English 
The future is bright!
A lot happens between the day a child is born and his or her first few years of elementary school. A lot of development. A lot of learning.
The William Woods University Early Childhood Certification Concentration addition to the Bachelor of Science in Elementary Education degree will prepare you to teach children from infancy to third grade. You will explore the stages of development and understand their various implications on how children learn best at each age. You will learn the best approaches to teaching for language, social and cognitive development—crucial foundations that build bright futures.
Students obtain teacher certification in Early Childhood Education by completing the Elementary Education major (52 hours) and the Early Childhood Certification Concentration course sequence (12 hours), including an extra practicum. Students must also pass the Early Childhood content exam and student teach in first grade.
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.
Our Early Childhood Certification Concentration at work
Prepare for a career as a/an:
- Preschool teacher
- Elementary school teacher
- Kindergarten teacher
- Education administrator
- Childcare director
- Child and family social worker
- Social and human services assistant
- Guidance counselor
- Personal care aide
- Children’s museum project coordinator
- Parent educator
The Early Childhood Certification Concentration within the Elementary Education major includes coursework in assessing young children, early childhood principles, management and more.
Major Requirements
Core Credits: 71.00
| This course addresses various aspects of multiculturalism and cultural diversity such as culture, race, ethnicity, gender, class, religion, language, age, and exceptionality. By examining these micro-cultures, students will understand and use this knowledge to meet individual student needs and address cultural differences effectively in the classroom. Concepts and strategies for teaching different cultural, racial, and ethnic groups, including English language learners, are included. credits: | Multicultural Education -U | 3 |
credits: | Educational Technology | 3 |
| A study of children with special needs who qualify for special education services. Topics include the history and legal basis of special education, the special education process, assessment and evaluation procedures, characteristics, and appropriate intervention strategies and teaching methods. Emphasis is placed on characteristics and teaching strategies for the following exceptionalities: learning disabilities, mental retardation, behavior/emotional disorders and giftedness. credits: | Exceptional Child | 3 |
| This course is a comprehensive overview of the foundations of education in the United States. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically includes a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process. The nine Missouri Teacher Standards will be integrated, and used as a guide, throughout the course. credits: | Foundations of Education | 3 |
| Instructional, classroom and student strategies involving mild/moderate cross categorical disabilities are provided. Readings, lectures, discussions and assignments focus on researched differentiated instruction. Prerequisite: EDU231 credits: | Cross Categorical Disabilities | 3 |
| Teacher candidates observe and participate in an assigned classroom for a minimum of 30 hours. They observe and become familiar with the classroom organization and management, curriculum, and the school’s instructional program. They work with students in various groupings and observe and implement differentiation strategies. credits: | Beginning Clinical Experience | 2 |
| Teacher candidates will study children’s literature and the content areas of language arts. They will create a unit plan which consists of 4 language arts lessons which are literature-based. The course includes units on language development, children’s literature, speaking, listening, spelling, grammar, punctuation, capitalization, penmanship, and interdisciplinary instruction. credits: | Teaching Language Arts & Children's Literature | 3 |
| The focus of this course is on elementary social studies content knowledge and literacy, concepts, materials/resources, teaching strategies, methods, assessment of instruction, and using an integrated curriculum design for teaching elementary and middle grades students. Integration of the arts is included. Curricular guidelines and standards will follow the Missouri Learning Standards and national professional organizations such as the National Council for Social Studies credits: | Methods of Teaching Social Science | 3 |
| The focus of this course is on elementary science content knowledge and literacy, concepts, materials/resources, teaching strategies, methods, assessment of instruction, and using an integrated curriculum design for teaching elementary and middle grades students. Integration of the arts is included. Curricular guidelines and standards will follow the Missouri Learning Standards and national professional organizations such as the National Science Teachers Association. credits: | Methods of Teaching Science | 3 |
| This course is designed to provide undergraduate education students an opportunity to become familiar with selected content, appropriate instructional techniques, and materials for teaching mathematics. The philosophy of teaching mathematics recommended by the National Council of Teachers of Mathematics Curriculum Standards, Common Core State Standards, and Assessment Standards will be emphasized. In addition, Department of Elementary and Secondary Education Subject-Specific Competencies for Mathematics Education will also be addressed. credits: | Teaching Mathematics | 3 |
| Language and communication disorders of students with special needs are investigated. Topics include normal language acquisition, language development of exceptional children, language problems and deficits, implications of language disorders and delays for learning, assessment, instructional strategies, and treatment. Prerequisite: EDU231 credits: | Language Development | 3 |
| Study of learning patterns, educational diagnostic techniques and development of educational strategies and materials for use with children with cross-categorical disabilities. This course requires 16 hours of clinical experience in the schools. Prerequisites: EDU 231, 258 credits: | Teaching Cross Categorical Disabilities | 3 |
| This course addresses the special demands of content area reading and writing for both elementary and secondary students and encourages teachers in all content areas to reflect on their roles as literacy providers. An overview of the possible causes of reading difficulties and simple assessment procedures are discussed. Students will also learn teaching strategies for improved comprehension of content materials, study skills, and vocabulary. credits: | Reading & Wrtng in the Content Area | 3 |
| Students will understand curriculum and instructional planning of reading and writing in k-12 classrooms. Students will plan and differentiate lessons based on student needs. Instruction will focus on reading, writing and language acquisition in all grade levels. Students will work together and experience different expectations for pre-service teachers in collaborative groups. Throughout this course students will develop a better understanding of literacy development; phonics, fluency, vocabulary, and comprehension. Students will understand how to organize literacy instruction credits: | Teaching Reading and Writing | 3 |
| Teacher candidates observe and participate in various ways in an assigned classroom for a minimum of 45 hours. They become familiar with lesson planning, differentiation strategies, assessment techniques, and the analysis of demographic information. Teacher candidates work with students throughout this experience and plan and execute a lesson with the direction of the cooperating teacher. This lesson is delivered to the whole class, a small group, or an individual student. They then reflect on student learning as a result of this lesson. Prerequisite: EDU291 and Admittance to the Teacher Ed Program credits: | Intermediate Clinical Experience | 3 |
| This course provides an overview of the theory, concepts, and principles of measurement and assessment in education. The emphasis of this course will be on the application of principles, techniques, and procedures involving the construction and use of various forms of formal and informal assessments to enhance the instructional process. The course considers the use of student data, data analysis, and data-based decision-making to monitor student progress and improve student learning and instruction. Prerequisite: EDU 395 credits: | Measurement & Assessment in Education | 3 |
| This is a field based course that covers instruction of language acquisition, phonics, fluency, comprehension and writing in a K-12 classroom. Students will observe a classroom during ELA instruction and tutor a student in reading and writing. Students will spend 12 hours intensively tutoring their assigned student, they will be assisted by collaborating during class meetings to better serve the student. The pre-service teacher will analyze reading and writing samples and assessments of their assigned student, they will then develop an appropriate lessons for language acquisition, phonics, vocabulary, and writing skills. Students will work intensively with students who have been assessed and need assistance to be at grade level in ELA instruction. Prerequisites: Entrance in the Teacher Education Program and EDU 395 credits: | Student Centered Reading & Writing | 3 |
| The nature of behavior problems in schools, including types, etiology, and management through educational and behavioral intervention procedures are addressed. Students are encouraged to take this course the semester before they do their student teaching. Prerequisite: EDU231, EDU395 and Entrance into the TEP Program credits: | Classroom Management | 3 |
| Teacher candidates are assigned to a specific 1-6 classroom for 14 weeks. Using a co-teaching model, teacher candidates will work with a certified teacher to implement all of the elements of teaching (MO Teacher Standards). These elements of teaching will be phased in gradually, while continuing to use both teachers in the classroom to improve student learning. The teacher candidate will become the lead teacher as the semester progresses and will be responsible for all elements of teaching for a minimum of 6 weeks, under the guidance of the certified teacher. Teacher candidates will complete the MEES during the student teaching semester and will be supervised by a qualified university supervisor. Passing the MEES is required for MO teaching certification and successful completion of EDU 490. (Course Fee) Prerequisite: Entrance into TEP, EDU291 and EDU395 Corequisite: EDU 492 credits: | Supervised Teaching (Elementary) | 9 |
| Teaching competence is strengthened through multiple means, including the examination of and reflection upon the students experiences during their supervised teaching placement. This is a writing intensive course that includes a community profile paper, reflection pieces and a culminating portfolio that documents performance standards. Class meetings occur before, during and after the student teaching experience. Prerequisite: Entrance into the Teacher Education Program and EDU 395 Corequisite: EDU 490 or EDU 493 or EDU 495 or EDU 499. credits: | Educational Seminar | 3 |
| This course will address the mathematical knowledge, skill, and processes taught in K-8 classroom settings. The course will focus heavily on both the content and process standards developed by the National Council of Teachers of Mathematics and will use the six principles of mathematics as a guide. credits: | Understanding Mathematics for Tchrs | 3 |
| To develop an understanding and competency in teaching health, nutrition, and safety in the elementary grades. Required for K-12 Physical Education, Early Childhood, and Elementary Education majors. credits: | Instrctnl Techniques in Health K-12 | 3 |
| The study of the psychological principles that support the foundation of educational theory and practice. The student will be able to understand and apply the psychological principles that form the basis of educational theory and practice. credits: | Educational Psychology -Q | 3 |
| The purpose of this course is to provide an overview of the typical development of a child from birth through emerging adulthood. Biological, cognitive and social development and the influencing factors will be covered. Students will be expected to apply the theories discussed in the course to improve child welfare. credits: | Child and Adolescent Development | 3 |
Concentrations
Early Childhood Birth-3: Early Childhood Certification Concentration - 13 Credits
Core Credits: 13.00
| Assessment inventories and intervention approaches that enable teachers to better identify and respond to the developmental and learning needs of young children are emphasized. credits: | Assessing Young Children | 3 |
| Early childhood principles and their implications on teaching children through the third grade are introduced. A philosophical framework for developmentally appropriate practice as an early childhood professional is examined. Includes sixteen hours of classroom experience in a preschool through third-grade setting. credits: | Early Childhood Principles | 3 |
| The importance of parental involvement in a child’s education is stressed. Techniques for identifying community agencies and resources that support schools and families are examined. credits: | Family and Community Resources | 3 |
| Supervision techniques, planning environments and evaluation procedures for early childhood programs are explored. Federal, state and local legislation and regulations, and professional standards designed to promote healthy and safe practices for all children are surveyed. credits: | Early Childhood Program Management | 3 |
| This course is an introduction to early childhood principles and their implications for teaching. Students will become familiar with the philosophical framework of developmentally appropriate practice as a basis for making professional decisions in an early childhood education classroom. This course includes reflection and limited instructional participation during 18 hours of observation in an infant/toddler classroom setting. Journal reflections and scheduled meetings with the course instructor are also required. credits: | Practicum | 1 |