Domains
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The Learner and Learning - Candidates use their understanding of young children’s characteristics and needs; readiness for learning while taking into account the multiple influences on early development and learning; and develop shared values, expectations, appreciation for cultural diversity, and reciprocal relationships with learners, colleagues, and families to promote healthy, respectful, supportive, and challenging learning environments for young children. (CEC 1, 2, 6, 7; NAEYC 1, 2; InTASC 1, 2, 3)
- Explore theories and philosophies of early learning and development to make developmentally appropriate decisions to respond to each child through assessment, curriculum, intervention, and instruction. [MC2]
- Use data to identify readiness for learning while taking into account the multiple influences on early development and learning.
- Use data to identify readiness for learning while taking into account the multiple influences on early development and learning. [MC2]
- Utilize multiple perspectives relevant to learners’ personal, family, and community experiences and cultural diversity to promote student outcomes. [MC5]
- Support and engage families and communities through respectful, reciprocal relationships.
- Intervene safely and appropriately with individuals with and without exceptionalities in crisis. [MC2]
- Identify language barriers and language-based disabilities, including dyslexia, to guide intervention and remediation to support young learners. [MC2]
- Intervene safely and appropriately with individuals with exceptionalities in crisis.
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Content Knowledge - Candidates apply in-depth content knowledge, appropriate curriculum, content standards, early learning standards, and learning resources to promote developmentally meaningful, engaging, and challenging learning opportunities for all children. (CEC 3, 5; NAEYC 5; InTASC 2, 4, 5)
- Apply in-depth content knowledge and learning resources, including technology, in the academic disciplines to create meaningful and engaging pedagogical practices for students to learn, practice, and master content. [MC2]
- Apply appropriate curriculum, content standards, and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities for each child.
- Develop meaningful, developmentally appropriate learning progressions adapted to meet the needs of individuals with and without exceptionalities based on central concepts, methods, and tools of inquiry of the content within appropriate environments. [MC2]
- Modify general and specialized curricula to make them accessible to individuals with exceptionalities.
- Use strategies to enhance language development and communication skills of individuals with exceptionalities.
- Use strategies to enhance language development and communication skills of individuals with and without exceptionalities, including the use of augmentative and alternative communication systems. [MC1, MC2]
- Develop and implement specific evidence-based instructional strategies and supports for social emotional learning in the classroom for students with and without exceptionalities. [MC2]
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Instructional Practice - Candidates use evidence-based practices and strategies related to planning, implementing, and managing standards-based content instruction. They also use a repertoire of evidence-based instructional strategies to advance the learning of all individuals, including those with exceptionalities. They integrate technology as well as choose and adapt classroom resources appropriate for individuals and groups. (AAQEP 1,2; EI/ECSE 3, 5, 6, 7; NAEYC 1, 4, 6; InTASC 1, 2, 3, 5, 6, 7, 8)
- Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
- Plan instruction that uses effective strategies and resources, including the equitable and appropriate use of technology, to meet the needs of individuals and groups of learners for early education.
- Use data to reflect upon and evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [MC2]
- Use responsive interactions, interventions, and instruction across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement. [MC2]
- Collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
- Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
- Use data to select, develop, and adapt learning experiences for individuals with exceptionalities that are reflective of their abilities, interests, and cultural and linguistic factors.
- Use augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
- Use data to develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
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Assessment - Candidates know about and understand the goals, benefits, and uses of assessment, assessment technology, and assistive technology as instructional planning tools, diagnostic screeners, and two-way communication devices to promote development, learning outcomes, and collaborative partnerships for the benefit of young children. (CEC 3, 4, 5; NAEYC 3; InTASC 6)
- Examine formal and informal, formative and summative assessments to make ethically and legally informed choices about instruction to select appropriate goals, curriculum, and teaching strategies to promote positive outcomes for young children. [MC2, MC3]
- Use technology and other appropriate assessment tools and approaches to observe, document, and collect data to inform practice and decision-making.
- Practice responsible assessment to promote positive outcomes for each child, providing students with multiple and varied formative and summative assessments and using assistive technology for children with exceptionalities when appropriate.
- Identify valid and reliable assessment tools that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child. [MC2, MC3, MC5]
- Engage individuals with exceptionalities to work toward quality learning and performance and provide data-based feedback to guide them.
- Collaborate with families and other team members to develop child-centered goals, and plan for interventions to promote positive outcomes for each child. [MC2, MC4]
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Professional Responsibility - Candidates prepared in early childhood education degree programs engage in ongoing professional development; model the expectations of the profession by upholding ethical, professional, and legal standards; inform their practice through relevant, research-based perspectives; and engage in informed advocacy to optimize the learning opportunities for young children, while advancing the early childhood profession. (CEC 6, 7; NAEYC 6; InTASC 9, 10)
- Model legal and ethical use of digital information and technology.
- Model the expectations of the profession by upholding ethical standards, professional standards of practice, and relevant laws and policies.
- Analyze ethical decisions that promote the common good for students, families, and colleagues that are consistent with the Christian worldview. [MC3]
- Interpret implications of applying a Christian worldview as an educator in a school setting.
- Integrate relevant, research-based perspectives on early childhood education/special education to promote professional practice.
- Engage in informed advocacy to optimize the learning opportunities for young children, strengthen the learning environment, and advance the early childhood profession.
- Provide guidance and direction to paraeducators, tutors, and volunteers.
- Collaborate with students, peers, families and community members using digital tools and resources to support student success and innovation.
- Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.
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Collaboration - Candidates collaborate with families, other educators, related service providers, individuals with and without exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with and without exceptionalities across a range of learning experiences. (AAQEP 1, 2; EI/ECSE 1, 2, 3, 6; NAEYC 2, 4, 6; InTASC 1, 3, 7, 9, 10)
- Collaborate with learners and colleagues to build a safe, positive, inclusive learning environment to foster a culture that encourages children’s early development through interventions and instruction. [MC1, MC4, MC5]
- Collaborate with families to develop trusting, respectful, affirming, and culturally responsive partnerships that demonstrate positive and supportive relationships based on family systems theory and their knowledge of family-centered practices. [MC1, MC4, MC5]
- Provide guidance and direction to paraeducators, tutors, and volunteers appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and delivery approach. [MC1, MC3, MC4, MC5]
- Describe teaming models and professional communication skills, including appropriate uses of technology, when collaborating with families; professionals representing multiple disciplines, skills, expertise, and roles; and community partners and agencies. [MC1, MC4]
- Use collaboration to promote the well-being of individuals with and without exceptionalities across a wide range of settings and collaborators. [MC1, MC4, MC5]
- Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies. [MC1, MC4, MC5]
Faculty
Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
Program FacultyDisclosure Categories Related to Professional Licensure
Master of Education in Early Childhood Education and Early Childhood Special Education (Does Not Lead to Licensure)
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, PW, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,
Alabama
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Federated States of Micronesia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Marshall Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Republic of Palau
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in Arizona or any other US state or territory.