The Minot State University Early Childhood Education program provides candidates with an educational experience that focuses on current cognitive science research* to prepare teachers who demonstrate reflective decision-making and the ability to integrate knowledge of content, students, and the contexts in which we learn. The program’s objectives prepare educational professionals with:
- knowledge of content, and knowledge of cognitive and developmental sciences,
- performance skills, and
- professional dispositions toward the children, curriculum,
- and reasons they teach.
The mission of the Early Childhood Teacher Education program incorporates the University mission to advance knowledge, as well as critical and creative thinking skills of the Early Childhood Education majors, that will allow candidates to work successfully with:
- varied children,
- in changing classroom environments,
- within a global community.
* Cognitive Science is defined here as a multi-disciplinary field of study, which includes what we know about observed individual and social behaviors, mental representations and thinking processes (mind), biophysical structures, functions and mechanisms of learning (brain), and how human beings change over time as they develop in all quadrants: cognitive, social, emotional and physical growth (education).
There are two degree programs available in early childhood. The BSEd degree is a licensure degree and prepares candidates to teach in programs serving children age Birth - 3rd grade. The BS degree is a non-licensure degree and prepares candidates to teach in settings in which licensure is not required (preschools and Headstart programs for example). The Student Learning Goals and Student Learning Outcomes are the same for both programs as both programs are focused on preparing educators.
Student Learning Goals and Student Learning Outcomes
Student Learning Goals and Student Learning Outcomes
| Student Learning Goals |
Student Learning Outcomes |
| SLG 1: InTASC Standard 1: The teacher candidate applies professional knowledge of learner development. |
SLO 1.1: The teacher candidate demonstrates knowledge of how learners grow and develop across domains (cognitive, linguistic, social, emotional, and physical areas.) |
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SLO 1.2: The teacher candidate will respond respectfully to developmental needs in the design and implementation of appropriate and challenging learning experiences. |
| SLG 2: InTASC Standard 2 and 7: The teacher candidate will demonstrate knowledge of developmentally appropriate practices and the development and implementation of curriculum instruction based on the knowledge of individual children and the community. |
SLO 2.1: The teacher candidate will describe developmentally appropriate practices. |
| |
SLO2.2: The teacher candidate will relate the development and implementation of curriculum instruction based on knowledge of individual children and community to current ECE curriculum programs and practices. |
| SLG 3: InTASC Standard 3: The teacher candidate creates supportive, collaborative learning environments. |
SLO 3.1: The teacher candidate collaborates and communicates with others to build a positive learning climate marked by respect, rigor, and responsibility. |
| |
SLO 3.2: The teacher candidate manages the learning environment to engage learners actively in individual and collaborative learning. |
| SLG 4: InTASC Standard 4: The teacher candidate demonstrates mastery of content knowledge useful to student learning. |
SLO 4.1: The teacher candidate demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) they teach. |
| |
SLO 4.2: The teacher candidate creates learning experiences that make the discipline accessible and meaningful for learners, to assure mastery of the content. |
| SLG 5: InTASC Standard 5: The teacher candidate engages learners in meaningful application of content. |
SLO 5.1: The teacher candidate makes connections among concepts and relates content to real world problems and meaningful applications. |
| |
SLO 5.2: The teacher candidate engages learners with higher order thinking about content (i.e., critical thinking, perspective-taking, creativity, collaborative work, and communication). |
| SLG 6: InTASC Standard 6: The teacher candidate can articulate and use multiple methods of assessment. |
SLO 6.1: The teacher candidate can articulate and use multiple methods of assessment, to fairly demonstrate the full extent of student learning. |
| |
SLO 6.2: The teacher candidate uses, and engages learners in using, assessments aligned with learning expectations, in order to monitor, support, and document growth. |
| SLG 7: The teacher candidate will demonstrate knowledge of how the historical, philosophical, and social foundations of early childhood education influence current practice in early childhood education. |
SLO 7.1: The teacher candidate will describe the historical, philosophical, and social foundations of early childhood education. |
|
SLO 7.2 The teacher candidate will relate historical, philosophical, and social foundations of early childhood education to current practice in early childhood education. |
| SLG 8: InTASC Standard 8: The teacher candidate uses varied instructional strategies, including technology, to develop useful learning. |
SLO 8.1: The teacher candidate can reflectively select and use a variety of instructional strategies, including appropriate, current instructional technologies, to make learning accessible to all learners. |
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SLO 8.2: The teacher candidate applies instructional strategies which encourage learners to develop deep comprehension and apply knowledge in meaningful ways (including students’ own digital literacy). |
| SLG 9: InTASC Standard 9: The teacher candidate engages in ongoing professional learning and ethical practice. |
SLO 9.1: The teacher candidate takes responsibility for evidence-based strengths and weaknesses in their own practices, engaging in ongoing professional learning. |
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SLO 9.2: The teacher candidate practices the profession in an ethical manner, considering the effects of their decisions and actions on others. |
| SLG 10: InTASC Standard 10: Leadership & Collaboration. The teacher candidate seeks appropriate leadership & collaboration for student benefit. |
SLO 10.1: The teacher candidate seeks appropriate leadership roles and opportunities to advance the profession. |
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SLO 10.2: The teacher candidate takes responsibility to communicate and collaborate in positive ways that will benefit students and the learning community. |
| SLG 11: The teacher candidate will demonstrate knowledge of the basic principles of administration, organization, leadership, and operation of early childhood programs. |
SLO 11.1: The teacher candidate will demonstrate knowledge of the standards of quality as they relate to licensing, accreditation, and credentialing. |
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SLO 11.2: The teacher candidate will construct a comprehensive framework for effective personnel including creating job descriptions, hiring practices, performance review, employment policies, and professional development plans. |
Bachelor of Science in Education with a Major in Early Childhood Education
| ECE 310 | Introduction to Early Childhood Education | 3 |
| ECE 312 | Methods: Arts Integration | 2 |
| ECE 313 | Language Development and Emerging Literacy | 3 |
| ECE 320 | Infant/Toddler Development | 2 |
| ECE 322 | Leadership and Supervision in Early Childhood Education | 2 |
| ECE 333 | Preschool Methods and Materials | 3 |
| ECE 338 | Home School Community Relations | 2 |
| ECE 361 | Observation, Planning, and Assessment | 3 |
| ECE 436 | Kindergarten Methods and Materials | 3 |
| ED 221L | Diagnostic Teaching | 1 |
| ED 380 | Technology in Teaching | 2 |
| MATH 277 | Mathematics for Elementary Teachers I | 2-3 |
| or ECE 314 | Mathematics and the Young Child |
| ED 260 | Educational Psychology | 3 |
| ED 260L | Clinical I | 0 |
| ED 282 | Managing the Learning Environment | 2 |
| ED 282L | Clinical II | 0.5 |
| ED 284 | Teaching Diverse Learners | 2 |
| ED 284L | Clinical III | 0.5 |
| ED 287 | Early-Level Transition Point Conference | 0 |
| ED 321L | Clinical IV | 0.5 |
| ED 323L | Clinical V | 0.5 |
| ED 324L | Fall Experience | 0 |
| ED 407 | Mid-Level Transition Point Conference | 0 |
| HIST 283 | Diversity in America | 3 |
| SPED 110 | Introduction to Exceptional Children | 3 |
| ED 322 | Data Driven Integrated Instruction | 2 |
| ED 483 | Student Teaching Seminar: Secondary | 2 |
| or ED 482 | Student Teaching Seminar: Elementary |
| or ED 484 | Student Teaching Seminar: K12 |
| ED 440 | Identification, Assessment and Intervention in Literacy Difficulties | 3 |
| ELED 352 | Foundations of Reading | 3 |
| ELED 362 | Applications of Literacy Instruction, Intervention, and Assessment | 3 |
| ELED 421 | Elementary Mathematics Methods | 3 |
| ELED 422 | Elementary Language Arts Methods | 3 |
| ELED 423 | Elementary Reading Methods | 3 |
| ELED 424 | Elementary Social Studies Methods | 3 |
| ELED 425 | Elementary Education Practicum | 0 |
| SCI 426 | Elementary Science Methods | 4 |
| |
| ED 491 | Student Teaching, Pre-K-Kindergarten | 4-16 |
| or ED 492 | Student Teaching, Elementary |
| or ED 494 | Student Teaching K-12 |
| or ED 495 | Student Teaching, Special Education |
| Total Hours | 114-127 |
Refer to Teacher Education Policies and Procedures.
Bachelor of Science in Early Childhood Education
| 38 |
| ECE 310 | Introduction to Early Childhood Education | 3 |
| ECE 312 | Methods: Arts Integration | 2 |
| ECE 313 | Language Development and Emerging Literacy | 3 |
| ECE 314 | Mathematics and the Young Child | 2 |
| ECE 316 | The Emergent Reader | 2 |
| ECE 320 | Infant/Toddler Development | 2 |
| ECE 322 | Leadership and Supervision in Early Childhood Education | 2 |
| ECE 333 | Preschool Methods and Materials | 3 |
| ECE 338 | Home School Community Relations | 2 |
| ECE 361 | Observation, Planning, and Assessment | 3 |
| ECE 362 | Curriculum and Planning for Early Childhood | 2 |
| ECE 364 | Planning and Assessment for Early Childhood | 2 |
| ECE 430L | Pre-School Practicum | 1 |
| |
| ED 260 | Educational Psychology | 3 |
| ED 282 | Managing the Learning Environment | 2 |
| ED 284 | Teaching Diverse Learners | 2 |
| ED 380 | Technology in Teaching | 2 |
| ELED 352 | Foundations of Reading | 3 |
| ENGL 238 | Children's Literature | 3 |
| PSY 255 | Child and Adolescent Psychology | 3 |
| SOC 201 | Social Problems | 3 |
| SPED 110 | Introduction to Exceptional Children | 3 |
| 21 |
Required Special Education Concentration
| SPED 110 | Introduction to Exceptional Children | 3 |
| SPED 420 | Inclusive Practices | 3 |
| |
| Intro to Positive Behavior Supports | |
| Intro to Sensory Disabilities | |
| Intro to Ed of Children w/DHH | |
| Introduction to Intellectual Disability and Autism Spectrum Disorder | |
| Introduction to Learning and Emotional/Behavioral Disabilities | |
Early Childhood Education Concentration
The Early Childhood Education (ECE) Concentration provides students with a strong foundation in child development, effective teaching methods, and leadership in early learning environments. This concentration can be applied toward both the Associate of Arts (A.A.) and Bachelor of Science (B.S.) degrees, making it an excellent choice for students at various stages of their academic and professional journeys. Whether pursuing an entry-level position in early childhood settings or preparing for advanced roles in education and administration, students will gain the knowledge and skills necessary to support young children's development and learning.
By completing this concentration, students will be well-equipped for careers in early childhood education, including preschool teaching, childcare administration, and family support services. The flexible application of this concentration to both A.A. and B.S. degrees allows students to tailor their educational path to their professional goals, whether they are entering the workforce or continuing their studies.
| ECE 310 | Introduction to Early Childhood Education | 3 |
| ECE 312 | Methods: Arts Integration | 2 |
| ECE 320 | Infant/Toddler Development | 2 |
| ECE 322 | Leadership and Supervision in Early Childhood Education | 2 |
| ECE 313 | Language Development and Emerging Literacy | 3 |
| Total Hours | 12 |
