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Program Goals

Students majoring in Childhood Education (Grades 1 to 6) will develop knowledge-based strategies to better understand the problems of the contemporary classroom and will be given the opportunity to develop appropriate professional skills to meet the needs of children in grades 1 to 6. More specifically, the candidates will be prepared with the depth of knowledge in the following areas:

  • Development, Motivation and Learning: Candidates for the Bachelor of Science in Childhood Education will know, use and apply the theories of human development, motivation and learning to teach children in grades 1 to 6. They will be cognizant that all children learn when their levels of development are identified and utilized in planning the curriculum. Candidates will use their knowledge and understanding of individual and group motivation to promote positive relationships, cooperation and purposeful learning.
  • Curriculum: Candidates will know, understand and apply the use of core concepts and tools of inquiry for children in grades 1 to 6 to create “educative experiences” that provide interdisciplinary and real-world understandings that ensure competence in all of the following subject matter areas: English language arts; science and technology; mathematics; social studies; dance, music, theater, and several visual arts; and health: physical, mental and social well-being.
  • Instruction: Candidates will plan and implement instruction based on knowledge of the student population, learning theory, subject matter, curricular goals and the community. Candidates understand how children differ in developmental levels and learning styles and can create alternative approaches to instruction adapted to diverse learners. Using a wide array of teaching strategies learned in the program, candidates will encourage children’s critical-creative thinking, problem solving skills and collaborative work in a supportive environment.
  • Assessment: Candidates know, understand and apply formal and informal assessment strategies to evaluate intellectual, social and physical development of children. Candidates use assessment on a continual basis to inform curriculum planning – so that curriculum and assessment form a reciprocal relationship.
  • Professionalism: Candidates will know, understand and apply teaching practice in light of disciplinary and pedagogical problems and responsibilities and the profession’s code of ethical conduct. Candidates reflect on practice using available research on teaching and resources for professional learning, while evaluating their effects on students, parents and other professionals in the learning community. Candidates foster relationships with colleagues and agencies in the larger community to support children’s learning and well-being.