The Early Childhood Education program prepares students to teach in Pre-Kindergarten through grade three. Students who successfully complete this program fulfill the initial requirements for teacher certification in Early Childhood Education.
The purpose of the Early Childhood Education program at North Greenville University is to offer a liberal arts-based curriculum, which leads to a Bachelor of Arts in Early Childhood Education. In keeping with the institution’s Statement of Purpose, these programs seek to enable teacher candidates to integrate academic disciplines, Christian lifestyle, and enriched cultural experiences through coursework that will develop teachers who possess the knowledge, skills and dispositions that foster learning for students.
Core Curriculum
First Year Experience, Choose 1 (1 Credit)
Required
Major Requirements
Foreign Language I and Foreign Language II: Choose six credit hours of the same foreign language from ASLA, FREN, GERM, GREK, HEBR, or SPAN.
| Total Free Elective Requirements |
3 |
| Total Degree Requirements |
123 |
The Conceptual Framework of the College of Education rests on the highest teaching standards of the Bible as expressed through the life of Jesus Christ, the state of South Carolina through the SCTS 4.0 Rubric, and the national standards of InTASC and the Council of Accreditation of Educator Preparation (CAEP). This framework is shown in the tri-fold focus of effective practitioners, caring leaders, and lifelong learners. The COE seeks to produce teachers who embody the highest standards of practice, caring, and leadership as seen in the Greatest Teacher, Jesus Christ.
North Greenville University: College of Education Conceptual Framework.
OUTCOME 1: THE TEACHER IS AN EFFECTIVE PRACTITIONER, GROUNDED IN CONTENT KNOWLEDGE AND SKILLED IN IMPACTING STUDENT LEARNING.
Proficiencies:
- Candidates demonstrate mastery of the critical content and processes in their fields of study within the context of a broad understanding of the liberal arts.
- Candidates utilize the key principles of educational purposes, curriculum, instruction, and assessment by designing, adapting, and selecting a variety of appropriate assessments and using the data to improve student learning and instruction.
- Candidates plan and implement lessons utilizing the knowledge of student diversity, human development, and research in order to help all students learn.
- Candidates use a variety of effective instructional techniques, models, methods, multiple resources, and materials in a logical sequence for teaching and learning. Candidates communicate subject matter effectively and accurately to motivate student learning.
OUTCOME 2: THE TEACHER IS A NURTURING AND CARING LEADER.
Proficiencies:
- Candidates exhibit personal responsibility, ethical behavior, trustworthiness, fairness, and teamwork in the school community to encourage human flourishing.
- Candidates respect, value, and establish high expectations for all students creating an inclusive learning environment in which critical thinking and problem solving are highlighted. All students are valued to support human flourishing.
- Candidates design and maintain an effective, safe and organized learning environment that accommodates the child’s physical, social, emotional, and cognitive needs. Candidates demonstrate cooperation, collaboration, respect, fairness and empathy when working with all students.
OUTCOME 3: THE TEACHER IS A LIFELONG LEARNER WHO BY EXAMPLE AND INSTRUCTION INVITES LIFELONG LEARNING IN STUDENTS.
Proficiencies:
- Candidates engage in professional development activities and utilize resources that contribute to the improvement of self, the profession, and the school including professional memberships. Candidates develop leadership capacities in order to support colleagues, families, and the school and promote human flourishing.
- The candidate analyzes assessment data and uses the information to modify instruction in order to positively impact student learning.
- Candidates model inquiry and reflection on teaching and decisions that impact students and reflect on their choices and biases in order to build strong relationships with learners, families, colleagues, and the community.