

1. Policymaking, legislation, legal and advocacy issued impacting children and their families and the ability to communicate this information.
2. Child growth, development, and learning.
3. Plan, implement, and evaluate developmentally appropriate curriculum encouraging each child’s construct knowledge.
4. Appropriate assessment procedures to observe, evaluate, monitor, and report development of children.
5. Goals to facilitate children’s skills in communication, inquiry, logical and critical thinking, creative expressions and interpersonal relations.
6. Developmentally appropriate materials, activities, & strategies in an integrated curriculum, which includes language arts (reading, writing, speaking, & listening), math, science, social studies, health, safety, nutrition, art, music, drama, & movement.
7. Appropriate learning environment using play, themes & projects, to enhance development in cognitive, language, physical, social, emotional and aesthetic areas.
8. Learning environments using concrete manipulative materials, child choice and decision-making, & play to enhance development & active learning.
9. Professional value system & implements ongoing professional self-reflection.
10.  Awareness of professional code of ethics for making professional decisions.
11.  Professional code of ethics for making professional decisions.
12.  Appropriate philosophy of early childhood education as basis for making professional decisions.
13.   Reads and applies theory and research from professional literature in   teaching practice.
14. Reflecting value of self and respect for others.
15. Technology with young children.
16. Instructional and guidance procedures for integrating children with and without disabilities.
17. Research, theory and policy in professional decisions.

IV.       Home/School/Community Relations

1. Theories of family systems; cultural, socio-economic, political, and community influences; and the effects of stress/crisis on families.
2. Work effectively with parents, families and other adults from a variety of cultural/linguistic and socio-economic backgrounds.
3. Parent participation recognizing the parent attitudes influence children’s dispositions to learn.
4. Community resources and how to use them.
5. Family development and dynamics within pluralistic cultures.

V.        Program Management

1. Organize and operate various types of programs.
2. Communicate and work effectively with support staff, volunteers and professionals.
3. Encourages positive relationships, communication and guidance strategies including problem solving and negotiation.
4. Federal, state and local legislation, regulations and professional standards and implements healthy and safe practices.