Excellent teachers serve as a powerful influence on even the very youngest children. Early childhood education can help to launch a child’s cognitive and social development, and provide a vital foundation for future success.
For those who are passionate about teaching and guiding small children, Marshall University in Huntington, West Virginia, offers the Bachelor of Arts (BA) degree in Early Childhood Education. This bachelor’s degree is a blended plan with Early Childhood Education and Preschool Special Needs, enabling Marshall students to gain licensure in both areas.
The bachelor’s in Early Childhood Education provides Marshall students with opportunities to work with children, ages zero to five. Upon graduation, Marshall students have many career options including teaching in Pre-K programs in public schools; birth – age 3 programs; Head Start/Early Head Start programs; and infant/toddler classrooms; or becoming an administrator in child care programs.
Why Study Early Childhood Education at Marshall?
Marshall University is the only institution in the state of West Virginia to offer the Bachelor of Arts in Early Childhood Education.
Nationally Ranked
Marshall is ranked in the top 20 institutions in the United States for its bachelor’s degree program in Early Childhood Education by the online resource CollegeChoice.net. The BA program is offered through the College of Education and Professional Development (COEPD).
After completing Marshall’s blended program of both Early Childhood Education and preschool special needs, Marshall students are prepared to work in a variety of programs that serve young children. The emphasis of this distinctive bachelor’s degree program is on a developmentally appropriate curriculum for young children that is aligned with the West Virginia Early Learning Standards. The BA in Early Childhood Education program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Students in the Early Childhood Education program take such courses as: Early Childhood Well-Being; Language and Literacy; Family Relationships; Child Development; Preschool Curriculum and Methods; and Play and Creativity.
Comprehensive Training
Marshall students learn in small classes, and the program’s expert faculty get to know each student and form strong support relationships. This Marshall degree program prepares pre-service teachers to teach all children, regardless of ability, from birth to age five. Students gain experience with infant/toddlers, pre-kindergartners, preschoolers with special needs and administrators. Bachelor’s degree students typically complete the Early Childhood Education program in four years; the time to degree for part-time students depends on how many credit hours are taken per semester.
The successful candidate in the Early Childhood Education program will be able to be licensed to teach typically developing preschoolers as well as preschool children with special needs. The program offers a standalone degree as well as an add-on endorsement to an Elementary Education bachelor’s degree (Pre-K to Kindergarten).
Career Outlook for Early Childhood Education Majors
Marshall graduates with a BA in Early Childhood Education degree are well-prepared to work with children, from birth to age five: They are uniquely qualified to understand and successfully implement appropriate curriculums for all preschoolers, including those with special needs.
Early Childhood Education Jobs
For Marshall graduates with a BA in Early Childhood Education, there’s been 100% job placement over the last three years to meet the need for qualified and licensed teachers in this specialized field.
According to the U.S. Bureau of Labor Statistics (BLS), the employment of preschool teachers is projected to grow 2 percent through 2029. Overall employment of special education teachers is projected to grow 3 percent through 2029, about as fast as the average for all occupations. Demand for special education services and teachers should rise as disabilities are being identified earlier and as children with disabilities are enrolled into special education programs.
Marshall graduates also can pursue jobs as preschool and childcare center directors, who are responsible for supervising and leading staffs, designing program plans, overseeing daily activities, and preparing budgets.
Among the top employers who hire Marshall Early Childhood Education BA graduates: Putnam County Board of Education, Cabell County Board of Education, Kanawha County Board of Education, and River Valley Child Development Services.
Early Childhood Education Salaries
The BLS reports the following salaries for professionals in the field of Early Childhood Education:
Graduate Schools or Programs
Marshall University students with a BA in Early Childhood Education also choose to go on for graduate study at Marshall, pursuing a Graduate Certificate in Early Childhood Education; Master of Arts (MA) in Early Childhood Education; or a Master of Arts (MA) in Elementary Education with an area of emphasis in Early Childhood Education. This specialization is designed for qualifying individuals seeking an advanced degree (already PK-K licensed) or additional teacher licensure in PK-K (already elementary licensed). Completion of graduate-level courses and programs in Early Childhood Education may lead to licensure renewal, added endorsements, pay increases or promotion.
Opportunities for Early Childhood Education Majors
The College of Education and Professional Development provides an array of degree and professional development programs, continuing education opportunities, and services that address needs of adult learners who are primarily fully employed students. The College provides professional/technical expertise and is actively involved in addressing regional and state-level educational, mental health, and social issues.
COEPD offers these service programs: Appalachian Studies Association, West Virginia Autism Training Center, HEART Tutoring Program, June Harless Center for Rural Education Research and Development, Marshall Child Development Academy, and Marshall Early Education Center.
Learning Facilities
The BA in Early Childhood Education program works closely with the June Harless STEAM center and Marshall University Child Development Academy to enable students to do observation and complete clinical hours at these centers. Students will also have opportunities to visit public Pre-K classrooms and local child care centers.
The mission of the June Harless Center for Rural Education Research and Development is to provide leadership in education initiatives for West Virginia educators and students. The Center provides educators and families of rural West Virginia with a support system that addresses educational problems, sustains school improvement, and provides positive growth in all educational factors.
The mission of the Child Development Academy is first and foremost to provide high quality child care and education to families of the Marshall University community with priority for children of Marshall students. The Child Development Academy also offers high-quality learning opportunities for Marshall University students. The Academy strives for excellence in program and service, and positions itself as a model of best practice for early care and education in the wider community.
The participation of college students who gain experience with young children through observation and participation enhances the Academy’s program and helps to maintain its high standards. The Child Development Academy has six classrooms: two infant and toddler rooms, two two/three-year old rooms, and two preschool rooms. The Academy uses the Creative Curriculum for Infants and Toddlers and the Creative Curriculum for Early Childhood. It has also adopted the West Virginia Child Development Outcomes as a guide and an assessment of our program.
Internships / Practicums
Marshall Early Childhood Education students complete four 150-hour practicum placements:
The Student Center of Professional Education Services (SCoPES) provides Early Childhood Education and other Education students with a broad range of support while promoting a proactive approach to academic achievement, goal attainment and life-skill development. The Marshall Center’s assistance educates, guides and provides access to resources that help students navigate their individual academic and career paths. SCoPES strives to impart the essential values of critical thinking, respect, accountability and self-advocacy in meeting the holistic needs of students.
- General Education Course
- Milestone course: a key success marker for your major. See your advisor to discuss the importance of this course in your plan of study.
Four Year Plan
The Early Childhood Education program, a blended plan with early childhood and special education, prepares pre-service teachers to teach all children, regardless of ability, from birth to age five. We have experiences with infant/toddlers, pre-kindergarteners, preschoolers with special needs and administrators. The successful candidate will be able to be licensed to teach typically developing preschoolers as well as preschool children with special needs.
| First Year | ||
|---|---|---|
| First Semester | Credit Hours | |
| ECE 101
|
Early Childhood Wellbeing | 3 |
| Core II Fine Arts | 3 | |
| ENG 101
|
Beginning Composition | 3 |
| FYS 100 | First Yr Sem Critical Thinking | 3 |
| MTH 127
or MTH 130
|
College Algebra-Expanded or College Algebra |
3-5 |
| UNI 100 | Freshman First Class | 1 |
| Credit Hours | 16-18 | |
| Second Semester | ||
| ECE 102
|
Early Childhood Programs (CT) | 3 |
| ECE 204 | Parenting | 3 |
| CMM 103
|
Fund Speech-Communication | 3 |
| PSY 201
|
Introductory Psychology (CT) | 3 |
| Core II Physical or Natural Science | 4 | |
| Credit Hours | 16 | |
| Second Year | ||
| First Semester | ||
| CI 201 | Math for Elem Teachers II | 3 |
| CISP 320 | Survey Exceptional Child | 3 |
| CISP 420 | Survey Except Child II | 3 |
| PSY 311 | Child Development | 3 |
| ENG 201
|
Advanced Composition | 3 |
| Credit Hours | 15 | |
| Second Semester | ||
| ECE 201 | Early Education Tech | 3 |
| ECE 215
|
Family Relationships | 3 |
| ECE 303
|
Child Development (WI) | 3 |
| Core II Humanities (ENG level 200, WI) | 3 | |
| Free Elective | 3 | |
| Credit Hours | 15 | |
| Third Year | ||
| First Semester | ||
| CI 459
|
Multicult Influence in Ed | 3 |
| ECE 322
|
Language & Literacy | 3 |
| ECE 323
|
Assess Early Childhood | 3 |
| ECE 324 | Early Childhood Sci/Math | 3 |
| ECE 325 | Play and Creativity | 3 |
| Free Elective | 1 | |
| Credit Hours | 16 | |
| Second Semester | ||
| CISP 428 | Special Needs in Erly Child Ed | 3 |
| CISP 454 | Families of Except Students | 3 |
| ECE 420
|
Infant/Toddler Environs & Rela | 3 |
| ECE 430 | Preschool Curr and Methods | 3 |
| Writing Intensive | 3 | |
| Credit Hours | 15 | |
| Fourth Year | ||
| First Semester | ||
| CISP 429 | Intro Developmental Disability | 3 |
| CISP 445 | Intervent Preschool Sp Ed | 3 |
| ECE 421 | Infant/Toddler Ed Practicum | 3 |
| ECE 431 | Guid Young Child Pract | 3 |
| Free Elective | 3 | |
| Credit Hours | 15 | |
| Second Semester | ||
| ECE 435 | Admin Early Child Program | 3 |
| EDF 475 | Schools in a Diverse Society | 3 |
| CISP 455 | Field Exp Preschool Sp Ed | 3 |
| ECE 472
|
Early Childhood Capstone (Internship) | 3 |
| Credit Hours | 12 | |
| Total Credit Hours | 120-122 | |
- General Education Course
An introduction to the basic requirements and regulations for health and safety in early childhood programs serving children from birth to age eight. An introduction to the basic requirements and regulations for health and safety in early childhood programs serving children from birth to age eight.
Early Childhood Programs (CT)3 Credit hours A critical analysis of the historical, philosophical, political, social, and theoretical foundations of early childhood programs with specific attention to current programs serving children prior to school entry. 3 CR. A critical analysis of the historical, philosophical, political, social, and theoretical foundations of early childhood programs with specific attention to current programs serving children prior to school entry. 3 CR.
Application of technology in the teaching and administration of early childhood education programs.
This course examines parenting from a socio-cultural and developmental perspective using a systems model. This course examines parenting from a socio-cultural and developmental perspective using a systems model.
Relationships in the family during its life cycle, with some consideration of family life in other cultures. Relationships in the family during its life cycle, with some consideration of family life in other cultures.
Care and guidance of young children through five years in relation to their physical, emotional, mental and social development. Observation and participation in nursery school required. Care and guidance of young children through five years in relation to their physical, emotional, mental and social development. Observation and participation in nursery school required.
Provide pre-service teachers with an overview of the emergent nature of the development of language and literacy in the young child in a context that is developmentally and culturally appropriate.
Pre-req: ECE 303 with a minimum grade of C.
Realistic and practical guidance in providing learning experiences for children from diverse cultural backgrounds based upon authentic assessment practices. Realistic and practical guidance in providing learning experiences for children from diverse cultural backgrounds based upon authentic assessment practices.
Pre-req: ECE 303 with a minimum grade of C.
Strategies for integrating math, science and technology in early childhood curriculum with focus on inquiry approaches. Strategies for integrating math, science and technology in early childhood curriculum with focus on inquiry approaches.
Pre-req: ECE 303 with a minimum grade of C.
Exploration of the multiple ways children and adults express their thoughts and represent their environment and experiences.
Pre-req: ECE 303 with a minimum grade of C.
Creation of developmentally supportive environments for infants and toddlers in group settings with emphasis on establishing nurturing relationships. Creation of developmentally supportive environments for infants and toddlers in group settings with emphasis on establishing nurturing relationships.
Pre-req: ECE 303 with a minimum grade of D.
Practice in planning and leading an infant/toddler group with emphasis on environments and relationships that provide supportive nurturance and education for the babies and their parents. Practice in planning and leading an infant/toddler group with emphasis on environments and relationships that provide supportive nurturance and education for the babies and their parents.
Pre-req: ECE 420 (may be taken concurrently) with a minimum grade of C and Admitted to Teacher ED with a score of 4.
Historical and contemporary curriculum and methods for preschool children with emphasis on current best practices. Historical and contemporary curriculum and methods for preschool children with emphasis on current best practices.
Pre-req: ECE 303 with a minimum grade of D.
Techniques of guidance of young children with emphasis on adult-child interaction. Participation in laboratory preschool required. Techniques of guidance of young children with emphasis on adult-child interaction. Participation in laboratory preschool required.
Pre-req: Admitted to Teacher ED with a score of 4 and ECE 303 with a minimum grade of C.
Instruction and practice in the development of day centers for three and four year old children and administration of programs in these centers. Laboratory participation required. Instruction and practice in the development of day centers for three and four year old children and administration of programs in these centers. Laboratory participation required.
Pre-req: ECE 303 with a minimum grade of D.
Early Childhood Capstone3 Credit hours Application of ECE content knowledge in the management of early childhood programs: senior level capstone. Premission required.
Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization. Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization.
Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization. Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization.
Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization. Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization.
Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization. Permission of the coordinator. Requires 2.5 GPA, limit of 6 hours to be used in professional education as a specialization.