Skip to Main Content

Early Childhood Education Initial Licensure

The MSEd/EdS in Early Childhood Education grades PreK-2 with Massachusetts Initial Licensure, can be completed on a full-time or part-time basis. Most classes are available online with some courses being held on weekends at our  ConcordEast Longmeadow, or Sturbridge, Massachusetts campuses.

MSEd 39 credits
Required courses (27 credits): EDU506, EDU563, EDU565, EDU567, SPE510, SPE520, SPE525, SPE545, and SPE548
Pre-practicum and seminar (0 credits): EDU553 AND EDU557
Practicum (12 credits): Offered only in the fall, students have the option to complete EDU571 Practicum in Early Childhood Education (9 credits) and a 3 credit elective from the Applied Behavior Analysis, Education, Psychology, or Special Education program OR they can complete a year-long practicum, EDU573 in Early Childhood Education (6 credits) twice. 

EdS 39 or 42 credits
The EdS is an advanced degree that provides teachers who currently hold a master’s degree with an area of specialization. Students must complete the same coursework as the MSEd with the addition of SPE540. The program is 39 credits for students who opt for a semester-long practicum and 42 credits for students who opt for the year-long practicum. 

Curriculum & Schedules

Code Course Name Credit Hours
EDU506 Learning Theory and Designing Instruction for the Inclusive Classroom 3

The design of curriculum and instruction for diverse learners in inclusive classrooms is the focus of this course. Course participants investigate universally designed approaches that draw on learning theories, differentiated instruction, multiple intelligence approaches, and new technologies to respond to the needs of all learners, including students with disabilities and students who are culturally and/or linguistically diverse. Course participants will be introduced to Response to Intervention as well as to evidence‐based practices that provide access to the curriculum for all learners.

EDU553 Pre‐Practicum and Seminar I 0

Pre‐practicum and seminar class meets three times during the spring semester and is designed to get the student ready for the pre‐practicum and seminar II experience.

EDU557 Pre‐Practicum and Seminar II 0

Pre-practicum hours begin the beginning of the public school year (August/September) and this experience gives the early childhood education student a consistent, supervised experience in a public school/Chapter 766 school setting. A minimum of 80 hours is required in the appropriate school setting beginning the first week of school August/September and ending the last week in September. Six seminar classes will be offered between August and September.
Prerequisite: EDU 553 and passing scores on all MTELs for the license sought need to be submitted to the program director in early childhood education prior to beginning this course.

EDU563 English Language Arts Content, Applications and Assessment for PreK-2 3

An in-depth examination of English Language arts content and applications using technology as viewed through the Subject Matter Knowledge and Framework requirements in English Language Arts Early Childhood levels PreK-2, Massachusetts Department of Elementary and Secondary Education. Included and not limited to, is an examination of reading theory, research and practice, phonemic awareness, reading and language acquisition, theories of cognitive, social, physical, language and emotional development of children. Additionally, candidates will receive a deep understanding of pedagogical practice to promote excellence in the classroom. Includes formal and informal assessment. Technology based course.

EDU565 Science Content, Applications and Assessment for PreK-2 3

An in–depth examination of Science content, applications and assessment using technology as viewed through the Subject Matter Knowledge and Framework requirement Early Childhood levels PreK-2, Massachusetts Department of Elementary and Secondary Education. Included and not limited to, is an examination of inquiry based investigation, basic life science; earth and space science; physical science; and technology/engineering. Theories of cognitive, social, physical, language and emotional development of children; including learning through play, as they apply to all children. Includes formal and informal assessment. Additionally, candidates will receive a deep understanding of pedagogical practice to promote excellence in the classroom. Technology based course.

EDU567 Social Studies Content, Applications and Assessment for PreK-2 3

An in-depth examination of Social Studies content, applications and assessment using technology as viewed through the Subject Matter Knowledge and Framework requirements Early Childhood levels PreK-2, Massachusetts Department of Elementary and Secondary Education. Included and not limited to, is an examination of themes and concepts that deepen the understanding of facts of history, geography, government, arts and economics. Theories of cognitive, social, physical, language and emotional development of children and adolescents; including learning through play, as they apply to children with or without disabilities. Includes formal and informal assessment. Additionally, candidates will receive a deep understanding of pedagogical practice to promote excellence in the classroom. Technology based course.

EDU571 Practicum in Early Childhood Education (with Seminar) Fall Only 9

Students complete a four-week, full-time, supervised pre-practicum immediately followed by a twelve-week practicum, minimum of 300 hours, in a public PreK-2 school setting. The first 12 weeks are spent in either a 1st or 2nd grade classroom. The last 4 weeks of the 16 week experience is spent in a kindergarten setting. Students must complete a CORI (Criminal Offense Records Investigation) check and any other requirements as mandated by a school district. A seminar accompanies the practicum experience. Practicum students are supervised jointly by the school supervising practitioner and university program supervisor. Students will have a minimum of six observations. Students must demonstrate competence of the Candidate Assessment of Performance (CAP), based on subject matter knowledge and the professional standards for teachers as defined by the Massachusetts Department of Elementary and Secondary Education.
Prerequisites: EDU 553, EDU 557, GPA of 3.0 or better, passing scores on the MTEL for Early Childhood Education; Communication and Literacy, Early Childhood and Foundations of Reading, and approval of the Education Department.
Runs duration of fall semester with seminar

EDU573 Year-long Internship in Early Childhood Education (with Seminar) 6

Students complete a year-long Internship experience from September to June in a public PreK-2 school setting. The candidate spends three-quarters of the experience in either a 1st or 2nd grade classroom and one-quarter in a kindergarten setting. Students must complete a CORI (Criminal Offense Records Investigation) check and any other requirement as mandated by a school district. A Seminar accompanies the practicum experience. Practicum students are supervised jointly by the school supervising practitioner and university program supervisor. Students will have a minimum of eight observations. Students must demonstrate competence of the Candidate Assessment of Performance (CAP), based on subject matter knowledge and the professional standards for teachers as defined by the Massachusetts Department of Elementary and Secondary Education.
Prerequisites: EDU 553, EDU 557, GPA of 3.0 or better, passing scores on the required MTELs for Early Childhood Education; Communication and Literacy, Early Childhood and Foundations of Reading, and the approval of the Education Department.
Students must complete the 6-credit EDU 573 courses twice to meet degree requirements

SPE510 Managing Challenging Behaviors 3

Students will apply a process of case study analysis to situations involving students with behavioral challenges in PreK through 12 settings, with a focus preparing teachers to work effectively in inclusionary education and understanding both the federal and state laws in special education. Basic principles and approaches for the effective management of behavior, as well as addressing the social and emotional needs for learners with special needs in multicultural settings will be discussed. Topics include: educational terminology; preventive discipline in classroom environments; preparing, implementing, and evaluating IEPs; design or modification of curriculum and materials; ways to prepare and maintain students in general education; social emotional learning and support; and knowledge of services provided by outside agencies.

SPE520 Learners with Special Needs 3

This course provides an overview of types of disabilities in learners’ preschool through secondary according to federal and state laws in special education. Emphasis is on identification of disabling conditions and techniques used to promote successful inclusion of learners with and without special needs in educational settings. Topics covered include the teaching of Math; the teaching of English language arts; preparing, implementing, and evaluating IEP’s; equipment adaptions, theories of language development; design or modification of curriculum intervention and instructional strategies for diverse learners using the Massachusetts Curriculum Frameworks; theories of child development, social and emotional development, instruction on the appropriate use of augmentative and alternative communication and other assistive technologies; ways to prepare and maintain students in general education; educational terminology utilized with students with special needs; source and operation of orthotic devices, medical technologies and prosthetic devices; understanding collaborative partnerships with families; and working with community and outside agency resources. At least 10 hours of instruction covering the teaching of mathematics and at least 10 hours of instruction covering the teaching of English Language Arts are delivered in this course.

SPE525 Multisensory Language and Literacy Strategies 3

Students explore content and teaching strategies used to develop competent readers and writers, based upon guidelines in the Massachusetts Curriculum Frameworks and techniques for developing skills to facilitate placement in the least restrictive environment. Topics include the teaching of reading; expanding literacy across the content areas, language arts instruction, diagnosis and assessment of reading skills using a variety of assessment techniques, educational terminology; theories of language development; design and modification of curriculum and intervention programs for success in reading for all levels. Focus on identifying and developing appropriate multisensory structured language strategies including knowledge of theories, programs and practices, phonemic awareness, phonics, and vocabulary development, use of formal and informal assessments; and ways to prepare and maintain students in general education. At least 10 hours of instruction covering the teaching of reading are delivered in this course.

SPE540 Research in Education 3

Applied research methodologies, including case analysis, action research, and survey research will be investigated to enable educators to become consumers of available research and to conduct appropriate research projects focusing on the application of programmatic coursework to improving school/community-based curriculum and instruction.

SPE545 Mathematics Content, Applications and Assessment for PreK-2 3

An in‐depth examination of mathematics content and applications as viewed through The Guiding Principles and Learning Standards in the Mathematics Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Included is an examination of PreK‐2 basic number sense and numeration, patterns and functions, geometry and measurement, data analysis, numbers and operations; functions and algebra; geometry and measurement; and statistics and probability as appropriate to deep understanding and excellence in pedagogical practice. Includes formal and informal assessment.

SPE548 Reading and Language Arts for English Language Learners 3

The course focuses on current theories and their applications related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice, and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. This course is made up of two modules: A) ELLs: Their World and Second Language Acquisition Process in the SEI Classroom and B) Academic Language and Literacy Development in the SEI Classroom. Students are only endorsed for SEI if they complete an initial licensure program at Bay Path University.