SNHU’s early childhood education curriculum provides a solid background in theory and practical experience. In addition to academic learning, students may choose from several field work opportunities.
You’ll learn from faculty with real-world teaching experience who serve on local, state, and national education boards. SNHU’s small, personal environment gives early childhood education students ample opportunity to form strong relationships with their professors and the local learning community.
- Students take core early education theory and content-focused classes.
- Field work includes math and literacy nights in local districts, networking opportunities with teachers and superintendents, and student teaching experiences.
- Early childhood education students develop e-portfolios they can use to showcase their work to prospective employers.
Early Childhood Education Major Courses
DEV-260: Family and Culture
This course considers how family and culture influence child development including family structures, sibling relationships, parenting behaviors, children's special needs, family violence, diversity in educational settings and the relations between family and community. Students explore their own and other's cultural influences through the lens of diverse cultural perspectives. The challenges faced by children and families from a variety of cultures and socio-economic backgrounds including communication, interaction, education, and societal norms will be examined from the role of the practitioner. Research informs student projects in which a particular aspect of culture is studied in depth. Ten hours of field experience is included.
DEV-340: Meaning and Development of Play
Students explore theories of play during early childhood. The role of play in promoting healthy development, learning and literacy are covered. The distinction between developmentally appropriate play and play which does not promote development is made. Play as form of early intervention to assist children experiencing developmental challenges is covered in detail.
EDU-200: Introduction to Education
This course gives students an overview of American education through analysis of its historical and philosophical roots. Contemporary issues in American education are emphasized. Non-education majors may use this course as a social science elective.
EDU-208: Assessment, Accountability and Teaching in the Classroom
This basic course for classroom teachers explores various techniques necessary for designing and implementing authentic measures to assess successful student learning.
MUE-261, EDU-270, 271 or 220
EDU-235: Learning with Technology
This course develops students' knowledge and skill with technology with the ultimate aim of using technology to enhance student learning and achievement. This course also introduces students to learning target (standards/outcomes) and a general model of curriculum development, implementation and assessment. Offered every fall and spring.
EDU-245: Lit for Children and Young Adolescents
This course offers an interpretive and critical study of literature that is appropriate for children from preschool through the eighth grade. The course will focus on the various literary genres, elements of fiction, authors and illustrators.
EDU-270: Foundations of Teaching and Learning
This course will introduce students to classroom structures that support differentiated instruction and other research-based approaches for effective teaching. Topics include lesson planning and reflection, state standards and grade level expectations, small group and whole group instruction, and assessment tools and strategies.
EDU-324: The Inclusive Classroom
This course examines teaching strategies and techniques for early childhood, elementary education, middle school, and high school. Students will conduct in-depth study of behavior theory and practical application in the classroom environment. Students will learn to promote learning environments where students can set goals and accept responsibility for their own learning. Modification and accommodations will be researched at each level discussing the best approaches depending upon the age of the child. Alignment with the regular education curriculum includes a review of the Grade Level Expectations and the Grade Span Expectations and Common Core Standards. Students will leave this class with a good understanding of the progression and development of students with disabilities K-12 personally, socially physically, and academically. TCP acceptance is required.
SPED-260 or SPED-210 and TCP Acceptance
EDU-330: Mathematics Instruction/Young Children
This course covers the mathematical development of young children from birth to age eight as well as scientifically valid strategies for facilitating development in various areas, including, but not limited to: mathematical terminology, symbols, and representations; number properties and number; standard arithmetical operations; number operations and computational techniques; patterns, relations, and functions; type and properties of geometric figures; basic geometric concepts; relationship between standard algorithms and fundamental concepts of algebra and geometry; measurement instruments, units, and procedures for problems involving length, area, angles, volume, mass and temperature; collection organization, and analysis of data; and the application of mathematical reasoning to analyze and solve problems. This course covers both normative and non-normative development of mathematical skills. This course aligns with national and state standards and with NECAP. TCP acceptance is required.
EDU-361: Emerging and Early Literacy: Grades K-4
The course will examine several major theoretical perspectives on literacy development from K through 4th grade. Students will explore and create literacy environments that encourage the development of reading, writing, listening and speaking in the early elementary classroom. Students will also learn a variety of effective strategies for the instruction and assessment of reading and writing in the early elementary classroom. Differentiating instruction to meet the needs of students from diverse backgrounds and with special needs will be integrated into the course content. TCP acceptance and junior standing or permission of instructor.
EDU-363: Literacy Facilitation for all Learners
This course focuses on the attributes of struggling readers and writers, on diagnosing difficulties and developing literacy intervention plans. Students do a case study by performing a literacy diagnosis of one struggling student, developing an intervention plan and beginning its implementation. TCP acceptance is required.
EDU-361 and 362
EDU-370: Science for Early Learners
This course applies developmental theory to the construction of curriculum and explores methods for teaching health and science. Students focus on preparing developmentally appropriate experiences that promote investigation, problem solving, and exploration. Methods of instruction and assessment are practiced. Attention will be given to designing constructivist lesson and unit plans that align with science literacy standards. TCP acceptance is required.
EDU-419: Int Soc Stdy/Arts in Elem Schools
This course will explore developmentally appropriate strategies for incorporating movement, music, drama, and the visual arts with the content, processes and attitudes of social studies. Curriculum content, materials, instructional strategies, and organizational techniques for integrating social studies and fine arts in early childhood and elementary grades will be addressed. TCP acceptance is required.
EDU-440: Differentiating Instruction
This course will examine processes for differentiating instruction to maximize learning by creating different learning experiences in response to students' varied needs. Special Education, English Learners, and cultural and linguistic diversity will be covered. TCP acceptance is required.
EDU-490: Student Teaching and Seminar
All teacher education majors seeking certification will participate in 16 weeks of full-time practice teaching at nearby schools. During the 16 weeks, the student teacher receives close and continuous supervision and guidance from teaching personnel at the school and by a member of the Southern New Hampshire University faculty. This course also includes seminars at the university. TCP acceptance is required.
PSY-211: Lifespan Development
The purpose of this course is to engage students in meaningful exploration of theories, basic concepts, and research methodologies in psychological development. Students will gain an understanding of patterns of human development from conception through death, including the biological, cognitive, and social-emotional development and the interplay between these areas. This course will also explore the roles of environmental and genetic factors, culture and history, continuity and change in development. Offered every semester.
PSY-108 or PSY-108H
SPED-210: Early Childhood Issues/Disabilities
This course will explore types of disabilities, developmental delays and exceptionalities, as well as the effects of disabling conditions on cognitive, physical, language, social and emotional development and functioning of children birth to grade 3. Additional topics include the identification and evaluation of children with exceptional learning needs, as well as instructional methodology and strategies for selecting and modifying materials and equipment to provide differentiated instruction that addresses and accommodates individual strengths and challenges. Legal requirements and responsibilities for providing education to students with special needs will be addressed. Students will become familiar with the purposes and procedures for developing and implementing Individual Education Plans (IEPs), 504s, and Individualized Family Service Plans (IFSPs).
Students may also select one (1) free elective.
Content Concentration Courses
Complete fifteen (15) credits in one of the following approved areas of
concentration (3-6) of these credits are earned as a part of the General
Economics: Select 5 ECO courses
English: Select 5 ENG courses
Fine Arts: Select 5 FAS courses
Humanities: Select 5 courses from the following, with no less than two from
any one area: ENG, HIS, LIT or PHL
Literature: Select 5 LIT courses
Mathematics: Select 5 MAT courses
Philosophy: Select 5 PHL courses
Politics: Select 5 POL courses
Psychology: Select 5 PSY courses
Science: Select 5 SCI courses
Self-designed: A student proposed concentration of study, requiring faculty approval
Social Sciences: Select 5 courses from the following, with no less than two
from any one area: ECO, POL, PSY, or SOC
Sociology: Select 5 SOC courses
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