group photo of ecs grads

Our program

The  MA in ECS  program cultivates early childhood leaders who transform learning environments through play-based pedagogy, cultural sustaining, and inclusive practices. Students master critical skills in fostering meaningful teacher-child-family partnerships and supporting multilingual development, preparing them to create and lead exemplary early learning programs.

Our comprehensive curriculum explores:

  • Advanced child development theories and research
  • Inclusion and disability rights
  • Play
  • Advocacy for dual language learners
  • Early literacies
  • Nurturing and responsive relationships
  • Inclusion and early childhood special needs
  • Contemporary issues in early childhood education
  • Observation and assessment
  • Action research in early childhood

Distinguishing Features:

  • 100% online coursework with asynchronous learning
  • No GRE required
  • Roadmap to complete in 1.5 years (or 3 semesters S/F/Sp)
  • Cohort model to better assist students for degree completion
  • Course semester schedule designed for professionals
  • Advising and mentoring by early childhood faculty
  • Opportunity for service-learning
  • Meets 24-hour early childhood coursework requirement for those interested in the PK-3 Credential

Graduates emerge prepared for roles such as:

  • Early Childhood Program Director
  • Education Policy Advocate
  • Professional Development Specialist
  • Curriculum Specialist
  • Early Intervention Coordinator

Program Learning Outcomes

  1. Examine equitable, culturally sustaining pedagogical and assessment practices such as learning stories.
  2. Promote effective practices that support the social and emotional health and well-being of children including the equitable treatment of children and families through training on antiracist and anti-bias pedagogy.
  3. Construct and apply knowledge of responsive teacher-child-environment interactions based on funds of knowledge focusing on multilingual learners and young children with special needs.
  4. Analyze equitable outdoor learning environments including children’s opportunities for connecting with the natural world.
  5. Generate, transform, and use early literacy, advocacy, leadership, and service-learning skills to make effective changes in early childhood settings.
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