Master of Education Curriculum and Instruction with a Specialization in
Early Childhood Education
The non-licensure program provides a developmentally-appropriate educational perspective on young children and their learning environments. Participants develop their skills in observing and interpreting students' behavior to promote an optimal classroom environment for individual and group learners. Woven into the program is an emphasis on designing and delivering appropriate instruction and curriculum for all students.
Printable PDF of the national program sheet.
| PROGRAM OF STUDY | CREDITS | |
| Required Core Courses | 12 | |
| EEDUC 7111 | Curriculum, Assessment and Instruction: Assumptions and Designs | 3 |
| EEDUC 6125 | Dimensions of Learning and Teaching | 3 |
| EEDUC 6126 | Classroom and School Inquiry | 3 |
| EEDUC 6127 | Action Research and Seminar | 3 |
| Required Specialization Courses | 18 | |
| EEDUC 5131 | Developmental Learning | 3 |
| EEDUC 6109 | Observation, Documentation and Assessment | 3 |
| EEDUC 6143 | Early Childhood Curriculum: Topics in Math, Science, and Health | 3 |
| EEDUC 5120 | Young Children With Special Needs | 3 |
| EEDUC 5138 | Language, Literacy, and the Arts for the Primary Grades | 3 |
| EEDUC 5115 | Families, Society and Schools | 3 |
| EEDUC 6120 | First and Second Language Acquisition and Literacy Development | 3 |
| TOTAL CREDITS |
33 |
|
COURSE DESCRIPTIONS
EEDUC 7111 Curriculum, Assessment, and Instruction: Assumptions, Relationships, and Design
Students work with several models and frameworks of curriculum development and their application to systems, classroom curriculum and instruction, and assessment. Models include standards-driven, integrated curriculum, portfolio, and performance assessment. Brain-based research and its impact on curriculum development and instruction are analyzed.
EEDUC 6125 Dimensions of Learning and Teaching
Students identify and use resources available to support them in their learning, teaching, and reflection. They begin to examine their identity as learners and professionals and use what they learn to explore ways that educational practices and enduring educational controversies can be understood using multiple perspectives and the knowledge that people learn differently. They also begin to build a portfolio in which they reflect upon and demonstrate their expanding understanding and competencies.
EEDUC 6126 Classroom and School Inquiry
Classroom and School Inquiry focuses on the understanding and critical analysis of educational research and methods for accurately communicating this information to the public. As teachers participate in redefining their educational roles, decision-making and action-oriented classroom practice will be critical in promoting student learning. Both require problem-solving, which is enhanced by the forming and testing of hypotheses, gathering data that is then analyzed, synthesized, and evaluated, and generating solutions. This course will engage students in this process by acquainting them with the knowledge and techniques necessary for them to become lifelong teacher researchers, and to present the results of their research effectively and professionally to a variety of audiences. Note: This course is a prerequisite to EEDUC 6127.
EEDUC 6127 Action Research and Seminar
Students demonstrate their expanding understandings and competencies as teachers. They also collaborate with several classmates to design a research project that can have a direct impact on their school community, through which students may extend the research plan developed in an earlier course, EEDUC 6126. The six-credit option is designed to give students who completed a required induction experience or advanced education license an opportunity to demonstrate continued learning by applying that experience to their Lesley program and using their study to reflect on what they learned from their induction or licensure program. Prerequisite: Successful completion of EEDUC 6126 or an equivalent research course.
EEDUC 5131 Developmental Learning
This course is designed to help teachers understand the principles of developmental learning, physical knowledge, symbolic thinking, language development, social and moral development, and their implications for teaching practice. An understanding of principles of developmental learning will be presented both through readings and through direct observation of children’s play, language, and social interactions.
EEDUC 6109 Observation, Documentation, and Assessment
This course provides an opportunity to examine a variety of ways to study children in their natural environment and in clinical settings. Emphasis is placed on looking at classroom settings, children’s work, group interactions, and teacher behavior. Authentic assessment and work sampling systems are addressed. Strategies for presenting information about children and portfolios are developed.
EEDUC 6143 Early Childhood Curriculum: Topics in Math, Science, and Health
Students build upon theory and practice of teaching math, science, and health through planning and implementation of integrated curriculum. Adaptation for all learners, assessment as a tool for improved teaching, and empowering children to be successful problem solvers and investigators will be emphasized. Student-designed curriculum will reflect developmentally appropriate practices. Additionally, students will identify their own strengths and define personal goals for designing math, science, and health experiences and facilitating young children’s learning.
EEDUC 5120 Young Children with Special Needs
This course examines concepts relating to young children, preschool through second grade, at risk for or exhibiting developmental delays or mild to moderate disabilities. It focuses on the identification, assessment, diagnosis, and referral of young children with special needs. Class participants will analyze and reflect upon inclusive strategies for classroom structure and curricular/instructional accommodations and modifications. Strategies for collaborating with families with young children with special needs will also be addressed.
EEDUC 5138 Language, Literacy and the Arts for the Primary Grades
This course focuses on the instruction and assessment of primary grade oral and written language. Emphasis is placed on constructing meaning and empowering all learners with skills and strategies they need to become competent, independent readers and writers. Approaches and resources for the meaningful integration of the arts into the language arts are explored.
EEDUC 5115 Families, Society, and Schools
This course is designed to provide an understanding of family diversity within the context of contemporary society. The course will examine links between school performance and family involvement. Institutional structures that facilitate or impede family-school relationships will be addressed. Specific issues facing families and children will be examined to help teachers better respond to the challenges of today’s classrooms. Students will have the opportunity to explore community resources and family support systems.
EEDUC 6120 First and Second Language Acquisition
This course addresses the theories and current research in first and second language acquisition. Participants will understand the theories and practices for developing literacy skills in English for English Language Learners (ELL) with different educational backgrounds and different English proficiency levels. A variety of programs—two-way bilingual, sheltered English immersion, English as a second language, and others—are examined. Participants will work with The Massachusetts English Language Proficiency Benchmarks and Outcomes and other appropriate frameworks and instructional materials.
Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.
Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap, or disability in its education programs, employment, or in admissions to, access to, or treatment in its programs or activities.
