Childhood and Early Childhood Education

Our CEC program is for individuals looking to obtain initial New York State teaching certification. This program is NOT for individuals who are already certified to teach.

To apply, click here!

If you are already certified to teach, check out our advanced programs here.

Overview

Binghamton University’s initial preparation (pre-service) program in Childhood and Early Childhood Education (CEC) leads to a Master of Science in Education (MSEd) and eligibility for multiple New York State teaching certifications, while allowing students to work with children from birth through grade six in a number of different roles.

*Please note that at this time, the Childhood and Early Childhood Education MSEd program is offered in-person only.

Three Pathways

Childhood, Early Childhood and Literacy Education (CEC-LTRC)

Eligibility for NYS certification in Early Childhood (B-2), Childhood (1-6) and Literacy Education (B-6)

Childhood, Early Childhood and Special Education (CEC-SPED)

Eligibility for NYS certification in Early Childhood (B-2), Childhood (1-6), Special Education (B-2) and Special Education (1-6)

Childhood, Early Childhood and TESOL (CEC-TESOL)

Eligibility for NYS certification in Early Childhood (B-2), Childhood (1-6), and TESOL (PK-12)

Program Requirements

All pathways of the two-year, full-time program include a minimum of 54 credits of intensive coursework during the fall, spring, winter and summer sessions, with integrated field experiences and internship placements among a small cohort of graduate students.

Eligibility for application to this program includes a bachelor’s degree in the liberal arts with a GPA of 3.0 or higher with a distribution of arts and sciences coursework.

Students in the CEC-TESOL program must have at least 12 credits or the equivalent of study of a language other than English.

Culminating Paper/Project Requirement

Students completing the CEC-LTRC program complete a position paper that includes a survey of the literature and an action research component during their literacy education internship placement.
Students completing the CEC-SPED program complete an action research project (Capstone Intervention Project) during their special education internship placement.
Students completing the CEC-TESOL program complete their capstone project during their TESOL internship placement.

Connect with a Member of our Admissions Team

General Inquiries: If you are interested in learning more about one of our programs, please contact tlel@binghamton.edu.
Application Process or Transcript Review: To learn more about the application process or a transcript review, please contact our Admissions and Certification Advisor, Tami Mann.
Start your Application Today: To start your application click here.

Plan of Study

The plan of study for MSEd CEC pathways provides students and advisors with a form to guide students through the requirements.

Required Courses

ELED 502 - Child Growth & Development

In this course we will work together to learn more about the role that theories of child development play in the education of children. Through readings, discussions, classroom observations, and projects, we will examine the relationship between child development, education, and socio-cultural contexts. Using Bronfenbrenner’s bioecological theory as a framework, we will explore an approach to development that situates children in their natural contexts. Teacher candidates will engage in extensive fieldwork activities in order to consolidate the links between developmental theory, educational practice, and the lived experiences of children. Offered: fall. 3 credits. Levels: Graduate, Undergraduate
ELED 503 - Curriculm/Teaching Elem Grades

This course uses the metaphor of windows and mirrors to allow teacher candidates to foster student-centered learning environments that both affirm children’s identities (mirrors) and provide them opportunities to view and relate to the experiences of others (windows). Using culturally responsive and progressive theory and pedagogy, teacher candidates will develop rich lessons based on student interests and community assets that will allow children to explore real world situations, extend their knowledge of and beyond their own experiences, and take action to create positive social change. A main purpose of this course is to sow the seeds of active citizenship by helping young learners begin to understand that their actions within and beyond their immediate classroom context contribute to the kind of world we live in and can either foster or prevent democratic, peaceful and inclusive societies. Using a variety of methods such as art integration, hands-on experiences and play-based learning, teacher candidates will develop lessons to engage all students and allow for deep learning about both the promise and inequities in our world. The focus of this course is three-fold: 1) to develop curriculum about important, real-world issues 2) to make learning relevant, meaningful and engaging and 3) to respect and foster the power and purpose of young learners. Offered: spring. 3 credits. Levels: Graduate, Undergraduate
ELED 507 - Elem Sci Methods

This course is designed to help prospective elementary school teachers develop a foundation level understanding of “3-Dimensional” science & engineering practices, crosscutting concepts (or common themes) & disciplinary core ideas, as well as the science pedagogical content knowledge to creatively use research-informed, best practice Curriculum resources, Instructional strategies and Assessment techniques. The “lessons learned” will enable you to safely & effectively explore the wonders of science with children ages 5-12 (grades K-6) as aligned with the NYSED Elementary (K-4) & Intermediate (5-8) Science Core Curriculum and, the Next Generation Science Standards (with explicit links to the CCSS-ELA + Mathematics). Emphasis will be placed on constructivist teaching cycles (5E: Engage, Explore, Explain, Elaborate & Evaluate) built around safe, hands-on/minds-on science activities the use inexpensive, household type materials (e.g., toys, grocery store materials & “garbage”) and children’s literature/tradebooks to lead to an understanding of how key science concepts work in our everyday lives. As such, students will be expected to develop as creative, reflective practitioners by alternating between the roles of student and teacher by doing, thinking, and writing/talking about science and science education. Offered: spring. 3 credits. Levels: Graduate, Undergraduate
ELED 510 - Elem Soc St Methods

The focus of ELED 510 is teaching and learning social studies in the elementary school. We explore a variety of topics and issues related to social studies content, instruction, and assessment. Much of our conversation and work highlights questions relevant to the social studies field at large—e.g., what is/are the goal(s) of social studies? what is a viable relationship among teaching, learning, and assessment? how do we construct classrooms that reflect democratic ideals? These questions are important and play a role in every teacher’s practice. But given the nature of ELED 510, our focus always returns to the classroom and to the practical issues of teaching and learning social studies. Offered: winter. 3 credits. Levels: Graduate, Undergraduate
ELED 540 - Elem Schl Math:Content/Methods

The focus of this course is on early childhood and elementary school mathematics content and instructional pedagogy. We will explore how to establish appropriate mathematical goals, how to select and implement educative tasks, and to examine the characteristics of instruction that promotes learning. We will use our discussion of elementary students? meanings and strategies as a context for exploring teaching strategies that help teachers (1) understand what students are thinking and (2) design instruction that supports procedural fluency, conceptual understanding, and mathematical reasoning. In addition, part of this course is about doing mathematics, generating mathematical conversations with each other, and reflecting on your own mathematical knowledge.Weekly fieldwork is a required component of this course. Offered: spring. 3 credits. Levels: Graduate, Undergraduate
ELED 590 - Internship in Childhood Educ

ELED 590 and 591 are companion courses. ELED 590 is the Internship for Childhood Education. The purpose of ELED 590 is that you put into practice in a classroom setting the skills and dispositions you have been learning about throughout your prior fieldwork experiences and coursework. The Internship for Childhood Education is a full-time, full-semester student teaching experience, which provides you the exciting opportunity to put what you have been learning into practice. You are expected to arrive at school half an hour before the students so that you can touch base with your team and ready yourself for the day. Once the students arrive, you will be busy so make the most of this morning time. Although you are expected to plan and teach from the beginning, as the semester goes on, you will assume more and more responsibilities in the classroom. This will culminate in your solo week, where you will take the lead on planning, teaching, and classroom management. Your solo week will take place sometime after Thanksgiving, at the beginning of December. During your solo week, your teacher and aides will be present in the classroom and continue their work supporting students but you will take on the lead role. Open to matriculated students only. Graded S/U only. Offered: fall. 3 credits. Levels: Graduate, Undergraduate
ELED 591 - Childhood Internship Seminar

ELED 591 is the Childhood Internship Seminar. The purpose of ELED 591 is to improve and support your teaching practice by addressing shared issues that frequently arise when new teachers make the move from coursework to instruction. ELED 591 will help you develop the necessary techniques and dispositions required to establish effective and positive learning environments so you work successfully with elementary school children, their families, and school personnel.The Childhood Internship Seminar is designed to support your success in your Internship for Childhood Education by helping you develop necessary techniques and dispositions required to establish effective and positive learning environments and work successfully with elementary school children, their families, and school personnel. There are five themes for the Internship Seminar: 1) Professionalism and professional development; 2) Teaching effectively. This includes planning, instructing and assessing student learning. It also includes analysis of your own teaching practice; 3) The edTPA including planning, instruction, assessment and analysis of teaching using student data as evidence. This is closely linked to the second theme, but is more specific in its requirements; 4) Classroom management; 5) arts integration. The Childhood Internship Seminar is a 3-credit course, which means that students are expected to do at least 9.5 hours of course-related work or activity each week during the Fall semester. This includes time spent completing assigned readings, preparing written assignments, and other course-related tasks. It does not include your student teaching hours or planning for your teaching. That said, many of the assignments overlap with your preparation for teaching and the teaching itself. (Your time spent planning for teaching primarily is linked to the Internship for Childhood Education rather than the seminar.) Offered: fall. 3 credits. Levels: Graduate, Undergraduate
ERED 501 - Dev. Programs for Young Child
ERED 590 - Intern in Early Childhood

The early childhood internship and seminar are an integral part of the Childhood & Early Childhood Education program. The purpose of the early childhood internship is to help students develop the knowledge, skills, and dispositions necessary for working effectively with young children. During this clinically rich experience, students will also be enrolled in an internship seminar. The purpose of the seminar is to engage students in a range of class activities designed to support and extend their early childhood content knowledge, skills and professional dispositions.Offered:summer. 3 credits. Levels: Graduate, Undergraduate
LTRC 506 - Early Lang & Emerg Ltrc

Examines language development and delays from infancy through early childhood, including relationships between receptive and expressive language and between language development and early literacy (from awareness of and interest in print to reading and writing). Students will examine instructional strategies to strengthen children's early language and literacy learning. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate
LTRC 516 - Inst Methods Tchg RNDG & WRTNG

This course provides an overview of instructional methods for teaching reading and writing and the integration of language and literacy. Emphasis will be placed on planning for literacy instruction, reading and writing connections, evidence-based instructional methods, standards, assessments, and diversity. Fieldwork for this course is a minimum of 5 hours. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate
SPED 501 - Intro to Special Ed

Introduction to Special Education (SPED 411/501) will focus primarily on the foundations of special education. The course will provide participants with core understandings related to the following issues: the historical background of the field of special education including major legislation and litigation, the nature and characteristics of various disabilities, services and programs to help meet the educational, social/emotional, and/or transition goals for students with disabilities, the role efficacy plays in the education of students with disabilities, the components necessary for effective collaboration and consultation with parents, school personnel and other professionals, and multicultural/diversity issues and perspectives. Offered: fall and spring. 3 credits. Levels: Graduate, Undergraduate
SPED 529 - Inst Strat for Diverse Learn

Although federal and state regulations provide supportive policy frameworks for inclusion, many teachers struggle to actualize these commitments. This course is designed to assist initial teacher candidates to select and use instructional approaches that are effective for diverse learners, such as response-to-intervention, academic choice, and differentiated instruction. This course is open only to students matriculated in Childhood & Early Childhood programs.Prerequisite: SPED 501 or equivalent. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate

In addition to the required courses taken by students across CEC programs, the following courses are required for each particular track. Please see the plans of study for further information.

For the Special Education track only:

SPED 509 - Teaching Stud. w/Dev. Disab.

Theories and strategies of teaching students with substantial cognitive, physical, and/or sensory disabilities that require interventions beyond academic remediation. Strategies for teaching sensorimotor, communication, and other basic skills; incorporating instruction into general education curriculum routines; using high, low, and mid-tech equipment and materials. Fieldwork required with student with multiple disabilities. Prerequisite: completion of 3 semesters of curriculum in Childhood, Early Childhood, and Special Education or permission of instructor. Offered: winter. 3 credits. Levels: Graduate, Undergraduate

SPED 521 - Pro Approach Behavior Manage

This course provides students with strategies for understanding, observing, monitoring, and influencing both group and individual behavior. Emphasis is placed on principles that underlie learned behavior, with a specific focus on applying principles to promote and develop positive group social interactions and individual behavior. Although the course will highlight classroom and school behavior, comprehensive program development, which includes engaging family and community resources in a variety of social and cultural contexts, will also be discussed. Fieldwork required weekly or according to a schedule established by the instructor. Offered: fall. 3 credits. Levels: Graduate, Undergraduate

SPED 522 - Collab with Families & Staff

This course is designed to candidates from a variety of professional backgrounds to develop the knowledge, skills, and dispositions necessary for partnerships with families and other professionals within school and community settings to advocate for and in support of students with disabilities. These “partnership principles” include communication, professional competence, respect, trust, commitment, equality, and advocacy. Participants will identify how key mandates within federal laws for individuals with disabilities (incl. IDEA 2004 and ADA) support the role of collaboration with professionals and families. Although the course will focus more specifically on developing collaboration and teams to support children with disabilities and their families, and/or those from diverse social, cultural, and linguistic traditions, the concepts presented are applicable to strengthening partnerships with all families and building collaboration among all professionals. Prerequisites: SPED 500, 411/501, or consent of instructor. Levels: Graduate, Undergraduate Offered: spring. 3 credits. Levels: Graduate, Undergraduate

SPED 523 - Assess in Special Ed

This course provides participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings. Prepares educators who engage in reflective decision-making and research-validated professional practice based on collection and evaluation of informal, formal, curriculum-based, and standardized assessment data. Open only to matriculated students in special education. Fieldwork required weekly or according to a schedule established by the instructor. Prerequisite: SPED 500, 501, or equivalent. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

SPED 590 - Internship & Sem in Child SPED

Candidates completing the Internship & Seminar in Special Education demonstrate the knowledge, skills, and dispositions necessary for working effectively in a variety of settings serving students with disabilities through a full-time internship in a school setting. The seminar includes discussions, readings, and activities related to the internship experience and receive feedback and support as they complete the Capstone Intervention Projects (CIP), a requirement for graduation. Prerequisites: matriculation in the special education program and completion of at least 24 hours of coursework in Special Education; waiving the 24 credit requirement will be considered only by written petition to the program.Graded S/U only. Levels: Graduate. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

For the Literacy Education track only:

LTRC 513 - Lang Acq & Lit Instr for ELL

This course focuses on the principles of second language acquisition and its application for elementary, middle, and high school teachers to effectively teach English language learners (ELLs) in K-12 classrooms. Instructional strategies that are adapted to promote the language and literacy development of ELLs will be highlighted. Fieldwork for this course is a minimum of 5 hours. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate

LTRC 517 - Texts, Tools, and Culture

This course focuses on how educators can implement diverse texts as tools to promote students’ literacy and identity development as culturally and globally oriented learners in a new era. Grounded in multimodality, semiotics, and new literacy theories, it discusses multiple texts including popular media, multicultural literature, and technology. The course embraces the broader concept of text that goes beyond the canonical and printed text. Fieldwork is required. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate

LTRC 518 - Literacy Assessment & Teaching

This course develops competence in administering, analyzing, and critiquing both formal and informal literacy assessments, and using this information to provide appropriate instruction to struggling learners. It is offered for classroom teachers, reading teachers, and special education teachers. During the first hour teachers tutor children in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing skills through targeted assessment. Each teacher prepares a case report on a child/children and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly or according to a schedule established by the instructor. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate

LTRC 519 - Disciplinary Literacy

This course is designed to assist content area teachers in developing a full picture of adolescent literacy and understanding the literacy demands of content area courses. Teachers will learn about theoretical models of adolescent development and the role of literacy in learning in the 21st century. Teachers will study classroom practices that help diverse students connect new information to prior knowledge, use knowledge of vocabulary and text structure to support comprehension, use writing to deepen understanding of and communication about their content, and use multiple forms of literacy to enhance learning. Teachers will design and prepare materials to use in their own subject area. Fieldwork is required as per the syllabus. Offered: semester varies. 3 credits. Levels: Graduate, Undergraduate

LTRC 592 - Internship EC & Elem Literacy

Supervised field experience in both early childhood and elementary settings which includes opportunities for practice, demonstration, self-evaluation and validation of competencies gained in the literacy program to provide: (1) opportunity for planning, feedback and evaluation for the collaborative and congruent role with teachers, with input from both peers and faculty, and (2) opportunity to develop skills and strategies for the leadership and consulting role with parents, teachers and other school and community personnel. Offered: semester offered varies (as needed). 3 credits. Levels: Graduate, Undergraduate

For the TESOL track only:

EDUC 529 - Grammar for English Teachers

Rethinking of English grammar from a structural and transformational-generative perspective. Explores how words, phrases, clauses, and sentences are formed as well as the rhetorical implications of grammatical choices and the study of figures in style. Employs a common-sense, lively approach to grammar designed to solidify students' experiences with grammar and renew confidence in writing and speaking and focuses specifically on teaching English Language Learners of all ages from elementary through university students. Lecture/lab format. Weekly homework, course project, final exam; no papers. Especially useful for students in TESOL, English education, Creative Writing, or a writing-intensive discipline. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

EDUC 583 - Second Lang. Acq.

This introductory course examines theories and research in first and second language acquisition in order to develop an understanding of the way in which second and/or foreign languages are acquired. This course explores linguistic, cognitive, psychological, affective, sociolinguistic, and sociocultural foundations of second language (L2) development across various culture and how cultural perspectives influence language. The student will read about a variety of issues in Second Language Acquisition (SLA) research. Offered: fall and summer. 3 credits. Online version will be offered in summer for the CRITI and non-TESOL students only. Levels: Graduate, Undergraduate

EDUC 584 - Methods & Assessment for ELLs

This course offers opportunities to develop both content and experiential knowledge in the teaching of English as a Second/Foreign Language. A number of ESL teaching methods will be discussed in light of the linguistics and learning theories that they derive from. The course is designed to develop an understanding of the principles and methods of language teaching and understand different assessment techniques used to measure students’ learning. Further, use of assessment results to improve classroom instructions and major concerns related to assessing English Language Learners will be discussed. A minimum twenty-five (25) hours of fieldwork is required. Offered: fall. 3 credits. Levels: Graduate, Undergraduate

EDUC 588 - Content Bsed ESL Curric Instru

This class focuses on application of principles of second language acquisition to promote language, literacy and academic development in content area classrooms. This course will cover the functions and features of academic English language and examine types and features of academic language used in subject areas. During the course, various teaching strategies and techniques will be explored to support both native English speakers and ELLs in their development of content knowledge, thinking skills, communication skills, and literacy skills. Instructional strategies to promote students’ listening, speaking, reading and writing will be highlighted. A minimum twenty-five (25) hours of fieldwork is required. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

EDUC 591 - Internship in TESOL

Students in the TESOL Program complete this internship as a final course to meet their exit requirement. This course is designed to help TESOL students refine their skills as teaching professionals. Throughout the course, students will integrate theory, research, and conceptual foundations into planning and executing lessons. Course activities and assignments will prepare TESOL students to be professional language teacher. During the specified time based on the students’ individual track, a mentor teacher at the host institute will fill out evaluation forms for internship students’ lesson plans and overall observations, and provide narrative feedback on teaching demonstrations. University faculty will also observe and provide evaluation on internship students’ teaching performance. Offered: fall, spring and summer. 3 credits. Levels: Graduate, Undergraduate

Students enrolled in teacher preparation programs must earn at least a B- in all courses to progress to subsequent semesters.