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MAT Early Childhood and Elementary Education: Curriculum

Curriculum Details

74 total credits required

Greenville University’s online Dual Licensure MAT in Early Childhood and Elementary Education is built to help you develop the skills you need to excel as a licensed early childhood educator in Illinois or advance your career. This flexible program consists of 74 credit hours and 22 early childhood and elementary school teacher courses, which are eight or 16 weeks in duration.

Along with online coursework, you will complete over 300+ hours of field experience and student teaching at a location convenient to you.

Depending on transfer credits and course load, you can complete the online degree program in three to 4.5 years.

Core Courses

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This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.

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Examines the process of identifying children whose intellectual, physical, or emotional development deviates from normalcy in order to create strategies to accommodate them. (Field experience required.)

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This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Students will research primary sources in the field of education which will be used to inform their opinions and support their statements. (Field experience required.)

Designed to provide prospective teachers with experience in formulating individualized performance objectives, key teaching and therapy skills, and programming for specific problems in organization and administration of students with disabilities. Provides a brief review of the legislative and history of adapted physical education.

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The content of this course focuses on using art, music, and movement to enhance student learning in the elementary classroom core curriculum. The course includes the study of tools, techniques, and technology of art, music, and movement. It provides candidates an understanding of the educational, communicative, and aesthetic values of dance, music, and visual arts and the role fine arts plays in reflecting history and culture. Field experiences required.

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This course will provide a current and comprehensive overview of research and theory related to human learning. The course will empasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. The purpose of the course is to acquaint students with the general concepts of learning theory, to review and understand theories of learning, to provide students the oppoutunity to engage in critical analysis of theories through class discussion and assignments, and to give students opportunities to consider and apply theories of learning when designing and interpreting instructional practice.

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Emphasis is on the identification and remediation of reading problems at the elementary school level. Prevention of reading problems through early intervention is addressed. Informal assessment and teaching strategies are stressed. Field experiences required.

This course is a general methods course to prepare candidates for teaching at the elementary level. It is conducted with a major emphasis on actual clinical experiences focusing on the role of the elementary school teacher within the community, school, and classroom. Methods and techniques of classroom management, lesson planning, student assessment, and reporting are also considered, as candidates work with clinical instructors. As part of this clinical experience, students will complete a practice edTPA. Professional ethics and dispositions are also covered.

After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.

The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidate’s teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidate’s teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidate’s progress in the teaching profession.

Course description to be provided.

For candidates completing the elementary program. Fifteen weeks of student teaching are required.

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