- Program Information
- Director's Credential
- Graduate Minors
- What Are Students Saying?
This program of graduate study can be completed in 24 months by taking two courses per semester or plan your own rate of taking courses! Below is a sample Master's degree plan for full-time students in the Early Childhood Education graduate program, but plans are flexible with the choice of one to two courses per semester.
|T&L 527 Curricular Foundations in Early Childhood Education|
|T&L 553 Collaborative Relationships: Home, School and Community|
|T&L 529 Language Development in Children|
|SPED 510 Early Intervention for Children with Special Needs|
|Summer||Complete Official Program of Study form at completion of 12 credits (find online at Graduate School Forms)|
|EFR 509 Introduction to Educational Rsearch|
|T&L 531 Foundations of Reading Instruction or T&L 530 (Fall/Spring|
|Fall||Student completes 'Application to Enroll in T&L 580 Practicum' (on Blackboard Advising Site or Advisors; submit to Advisor)|
|T&L 569: Action Research|
|T&L 526 Play in Development and Early Childhood Education|
Complete Topic Proposal form semester before graduation; complete Advancement to Candidacy form (find both online @ Graduate School Forms)
|T&L 580 Practicum in Schools.|
Advisor must complete Final Report on Candidate immediately following the presentation of the student's scholarly project (online @ Graduate School Forms)
|T&L 995 Scholarly Project|
The graduate program in ECE at UND is not designed to meet licensing requirements, but there are some states that may accept the coursework for licensing. Contact your state department of education and show them our course descriptions to make sure our program is what you want and need.
Program Course Requirements
|Major: 22 credits||Semester
|SPED 510||Early Intervention for Children with Special Needs||F,S,SS||3credits|
|T&L 526||Play in Development and Early Childhood Education||F||3 credits|
|T&L 527||Curricular Foundations in Early Childhood Education||F,S||3 credits|
|T&L 529||Language Development in Children||F,S||3 credits|
|T&L 530||Foundations of Reading and Instruction||F,S||3 credits|
|T&L 531||T&L 531 Early Literacy Development & Instruction||SS||3 credits|
|T&L 553||Collaborative Relationships: Home, School, and Community||F,S,SS||3 credits|
|T&L 580||Practicum: Early Childhood Education||F,S||2 credits|
|T&L 995||Scholarly Project (must be taken during final semester in program)||F,S,SS||2 credits|
|Scholarly Tools: 6 credits|
|EFR 509||Introduction to Educational Research||F,S,SS||3 credits|
|T&L 590||Assessment in Early Childhood Education||SS||3 credits|
|T&L 569||Action Research (taught online every fall and spring; must be taken before T&L 995/7 and after EFR 509, preferably late in the coursework)||F,S||3 credits|
|Electives (Advisor Approved): 4 credits|
|T&L590||Administration and Leadership in Early Childhood Education||4 credits|
|Readings in ECE (must be pre-appoved with advisor)|
|Electives can be taken in other departments with approval (Social Work, Counseling, Psychology, and others)|
In addition to course work, supervised practicum experiences are available for graduate students at the University Children's Center and at other preschool centers in the community. Graduate students who have concentrated in Early Childhood Education typically have found employment in preschool and public school programs and at colleges and universities.
EFR 509 Introduction to Educational Research. 3 credits. An introduction to the research methodologies used to study education. The course covers quantitative as well as qualitative types of research. The paradigms of both types of research will be contrasted and the application of the methodologies in actual research investigated.
SPED 510 Early Intervention for Children with Special Needs. 3 credits. An introduction to the field of Early Childhood Special Education, primarily for students interested in entering the field. Issues such as program design, parent involvement, identification, infant education, and effects of disabilities will be covered.
T&L 526 Play in Development and Early Childhood Education. 3 credits. The play of children has long been viewed as essential to developmental processes. In addition, education has recognized the need to incorporate play into programs. This course explores the relationship of play to development (cognitive, physical and emotional), and the way in which play has been incorporated in programmatic settings.
T&L 527 Curricular Foundations in Early Childhood Education. 3 credits. This course examines the historical, philosophical, cultural, race, class, and gender influences on curriculum in early childhood, including the philosophy and mission of the Department of Teaching and Learning.
T&L 529 Language Development in Children. 3 credits. This course provides foundational information and a sense of appreciation for language, and information necessary for the development of language rich interactions with young children.
T&L 530/531 Foundations of Reading Instruction. 3 credits. This course focuses on the relationship between reading theory, research, contemporary issues and instructional practice. Emphasis is placed on strategic systems related to effective reading, instructional approaches that support the development of these strategic systems and assessment as collecting evidence of effective reading behaviors.
T&L 553 Collaborative Relationships: Home, School and Community. 3 credits. A course appropriate for anyone working with families, early childhood educators, general educators, special educators, related service personnel, administrators and outside agency personnel. Topics covered include: (1) the various models of collaboration and consultation and the stages of each; (2) communication skills; (3) problem-solving; (4) conflict management; (5) diverse perspectives; (6) information collection procedures; (7) supervisory skills; (8) family characteristics and structure across the lifespan; (9) family focused intervention; (10) school choices; and (11) school issues such as poverty, domestic violence, teasing, bullying, and school violence.
T&L 569 Action Research. 3 credits. Prerequisite: graduate status. The study of the philosophy and methods of action research. Emphasis is focused on analysis of and reflection on one's teaching for the purpose of improvements in student learning.
T&L 580 Practicum in Schools. 2 credits. Prerequisites: Appropriate foundational and major area courses, and consent of the instructor and advisor. Practicum in study of desirable school practices, observations in nearby schools, and application of research findings in solving practical problems. May be repeated.
T&L 590: ST Assessment in Early Childhood Education. 3 credits. This course examines the construct and practice of assessment for teaching in birth to third-grade learning environments. The course considers the critical issues related to assessment and accountability in schools, focusing on why assessment is necessary, who the various assessment audiences are, what kind of assessment information is useful for each, and the time frame appropriate for such assessment information. Students study a variety of assessment methods currently used to evaluate teaching and learning in classrooms. They also discuss ways to communicate formative information about student progress to families, collaborate with colleagues to use assessment results to modify grade-level curricula for children with diverse abilities, and advocate for culturally, linguistically, and developmentally-appropriate forms of assessment.