Prepare to teach early learners in preschool through third grade in New Hampshire and many other states with a BA in Early Childhood Education from SNHU. In this major, you'll study child development, family systems and curriculum and instruction methods that reflect the unique needs of children from preschool through age eight. At SNHU, you won't have to wait to see if teaching is right for you. Here, you'll begin working in real classrooms as early as your first semester, freshman year.
The early childhood education major provides a solid background in developmentally appropriate practice as defined by research.
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of majoring in early childhood education at SNHU include:
The undergraduate early childhood education degree prepares you to teach early learners in preschool through third grade in New Hampshire and many other states. You'll gain field experience and be prepared for a number of career opportunities in various classroom and other settings.
Although competitive, the outlook for early education jobs in the years ahead looks promising:
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an initial teacher’s license or endorsement in New Hampshire. Southern New Hampshire University cannot guarantee licensure, certification, endorsement, or salary benefits. View disclosure information.
The Early Childhood Education Program leads to teaching certification for birth through grade 3. The program provides students with a comprehensive understanding of child development, family systems, curriculum, instruction, and assessment. This program prepares educators with a solid foundation in developmental theory, teaching methods, and a content area concentration in an academic discipline. Students examine traditional and innovative research-based approaches to teaching a diverse population of young children.
SNHU's BA in 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.
Free elective Credits: 3
This course surveys and focuses on child growth and development from birth through the life cycle. Theories pertinent to individual stages are provided and the sociological, cultural and psychological aspects of human growth and development are included. An overview of all developmental stages will be covered.
This course give students an overview of American education including history, philosophy and current issues. It will introduce students to strategies for creating a learning environment that support student 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 strategies.
This course will investigate the role that problem solving plays in the teaching and learning of mathematics. Students will learn strategies for assessing their own formal and informal problem solving strategies, as well as strategies for developing those same skills with students in the elementary grades. Mathematical content is investigated through a pedagogical perspective.
The purpose of this course is to help students develop an understanding of teaching as a profession by drawing upon established and contemporary research, the wisdom of practice, and emerging educational policies and practice. In addition, this course will help students to prepare for the ethical problems they will routinely confront in their professional lives. Teachers require unique moral sensitivities and understandings. By the end of the course, students should have a command of the basic skills of ethical reasoning, a familiarity with the most important ethical concepts that apply to their work, and an ability to apply these skills and concepts.
This basic course for classroom teachers explores various techniques necessary for designing and implementing authentic measures to assess successful student learning.
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.
In this course students will study the history, pedagogy and techniques for teaching English Language Learners. Methods and approaches used to teach in culturally diverse classrooms will be examined. This course will enable students to facilitate the modification of the content and the scaffolding of learning for English Language Learners.
This course focuses on the relationship between literature written for children and young adolescents, and the development of competence in writing, speaking, and listening. The course provides a thorough overview of multiple genres of literature for children and young adolescents. The course examines principles of literacy learning in children and introduces theories, practices, and materials for teaching writing in elementary grades. Many ways to teach writing are included such as writing development, research on writing, curriculum development, methods of teaching writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms. Strategies for teaching writing, and literature to all children in a multi-cultural setting will be emphasized.
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.
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.
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.
This course will study typical and atypical development of young children birth through age eight, with a focus on disabilities, developmental delays and exceptionalities, as well as the effects of disabling conditions on cognitive, physical, language, social and emotional development and functioning. Various assessment tools used within early childhood will be reviewed and discussed in relationship to developmental outcomes, interpretation, planning for intervention and curriculum and legal requirements and responsibilities for providing education to students with special needs.
This course is the first of two full-time student teaching experiences required for undergraduate students seeking teacher certification. Students spend four days each week in a NH public school under the mentorship of a certified teacher for one full semester. During this time, the student teacher receives close and continuous supervision and guidance from teaching personnel at the school and by a member of Southern New Hampshire University faculty. This course also includes seminars at the university. Acceptance to Student Teaching is required.
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.
9 credits from the following:
12 credit(s) from the following:
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