Birth-Kindergarten, Bachelor of Science

REQUIRED MAJOR HOURS	43
REQUIRED MINOR HOURS	30
TOTAL PROGRAM HOURS	73
PRESCRIBED COURSES ATTAINABLE IN GEN ED: NONE

The Bachelor of Science in Birth-Kindergarten will prepare candidates to teach in, administer, and direct early learning environments for ages birth-five. This degree will contain one licensure pathway and one non-licensure pathway. Both pathways will have an emphasis on child development and professional education based on the North Carolina State Board-approved standards for Birth-Kindergarten Teacher Candidates, the National Association for the Education of Young Children (NAEYC), the NC Foundations for early learning and development, and NC Professional Teaching Standards, as well as 21st century knowledge, skills, and dispositions that prepare educators for the Birth-Kindergarten field. The Birth-Kindergarten program integrates a core set of pedagogy courses, clinical experiences, and practical applications of child development and early learning. Candidates must meet the requirements listed in the Catalog for entrance into Teacher Education and for entrance into the Professional Semester.

Program goals and student learning outcomes are subject to change based upon data collected and analyzed by School of Education faculty.

The College of Education admission process is different than the Gardner-Webb admission. Candidates are not fully admitted into the School of Education until they have met all requirements of the interview.

Candidates will not be permitted to complete more than 50% of the major or Professional Education minor until they are formally admitted into the Teacher Education Program. Candidates must be admitted into the Teacher Education Program at least one year prior to the student teaching experience.

Elementary Education at Gardner-Webb University is state-approved by the North Carolina State Board of Education.

Program Goals

1. Candidates will demonstrate the knowledge, skills, and dispositions needed to effectively serve infants, toddlers, and preschoolers in diverse settings.
2. Candidates will apply developmentally, individually, and culturally appropriate practices for children with or without disabilities.
3. Candidates will apply evaluation and assessment processes to measure the development of cognitive, motor, social-emotional, and communication domains.
4. Candidates will develop the skills necessary to become competent members of the early childhood profession by serving as team members and leaders by continually reflecting on their practice.
5. Candidates will apply their knowledge of early childhood development to create an integrated curriculum and responsive environment for all children by connecting with ALL children, with and without disabilities, including those at-risk and their families.
6. Candidates will apply their knowledge of early childhood development to conduct appropriate, ongoing, formal, and informal assessments used to guide their instructional design.
7. Candidates will apply specific teaching/learning strategies appropriate for children to design, implement, evaluate, and adapt learning experiences.

Student Learning Outcomes

1. Candidates will apply leadership skills to assume leadership roles in an educational setting.
2. Candidates will describe and apply the various stages and substages of growth and development in young children, the unique patterns with which children progress through these stages, and the factors that distinguish the wide range of typical from atypical development.
3. Candidates will explain and create the design and implementation of developmentally appropriate learning environments for young children.
4. Candidates will explain and demonstrate the most effective ways to support families in facilitating their young children’s development.
5. Candidates will analyze data, including screening and assessment procedures focused on individual development, and program evaluation.
6. Candidates will synthesize data from screening and assessment procedures to inform instruction.
7. Candidates will apply current instructional principles, research, and appropriate assessment practices to the use of age-appropriate technology and applications.
8. Candidates will differentiate instruction in an effective and appropriate manner.
9. Candidates will implement developmentally appropriate management processes in an educational setting.
10. Candidates will use research and data to adapt instruction.
11. Candidates will be able to demonstrate professional dispositions in varied settings with regard to all members of an organization.

Program Requirements

Required Major Hours (43 hours)

BKED 280	Guiding and Supporting Young Learners	4
BKED 260	Assessment and Observation	3
BKED 290	Child Development	3
BKED 270	The Exceptional Child	4
BKED 300	Special Topics: Technology in the BK Environment	3
BKED 360	Child, Family, and Community: Building Supportive Relationships	3
BKED 370	Infants and Toddlers	3
BKED 380	Early Childhood Curriculum	3
BKED 390	Kindergarten Curriculum	3
BKED 410	Language and Literacy for the Young Child	4
BKED 420	Math, Science, Social Studies, and the Arts for Young Children	4
BKED 430	Internship: BK Practices, Procedures, and Policies	3
MAED 204	Mathematics for Elementary Teachers	3

Candidates must complete at least 50% of the major at Gardner-Webb University.

Required Minor Hours (30 hours)

Professional Education Minor

EDUC 250	Teaching in the 21st Century Schools	4
EDUC 350	Diverse Populations in 21st Century Schools	4
EDUC 435	Facilitating Learning in 21st Century Schools	4
BKED 440	Professional Administrative Seminar	12
	OR
EDUC 450	Student Teaching	12
PSYC 301	Child Psychology	3
PSYC 303	Educational Psychology	3

EDUC 435 must be taken the semester prior to student teaching or the Professional Education Seminar. EDUC 450 OR BKED 440 must be taken the final semester and no other courses may be taken concurrently.

Total Credit Hours: 73

Additional Requirements for Transfer Majors

None.