Education MEd, Early Childhood Education Emphasis
The Master’s Degree in Education is an accredited program appropriate for K-12 teachers, specialists, department chairpersons, and those who work in informal learning or international educational settings. Candidates choose electives that will support their personal growth and development as an educational leader to impact the communities with which they work.
Diverse candidates will engage in a learner-centered environment committed to the success of historically marginalized and diverse students, research, and community engagement. Within diverse education settings, candidates will: advance pedagogical knowledge, recognize inequalities in educational opportunity, design differentiated assessments to inform practice, critically examine professional practice, and demonstrate commitment to ethical professional practice.
It is important that both candidates and advisors plan ahead to ensure courses are taken when they are offered in the schedule. Programs must be planned with an academic advisor and meet the approval of the faculty advisor, adhering to the College of Education and UMSL Graduate School policies.
The M.Ed with an emphasis in Early Childhood Education is designed to enable candidates to further their competencies as teachers or program administrators in public and private early childhood programs. Early childhood education also prepares candidates for positions in community agencies that support families and young children.
Applicants must meet the general graduate admission requirements of the Graduate School, described in the UMSL catalog. Students are considered for admission to the graduate program in Education only after they have formally applied for admission through the Graduate School. Applications may be completed on-line.
The M.Ed. in Education consists of 4 required courses (12 hours) plus candidate choice from emphasis areas and electives (18 hours) for a total of 30 hours. Program requirements are met by:
(a) completing 2 required foundation courses (6 hours) toward the beginning of the M.Ed. program
(b) completing the coursework for an emphasis area and/or electives (18 hours)
(c) completing the 2 exit research capstone classes (6 hours)
Most emphasis areas indicate 3-6 required courses. In addition, electives allow candidates to construct an individualized set of target courses. Transfer graduate credit from another institution may also fit into elective hours.
Candidates seeking certifications with the master’s program may require additional coursework and State of Missouri assessments (Reading, TESOL, initial teacher certification).
|Students are required to complete the following courses within the first 15 hours of study.|
|TCH ED 6010||Examining History, Community and Social Justice in Education||3|
|ED PSY 6030||1||3|
|Required Research Courses|
|These two research courses should be taken in sequence (not concurrently) at the end of the program. Candidates will design and execute a piece of original practitioner research and present their findings in a public forum.|
|TCH ED 6909||Teacher Action Research I||3|
|TCH ED 6910||Teacher Action Research Capstone||3|
Students earning the TESOL emphasis area will be required to take TCH ED 6240 instead of ED PSY 6030 in order to meet state certification requirements.
Specific Requirements for the Emphasis Area
In addition to the Required M.Ed. Core (12 hours), candidates seeking an emphasis in Early Childhood are required to complete the following coursework (18 hours) for a program total of 30 hours.
|ECH ED 6412||Foundations of Early Childhood Education||3|
|ECH ED 6413||Educational Role of Play||3|
|ECH ED 6415||Organization and Development of Early Childhood Programs||3|
|ED PSY 6215||Psychology of Early Childhood Development||3|
Upon completion of the program, graduates will be able to:
- Demonstrate professionalism through (a) reflective practice for professional growth, (b) effective communication and collaboration, and (c) commitment to upholding ethical and professional standards.
- Evaluate, design, and implement curriculum, instruction, and assessment that apply advanced understanding of (a) content and pedagogical knowledge, (b) learning science principles, and (c) equitable frameworks and inclusive practices.
- Integrate technologies to create meaningful student learning in the context of a (a) digital and (b) global society.
- Design and implement a supportive, inclusive, and culturally responsive classroom environment that nurtures the intellectual, social, and emotional development of all students.
- Partner with families and communities to develop relationships and build networks of support to enhance student learning and well-being.