The Bachelor of Arts (BA) in Early Childhood (EC) is designed for practitioners with an Early Childhood Associate of Arts (AA) degree, Associate of Science (AS) degree or Associate of Applied Science (AAS) degree who wish to complete a bachelor’s program in early childhood online. The Bachelor of Arts in Early Childhood Program (BAEC) has two career and course pathways: a BA degree in early childhood (BAEC) or a BA degree in Early Childhood with an Iowa state teaching licences (BAEC+L). Participants will acquire the knowledge and skills in early childhood development and early learning necessary to work in the professional field. As a professional degree, the Bachelor of Arts in Early Childhood program is intended for students who wish upon graduation to assume careers in early learning, childcare and policy. The Bachelor of Arts in Early Childhood licensure program (BAEC+L) is intended for students who wish to work as an early childhood teacher in schools for children preschool-3rd grade.
The BAEC degree provides instruction on childhood development and curricula. Practitioners learn about effective strategies and ways to create meaningful learning experiences for young children. The Bachelor of Arts in Early Childhood consists of 33-39 NWCore credits, and a 32 credit area emphasis from the specific early childhood requirements. Students will come to the program with approximately 62 credits from their AA, AS, or AAS degree and will complete elective credits to reach the required total of 124 credits for an undergraduate BA degree.
The BAEC+L degree provides instruction in early childhood development and meets all the state licensure requirements for students to be certified early childhood teachers seeking licensure in teaching preschool, kindergarten, pre-kindergarten, and inclusive special education through 3rd grade. The BAEC+L consists of coursework in the professional core, licensure methods courses, and 14-weeks of student teaching with 67 credits after their AA, AS, or AAS degree. The program is set up online to be flexible with completion of one course per 8-week term for a 3-year completion or shorter depending upon course load.
Program Learning Goals. Goals 1 - 10 align with InTASC standards
1: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2: The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3: The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4: The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6: The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
7: The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8: The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
9: The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
10: The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
11: Spiritual Integration: Personalizes the departmental “teacher as servant” motto, linking their past educational experiences and future calls as educators to Christ’s embodiment of humble servant.
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