Students focus on specific additional standards to tailor their program electives and/or capstone to their areas of interest.
Standard V: Curriculum, Pedagogy, & Assessment (ECE License Candidates)
MEd ECE graduates are knowledgeable about meaningful and appropriate experiences that support the development, learning, and well-being of young children served by their programs. Their practice curriculum, pedagogical and assessment practices are informed by diverse program models and approaches. As practitioners who care about equity for all children and families, they are sensitive to the most vulnerable children and families in the communities they serve. They demonstrate a broad repertoire of effective practices to provide meaningful and challenging and learning experiences that support the developmental needs of each child in their setting.
Standard VI: Family and Community Engagement (ECE License Candidates)
MEd ECE graduates are knowledgeable practitioners that effectively engage and empower each family in supporting their child’s development and learning. As early childhood educators who care about families as vital partners and their child’s first teachers, they effectively engage families and sustain respectful and reciprocal relationships with family members and other significant adults. They adopt strength based approaches to support families in promoting the learning, development, and well-being of children.
Standard VII: Early Childhood Special Education
MEd ECE graduates are knowledgeable about legislation, program models and practices concerning families with children who have special needs. As early childhood educators who care about equity for all children and families, they are able to effectively use their knowledge to develop inclusive educational programs to meet individual and group needs in an ethical, caring, and culturally inclusive manner.
Standard VIII: Public Policy & Advocacy
MEd ECE graduates are knowledgeable advocates for effective programs for young children and their families. As early childhood educators who care about well-informed policies and programs, they seek information about public policies and consider their impact on young children and their families. They perceive advocacy as an important professional responsibility and take active steps to become informed about issues involving young children and effectively speak out on their behalf within their spheres of influence.
Standard IX: Program Management
MEd ECE graduates are administrators who are knowledgeable about the responsibilities inherent in the administration of early learning programs and providing leadership within and beyond their organization. As early childhood educators who care about the quality of the services they provide, they seek out new information on practices and program models and effectively provide leadership that is committed to continuous improvement in the quality of services they provide and the professional development of their staff.
Standard X: Adult Development & Learning
MEd ECE graduates are knowledgeable about adult learning theory, professional development and higher education programs and models and practices that support adult learners in a variety of contexts. As early childhood educators who care about equity, they are committed to supporting the needs of a diverse early childhood workforce and empowering families and communities. They effectively design, implement, and evaluate adult learning experiences in their sphere of responsibility and contribute to system building efforts.