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Bachelor of Science in Early Childhood Education: Curriculum

Curriculum Details

120 total credits required

Greenville University’s online Bachelor of Science in Early Childhood Education features a curriculum that prepares you to become a licensed teacher from birth through grade 2 in Illinois. This flexible program consists of 20 core courses, which are eight or 16 weeks in duration. Because students in this program also complete courses in elementary education, you have the opportunity to add an Illinois teaching license to your studies, graduating with two valuable teaching credentials in the same amount of time.

In addition to courses needed for the early childhood education major, you will need to complete general education and elective courses for a total of 120 credits. You will also complete approximately 300+ field hours plus student teaching as part of your program.

This program is based on a 2+2 model, in which students begin their courses at the associate level and transfer the credits they earn to Greenville University. This model allows community college students to save on tuition costs by completing some courses needed for the elementary education major at lower tuition rates. Most students finish their bachelor’s degree in 2–4.5 years depending on previously earned AA or AS transfer credits and dual licensure.

Students must come from one of Greenville’s five Illinois community college partner institutions for admission to this program. Partner schools include:

  • Kaskaskia College
  • Lake Land Community College
  • Lewis and Clark Community College
  • Lincoln Land Community Colleg
  • Southwestern Illinois College

Greenville University’s B.S. in Early Childhood Education program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Illinois State Board of Education (ISBE).

Core Courses

Students will study early childhood development. The development of children in preschools, kindergarten, and the primary grades will be explored. This course includes the history, philosophy, and theory of early childhood education. Students will complete 15 hours of field experience in an Early Childhood classroom.

This course develops the instructional methods and assessment for an Early Childhood Classroom. Students will design and assess instruction for all areas of a self-contained classroom based on developmental stages, community, and curriculum goals. Students will learn to identify central concepts and methods of inquiry; use a variety of instructional strategies to encourage development within the context of creating a positive learning environment. Students will complete 15 hours of field experience in an Early Childhood classroom.

This course explores the importance of play as a guiding principal for the development of the whole child. Students will explore strategies for teaching language arts, science, mathematics, social studies, art, music and movement in early childhood classrooms within an integrated, thematic curriculum. Emphasis on appropriate play for children ages birth to 8, including individual, pair, small group and large group play as a means of intellectual development. Students will complete 20 hours of field experience in an Early Childhood classroom.

Students will be introduced to strategies in developing positive and supportive relationships with families, community agencies, and schools in a diverse society. This course explores strategies for building understanding, trust, and effective communication with all children and their families including those who have special needs, have cultural and linguistic differences, come from non-traditional family configurations, and who face poverty, health problems, and/or family dysfunction.

This course introduces students to language and literacy development for young children, birth through age 8. Students will explore theories of language development and the identification of readiness factors in emergent reading and writing. Attention is given to development, evaluation and special pre-reading and beginning reading needs of individual children as well as the use of assessment to plan for individual and group instruction.

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