Bachelor of Arts Program in Early Childhood Education

(Revised fall 2006)

Clark Atlanta University

School of Education

Department of Curriculum

 

Preparing Critical Thinking Change Agents for Social Justice in Urban School Communities

 

 

Teacher as Healer: Transforming the Urban Landscape

—one child, one family, one community at a time.

 

“Not one of us is free until we all are free.”

 

Conceptual Framework

According to Akbar (1998):

The word educate is derived from the Latin verb: educere that means ‘to bring forth or to bring up.’ Education in its inception was understood as a process of harnessing the inner potential that was yet unexpressed and bringing it ‘out’ or ‘up’ into consciousness. Education was both a sacred right and responsibility because without it, no one born into the world could become fully human. (p.1). 

The role of the educator, then, is to facilitate the humanization process (Friere, 1970; Greene, 2005, 1978; Palmer, 1998). Educator preparation programs at Clark Atlanta University (CAU) embrace this classical meaning of education. We envision education as a healing art—a path of reconnection with the essence of self. We seek to draw out preservice teachers’ passions, purpose, and personal power in ways that enable them to transform their own lives before becoming instruments of transformation in the lives of children, families, and communities (Hilliard, 1997; Delpit, 1995; Ladson-Billings, 1994; Tatto, 1997; Cochran-Smith, 2003, 1999). Reflection and meditation are used to help students develop personal awareness and consciousness of their own unique gifts, learning styles, and purposes while deepening their ability to express care, joy, delight, curiosity, insight, and openness (Noddings & Shore, 2005; Noddings, 2004, 2002, 1999; Eisler, 2004; Spears & Lawrence, 2004; Kline, 1997).  

One child—We believe that each child is a unique gift and that, in these troubled times, educators must approach teaching as a healing art with a goal of deconstructing the false self created by negative and inappropriate societal and media messages. To be effective in their classrooms, teachers must not only have the content knowledge and pedagogical skill to reach every student, they must also have a critical consciousness and the personal human development to connect with the essence or spirit of the child.

The best teachers don’t teach—they be and do. ~ Haki Mahabuti

One family—We believe that parents are the child’s first teachers and that it is the responsibility of classroom teachers to forge meaningful collaborative relationships with “first teachers.”

The ruin of a nation begins in the homes of its people. ~ African proverb

One community—We believe that relationships between teachers, students, families and communities must be carefully nurtured if we are to maximize our human potential.

It takes a village to raise a child. ~ African proverb

Bachelor of Arts in Early Childhood Education

Program Summary

 

The Bachelor of Arts in Early Childhood Education is offered through the Department of Curriculum. The program prepares candidates to guide and nurture the education of young children (grades Prekindergarten-5), their families, and their communities. The goal of this program is to cultivate in prospective teachers the knowledge, skills, and insights necessary to be critical, nurturing educators and healers in their classrooms. Throughout the program, candidates engage in the field. Practica are arranged sequentially and thematically. Each is designed to expose the candidate to the developmental and learning needs of the youth and children (grades prekindergarten-5) in a variety of settings in which children are served (such as public and private schools, centers, and community agencies).

 

Abbreviated admission requirements to the postbaccalaureate program:

1.     Obtain a minimum 2.5 grade point average (GPA) in the general education core from an accredited college/university;

2.     Satisfy the Praxis I requirement*;

3.     Receive satisfactory clearance on a criminal background check;

4.     Submit a resume, statement of intent (1-2 pages detailing interest in program and goals), and 2 letters of recommendation (one from former/current instructor and one from employer or supervisor); and

5.     Submit an official college transcript from each college/university attended (official transcripts must be mailed directly from each institution to the Office of Admissions at Clark Atlanta University).

 

*Students who received the following minimum combined test scores are exempt from taking the Praxis I test:

SAT: 1,000 (The combined score is obtained by adding the verbal and the math scores.)

ACT: 43 (The combined score is obtained by adding the English and math scores.)

GRE: 1,030 (The combined score is obtained by adding the verbal and quantitative scores.)

For more information on the Praxis test series, please visit www.ets.org/praxis.

New GACE educator testing program will replace the Praxis test series in Georgia beginning September 1, 2006 (visit www.gapsc.com for more information).

 

Induction: Upon acceptance to the early childhood education teacher preparation program, students are required to participate in a series of pre-induction activities. After completing these activities, students are welcomed into the teaching profession by community elders during the Induction Ceremony. The foci of induction are transforming the teacher’s self and acknowledging the interrelatedness of all knowledge. The induction seminar and activities for education majors who have passed Praxis I and who meet all other requirements for entry into the teacher certification program will include a wilderness retreat specifically designed to initiate the journey of self-discovery and self-healing necessary to approach education as a healing art. Through the power of personal transformation, our students are enabled to facilitate the transformation of others. During induction activities faculty facilitate dialogue about the interconnectedness of all knowledge.

Note: Students are required to meet all admission criteria (including the Praxis I requirement) and receive a letter of acceptance from the dean of the School of Education prior to taking any course work in the early childhood education program.

 

Bachelor of Arts in Early Childhood Education

Program of Study

 

Concentration One

CHILD DEVELOPMENT AND LEARNING

Cultivating Culturally Responsive Teaching and Learning

 

Every truth has four corners: a teacher gives one corner.

It is for the student to find the other three. – Chinese wisdom

 

 

COURSE	#	TITLE	HRS
CECE	200	Introduction to Early Childhood Education	3
CEDF	211	Foundations of Education: The Urban Reality	3
CECE	300	Literacy in Early Childhood I	6
CECE	302	Child Development: The Urban Learner (prerequisite CCPS 301, Educational Psychology)	3
CECE	213	Practicum I: Observing and Exploring	2
		Total	17

 

Practicum I: Observing and Exploring

The pre-professional field experience for Concentration One consists of 100 hours (5 hours, twice a week for 10 weeks) of guided observation of child development and learning in community education sites that focus on pre-kindergarten-kindergarten development including, but not limited to, Sheltering Arms, Head Start Programs, Even Start Family Literacy Programs, Center for Puppetry Arts, Imagine It, The Children’s Museum of Atlanta, the Alliance Theater, Families First, and selected youth programs at local public libraries. Professionalism competencies are embedded in CECE 200 and CEDF 211.

 

Concentration Two

CURRICULUM DEVELOPMENT AND IMPLEMENTATION

Touching the Spirit: Building Culturally Responsive Learning Environments

 

A mind is a fire to be kindled, not just a vessel to be filled. – Native American wisdom

 

COURSE	#	TITLE	HRS
CEDC	360	Educational Measurement (prerequisite CEDC 262, Educational Technology)	3
CECE	206	Foundations of Mathematics for Teachers I	3
CHPE	404	Methods of Teaching Early Childhood Health and Physical Education	3
CECE	415	Methods of Teaching Reading and Writing	3
CEDS	425	Introduction to Exceptional Education	3
CECE	313	Practicum II: Planning and Implementing	2
		Total	17

 

Practicum II: Planning and Implementing

The pre-professional field experience for Concentration Two consists of 100 hours (5 hours, twice per week for 10 weeks) of guided participation in curriculum development and implementation at selected schools (with a special emphasis on grades 1-3). Classroom management competencies are embedded in the following courses in Concentration Two: CHPE 404, CEDS 425, CECE 426, and CECE 452. CEDC 360 focuses on assessment and evaluation competencies.

 

Concentration Three

FAMILY AND COMMUNITY RELATIONSHPS

Touching the Spirit: Sustaining a Broad Community of Learners and Doers

 

We cannot seek achievement for ourselves and forget about progress and prosperity for our community....Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and for our own. – Mexican American wisdom

 

COURSE	#	TITLE	HRS
CEDC	408	Multicultural and Global Education	3
CECE	404	Early Childhood Curriculum and Methods	3
CECE	426	Integrated Teaching of Elementary Math and Science	3
CECE	452	Integrated Teaching of Social Studies and Language Arts	3
CECE	498	Developing Family and Community Relationships	3
CECE	316	Practicum III: Instructing, Connecting, and Assessing	2
		Total	17

 

Practicum III: Instruction, Connecting and Assessing

The pre-professional field experience consists of 100 hours (5 hours, twice a week for 10 weeks) of guided participation in family and community supporting institutions that augment public and private education for grades Prekindergarten-5 (with a special focus on services for grades 4-5). Field placement sites may include, but are not limited to, Zoo Atlanta, Fernbank Science Center, Fernbank Museum of Natural History, Atlanta History Center, The Apex Museum, the Auburn Avenue Research Library, Even Start Family Literacy Programs, and the Michael C. Carlos Museum.

 

Concentration Four

PROFESSIONALISM AND ENGAGEMENT IN THE FIELD

The Art and Science of Teaching

 

The end of all education should be service to others. – African-American wisdom

 

COURSE	#	TITLE	HRS
CECE	444	Preservice Teaching – Early Childhood Education*	14
		Total	14

 

*Candidates must pass Praxis II before enrolling in CECE 444, Preservice Teaching – Early Childhood Education.

New GACE educator testing program will replace the Praxis test series in Georgia beginning September 1, 2006 (visit www.gapsc.com for more information).

 

Candidates are required to have 8 weeks (full-time/at least 150 hours) of their student teaching placement in a prekindergarten-kindergarten setting and an additional 8 weeks (full-time/at least 150 hours) of their placement in grades 1-5.

 

Bachelor of Arts in Early Childhood Education Program

124 or 125 semester hours

 

ADVISEMENT SHEET

 

FRESHMAN YEAR SCHEDULE (30 or 31 credit hours)

First Semester ~ Freshman Year (16 Hours)
COURSE		#	COURSE TITLE	GRADE	SEM	YEAR		INITIALS
CGED		100	First-Year Seminar I (1 hour)
CSTA		101	Fundamentals of Speech (3 hours)
CBIO		101	Biological Science OR other course that satisfies the core requirement in biology (3 hours)
CMAT		103	Algebra I OR CMAT 105 Pre-Cal I (3 hours)
CENG		105	English Composition I (3 hours)
CEDC		199	Preprofessional Seminar (substitute an elective if exempt from Praxis I/GACE I; 3 hours)
Second Semester ~ Freshman Year (14 or 15) Hours
COURSE	#		COURSE TITLE	GRADE	SEM		YEAR		INITIALS
CGED	101		First-Year Seminar II (1 hour)
CPHY	102		Physical Science (3 hours) OR CPHY 104/CPHY 104L Intro to Earth System Science and Lab (4 hours)
CENG	106		English Composition II (3 hours)
CMAT	105		Pre-Cal I OR CMAT 106 Pre-Cal II (3 hours)
CART	150		Art Appreciation or any course that satisfies the Core Humanities requirement (3 hours)
CPED	___		Physical Education (1 hour)

 

SOPHOMORE YEAR SCHEDULE (30 credit hours)

First Semester ~ Sophomore Year (15 Hours)
COURSE	#	COURSE TITLE	GRADE	SEM	YEAR	INITIALS
CENG	201	World Literature I OR CENG 202 World Literature II (3 hours)
CHIS	201	U.S., Africa, and the World (preferred; 3 hours)
CFL_	201	Foreign Language (3 hours)
CECE	262	Educational Technology (3 hours)
		Elective (3 hours)
Second Semester ~ Sophomore Year (15 Hours)
COURSE	#	COURSE TITLE	GRADE	SEM	YEAR	INITIALS
CHIS	202	U.S., Africa, and the World II (preferred; 3 hours)
CFL_	202	Foreign Language II (3 hours)
CPHI	105	Critical Thinking (preferred) OR any course that satisfies the Core Religion/Philosophy (3 hours)
CSCJ	105	Culture and Society OR any course that satisfies the Core Social Science requirement (3 hours)
CCPS	301	Educational Psychology OR CPSY 301 Educational Psychology (3 hours)

 

JUNIOR YEAR SCHEDULE (34 hours)

First Semester ~ Junior Year (17 Hours)
COURSE	#	COURSE TITLE	GRADE	SEM	YEAR	INITIALS
CECE	200	Introduction to Early Childhood Education (3 hours)
CEDF	211	Foundations of Education: The Urban Reality (3 hours)
CECE	300	Literacy in Early Childhood I (6 hours)
CECE	302	Child Development: The Urban Learner (3 hours) prerequisite CCPS 301 Educational Psychology
CECE	213	Practicum I: Observing and Exploring (2 hours)
Second Semester ~ Junior Year (17 Hours)
COURSE	#	COURSE TITLE	GRADE	SEM	YEAR	INITIALS
CEDC	360	Educational Measurement (3 hours) prerequisite CEDC 262, Educational Technology
CECE	206	Foundations of Mathematics for Teachers I (3 hours)
CHPE	404	Methods of Teaching Early Childhood Health and Physical Education (3 hours)
CECE	415	Methods of Teaching Reading and Writing (3 hours)
CEDS	425	Introduction to Exceptional Education (3 hours)
CECE	313	Practicum II: Planning and Implementing (2 hours)

 

SENIOR YEAR SCHEDULE (30 hours)

First Semester ~ Senior Year (17 Hours)
COURSE	#	COURSE TITLE	GRADE	SEM	YEAR	INITIALS
CEDC	408	Multicultural and Global Education (3 hours)
CECE	404	Early Childhood Curriculum and Methods (3 hours)
CECE	426	Integrated Teaching of Elementary Math and Science (3 hours)
CECE	452	Integrated Teaching of Social Studies and Language Arts (3 hours)
CECE	498	Developing Family and Community Relationships (3 hours)
CECE	316	Practicum III: Instructing, Connecting, and Assessing (2 hours)
Second Semester ~ Senior Year (13 Hours)
COURSE	#	COURSE TITLE	GRADE	SEM	YEAR	INITIALS
CECE	444	Preservice Teaching – Early Childhood Education (13 hours; concurrent course work not permitted and all other course work must be completed first)

Initial Advisement:

      

      

_______________________________________        _______________________________________

Candidate’s Signature                         Date                     Advisor’s Signature                            Date

 

Graduation Clearance:

 

             

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Candidate’s Signature                         Date                     Advisor’s Signature                            Date