MEdECE
 

Early and Middle Grades Education

Early and Middle Grades Education Office
106B Recitation Hall
West Chester, PA 19383
Call 610-436-2944
FAX: 610-436-3102
bleisenring@wcupa.edu

News and Notes

M. Ed. in Early Childhood Education Program Outcomes

The Department of Early and Middle Grades Education prepares its master degree candidates in Early Childhood Education to meet the unit outcomes and standards of the following:

  • WCU's Conceptual Framework to meet the National Council for Accreditation of Teacher Education (for these unit outcomes and performance indicators see WCU Conceptual Framework

  • The National Association for the Education of Young Children (NAEYC) which include knowledge and skills based on standards in the following areas: Promoting Children and Learning; Building Family and Community Relationships; Observing, Documenting and Assessing to Support Young Children and Families; Teaching and Learning; and Becoming a Professional

The goals and objectives for the Master of Education in Early Childhood Education program were developed to reflect national and state standards in the following areas:  Development, Early Childhood Foundations, Learning Environment and Curriculum, Assessment, Family and Community Relations, Professionalism, Technology, and Research and Reflective Practice.  At the completion of the program, students will know and be able to:

  1. Development – reflect on and interpret theories and research related to typical and atypical contemporary child development patterns, pre-birth through eight years, and the cultural and linguistic factors that influence development.

  2. Early Childhood Foundations – reflect on and critically examine the historical, philosophical, and sociocultural foundations, alternative public and private delivery systems, different models, and contemporary trends and issues of early childhood education.

  3. Learning Environment and Curriculum – reflect on and design and/or adapt learning environments that demonstrate a commitment to developmentally appropriate practices supported by research, play-based curriculum, varied instructional strategies, and on-going informal and formal assessment to meet the developmental, cultural, language and ability needs of all children, birth through eight years.

  4. Assessment – reflect on, plan, implement and interpret developmentally appropriate assessments, formal and informal, for children birth through eight years.

  5. Family and Community Relations in a Diverse Society – reflect on and demonstrate a knowledge of, and respect for, the legal rights and responsibilities of parents/guardians and students, and establish positive family and community ties to support the needs of all learners.

  6. Professionalism (Leadership/Advocacy/Administration) – reflect on and develop professional attitudes and attributes for effective early childhood education leadership and advocacy including but not limited to a commitment to the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct, collaboration with families, community and other professionals for the benefit of all children and active participation in professional organizations

  7. Technology – reflect on, analyze and demonstrate the appropriate use of technology to provide meaningful learning experiences meeting the diverse needs of all learners birth through eight years and to foster continuing professional development.

  8. Research and Reflective Practice – reflect on, plan, implement and interpret action research to guide one’s professional responsibilities within the classroom and/or other early childhood settings to meet the needs of diverse learners, families and staff, and to demonstrate a commitment to life-long reflective practice informed by emerging research in the field.