B.A. in Education with a Specialization in Early Childhood Education
Requirements for a major in Early Childhood Education
Applicants who are interested in Early Childhood Education are admitted to our program. Applicants must meet the admission requirements for full admission to Early Childhood Education to enroll in the professional sequence of the teacher preparation degree programs. The admission process includes two steps:
1. Pre-Admission Review: Applicants must:
- Provide an ACT composite score of 18 or better, OR
- SAT Verbal + Math score of 960 or better
- Cumulative GPA of 2.75 or higher with a B or better in all Education courses
- Enroll in or complete EDU 250 - Introduction to Education
- Enroll in or complete LIN 101 - Introduction to Linguistics
- Submit one (1) novice-level disposition assessment from faculty or staff
- Complete the Disposition Self-Assessment
- Submit a portfolio that includes
- Resume - emphasizing work with preschool - 12th grade and in educational settings
- Philosophy of Education (from EDU 250)
- Lesson Plan (from EDU 250)
- All college-level transcripts (including from previous universities or colleges)
2. Interview:
- The program faculty will interview the candidates who meet the above criteria and schedule an interview with the Program Committee.
Applicants who the Program Committee interviews will either:
- be accepted into the program and take the Praxis II Content Knowledge test the following semester.
- not accepted into the program -- applicants can re-apply the following semester.\
For continuation in a teacher education preparation program, an education major must maintain a cumulative degree average of 2.75 or better, with a B or higher in education courses and a C+ or better in all pre-major, pre-professional, and related elective courses.
Accreditation
Gallaudet University is accredited by the Middle States Commission on Higher Education (MSCHE) and recognized by the U.S. Department of Education as a Title IV approved institution. The Gallaudet University B.A. Education: Early Childhood Education, Elementary Education, or Secondary Education program is accredited by the Council for the Accreditation of Teacher Preparation (CAEP) organization. The program is also approved by the District of Columbia State Education Agency (SEA) and licensed by the National Association of State Directors of Teacher Education and Certification (NASDTEC). In compliance with the U.S. Department of Education and the District of Columbia Higher Education Licensure Commission (HELC) requirements for participation in the National Council for State Authorization Reciprocity Agreement (NC-SARA), Gallaudet University provides information pertaining to this program and teacher educator licensure within each of the U.S. states and territories. This program is designed to meet the educational requirements for teacher educator licensure in the District of Columbia. If your intent is to secure licensure outside of Washington, D.C., then BEFORE beginning Gallaudet University's program, use the drop-down list below and select the state or territory in which licensure is intended. This will help you determine whether Gallaudet has obtained confirmation from the state or territory to formally identify whether the Gallaudet B.A. Education: Early Childhood Education, Elementary Education, or Secondary Education program meets, does not meet or cannot be confirmed as meeting the educational requirements for licensure.
Summary of Requirements
| 2024-2025 |
| Core Curriculum | 43 |
| Pre-Major Courses | 9 |
| Major and Related Courses | 61 |
| Free Elective Courses | 7 |
| TOTAL | 120 |
Requirements for a Major in Early Childhood Education
Applicants who are interested in Early Childhood Education are admitted to our department. Applicants must meet the admission requirements for full admission into Early Childhood Education in order to enroll in the professional sequence of the teacher education degree programs. The admission process includes two steps:
1. Pre-Admission Review: Applicants must:
- possess a cumulative GPA of 2.75 or higher with a B or better in all Education courses
- enroll in or complete EDU 250 - Introduction to Education
- enroll in or complete LIN 101 - Introduction to Linguistics
- submit three (3) notice level disposition assessments from faculty or staff
- complete the disposition self-assessment
- provide passing scores on a test of basic skills as determined by OSSE: SAT, ACT, or Praxis Core: Academic Skills Assessments:
| Test | Passing Score |
|---|
| ACT | 20 or better |
| OR |
|
| SAT | Verbal + Math 960 or better |
| OR |
|
| Praxis Core Math | 150 or better |
| Praxis Core Reading | 156 or better |
| AND |
|
| Praxis Core Writing | 162 or better |
- A portfolio includes a resume, philosophy of education, lesson plan, and a one-page or 3-minute video via unlisted YouTube link Essay on why you want to be a teacher?
- all college-level transcripts (including from previous universities or colleges)
2. Interview:
- The program faculty will review the applications of the candidates who meet the above criteria and schedule an Interview with the Program Committee.
Applicants who are interviewed by the Program Committee will either:
1. Be accepted into the program
2. Not accepted into the program -- applicants who are not accepted can re-apply the following semester.
For continuation in a teacher education program, an education major must maintain a cumulative degree average of 2.75 or better, with a B or higher in education courses and a C+ or better in all pre-major, pre-professional and related elective courses.
Required pre-major courses 9 credits
To be taken in freshman or sophomore year:
| EDU 250 | Introduction to Education and Teaching | 3 |
| LIN 101 | Sign Language & Sign Systems | 3 |
| PSY 101 | Introduction to Psychology | 3 |
Required major and related courses 61 credits
Pre-professional Component 18 credits
| EDU 311 | Foundations of Literacy Teaching and Learning | 3 |
| EDU 320 | Early Childhood Environments | 3 |
| EDU 323 | Educational Psychology | 3 |
| MAT 171 | Basic Concepts of Mathematics for Early Childhood and Elementary School Teachers I | 3 |
| MAT 172 | Basic Concepts of Mathematics for Early Childhood and Elementary School Teachers II | 3 |
| PSY 311 | Development I: Child Psychology | 3 |
Professional Component 43 credits
Must be accepted to the Education program to enroll in these courses [See Admission Requirements above]
| EDU 493 | Integrative Practicum and Seminar in Teaching | 3 |
| EDU 602 | Educational Technology | 2 |
| EDU 609 | Home, School and Community Collaboration for Diverse Learners | 3 |
| EDU 620 | Historical & Curricular Foundations of Early Childhood Education | 2 |
| EDU 622 | Child & Adolescent Development: Observation, Documentation & Assessment | 3 |
| EDU 624 | Integrative Methods for Early Childhood Education:Preprimary | 3 |
| EDU 626 | Integrative Methods for Early Childhood Education: K-3 | 3 |
| EDU 628 | Student Teaching in Early Childhood Education | 9 |
| EDU 639 | Elementary School Teaching Methods in Mathematics | 3 |
| EDU 651 | Literacy Teaching and Learning for Teachers Pre- K-12 | 3 |
| EDU 665 | Children's Literature | 3 |
| EDU 670 | Teaching Students with Disabilities | 3 |
| EDU 694 | Student Teaching Seminar | 3 |
Education Elective Courses 3 credits
Choose one course from the following:
| DST 311 | Dynamics of Oppression | 3 |
| DST 316 | Disability Studies | 3 |
| EDU 600 | K-12 Curriculum | 2 |
| EDU 603 | Introduction to Anti-Bias and Anti-Racist Education | 3 |
| GOV 370 | Human Rights | 3 |
| HIS 333 | History of Disability in the U.S. | 3 |
| PER 386 | Teaching Physical Education and Wellness in Elementary Schools | 3 |
| PER 440 | Adapted Physical Education and Recreation | 3 |
| SWK 318 | Human Diversity | 3 |
Field Experience Requirements up to 125 Clock Hours
Students will complete field experiences in conjunction with the courses below. These field experience hours do not count in the summary of requirements for the specialization. Students will be required to pay a fee for suitability background checks prior to their initial field experiences in the program. The courses with field experiences include:
| EDU 320 | Early Childhood Environments | 3 |
| EDU 609 | Home, School and Community Collaboration for Diverse Learners | 3 |
| EDU 624 | Integrative Methods for Early Childhood Education:Preprimary | 3 |
| EDU 626 | Integrative Methods for Early Childhood Education: K-3 | 3 |
| EDU 651 | Literacy Teaching and Learning for Teachers Pre- K-12 | 3 |
EDU 320: 20 clock hours
EDU 609: 25 clock hours
EDU 624: 20 clock hours
EDU 626: 30 clock hours
EDU 651: 30 clock hours
Program Outcomes
Program Outcomes Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles
Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.
Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.
Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.
Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.
Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 6: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 7: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.
Standard 8: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.
Standard 9: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways
Standard 10: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.
Standard 11: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
Standard 12: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.
Standard 13: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.
Wellness: Recognize how my choices can transform my health, well-being, and ability to thrive; seek support and utilize resources for personal growth; and work collaboratively to promote wellness on campus and within myself.
Bilingualism: Use American Sign Language (ASL) and written English to communicate effectively with diverse audiences for a variety of purposes.
Career Readiness: Develop career decision-making skills and competencies by engaging in theoretical and experiential learning.
Critical Thinking: Think critically and innovatively, and express myself creatively, making connections within and across disciplines.
Digital Awareness: Employ data and technology in effective, competent, fair, accountable, transparent, and responsible (ethical) ways.
Ethics: Formulate reasoned decisions about ethical issues that lead to wise action.
Science Literacy: Evaluate evidence derived from a systematic analysis of quantitative and qualitative data to address issues that pertain to the experiences of individuals in societies.
Global Citizenship: Articulate knowledge of intersectional identities within a global society and demonstrate intercultural knowledge, cultural competence, and skills in a constructive civic discourse on the local, national, and global levels.