2020-2021 Undergraduate Catalog 
    
    Mar 28, 2024  
2020-2021 Undergraduate Catalog [Archived Catalog]


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Early Childhood Education (B.S.) - Cooperative Elementary Education Program with DSU



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Program Coordinator/Contact

Mary Bowne, Professor/ECE Coordinator
Department of Teaching, Learning, and Leadership
Pugsley Hall 139
605-688-5989

Program Information

The Early Childhood Education - Cooperative Elementary Education program with Dakota State University (DSU) is for students who are interested in teaching certification for early childhood elementary and middle school grades in the public school system in South Dakota. The program prepares professionals who work in educational settings with children in order to promote their cognitive, physical, emotional, and social development. Program content includes the theory and practice of working with children and their families and communities. The courses specific to elementary education are offered by DSU faculty on the SDSU campus. Students complete two student teaching experiences. One at a pre-K or Kindergarten setting and another at a selected elementary or middle school. It typically takes five years to complete the cooperative program. 

Student Learning Outcomes

Early Childhood Education follows student learning outcomes as outlined by the National Association for the Education of Young Children (NAEYC).

Standard 1. Promoting child development and learning (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Integrative Learning; Diversity, Inclusion and Equity)
1a: Knowing and understanding young children’s characteristics and needs, from birth through Age 8.
1b: Knowing and understanding the multiple influences on early development and learning.
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.

Standard 2. Building family and community relationships (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Civic Knowledge and Engagement; Integrative Learning; Diversity, Inclusion and Equity)
2a: Knowing about and understanding diverse family and community characteristics.
2b: Supporting and engaging families and communities through respectful, reciprocal relationships.
2c: Involving families and communities in young children’s development and learning.

Standard 3. Observing, documenting, and assessing to support young children and families (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children.
3b: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.
3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3d: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

Standard 4. Using developmentally effective approaches (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Integrative Learning; Diversity, Inclusion and Equity)
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children.
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches.
4d: Reflecting on own practice to promote positive outcomes for each child.

Standard 5. Using content knowledge to build meaningful curriculum (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

Standard 6. Becoming a professional (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Civic Knowledge and Engagement; Ethical Reasoning; Foundational Lifelong Learning Skills; Integrative Learning; Diversity, Inclusion and Equity)
6a: Identifying and involving oneself with the early childhood field.
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines.
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education.
6e: Engaging in informed advocacy for young children and the early childhood profession.

Standard 7. Early childhood field experiences (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Civic Knowledge and Engagement; Ethical Reasoning; Foundational Lifelong Learning Skills; Integrative Learning; Diversity, Inclusion and Equity)
7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8).
7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).

Academic Requirements

  • Entry into the major academic courses in all ECE program tracks include passing scores in Praxis I: Core Reading (140), Writing (150), and Math (132). Students will work their academic advisor for registering for the Praxis exams.
  • A grade of “C” or better is required in SPCM 101 , ENGL 101 , PSYC 101 , and MATH 103  or higher, and all courses for the major (classes with department/program prefix).
  • An overall GPA of 2.5 is required to enroll in any education courses.

Accreditation, Certification, and Licensure

Accreditation

Council for the Accreditation of Educator Preparation (CAEP)
South Dakota Department of Education

Certification and Licensure for South Dakota 

  • Complete an approved bachelor’s Early Childhood Education Cooperative Elementary Education preparation program.
  • Complete an approved Indian Studies course.
  • Pass the state designated content knowledge test.
  • Pass the state designated pedagogy test.
  • Complete a Suicide Awareness and Prevention training, available free online through the South Dakota Department of Education.
  • Apply online with the South Dakota Department of Education.
  • Receive a written recommendation from institution of higher education (SDSU) verifying program completion.

Course Delivery Format

Courses in Early Childhood Education are delivered face to face, online and hybrid (face to face and online combination). All ECE courses have practical applications in field experience settings in childcare and Pre-K-Grade 3.

Requirements for Early Childhood Education Major - Cooperative Elementary Education with DSU: 141 Credits


 Bachelor of Science in Education and Human Sciences

College of Education and Human Sciences Requirements


Cooperative ELED Certification Requirements


  • EDFN 300 - Survey of Middle Level Education (SU) Credits: 1
  • EDFN 440 - Classroom Management (S-II) Credits: 2
  • ELED 303 - Earth and Physical Science for Elementary Teachers/Lab (SU) Credits: 4
  • ELED 320 - K-8 Science Methods (F) Credits: 3
  • ELED 330 - K-8 Math Methods (F) Credits: 3
  • ELED 360 - K-8 Social Studies Methods (F) Credits: 2
  • ELED 395 - Practicum (S-I) Credits: 1
  • ELED 440 - K-8 Language Arts Methods (S-I) Credits: 2
  • ELED 450 - K-8 Reading Methods (S-II) Credits: 3
  • ELED 459 - Introduction to Literacy Assessment and Remediation Credits: 3
  •   (S-II) Credits: 8
  • ELED 495 - Practicum (F) Credits: 1
  • SPED 441 - Inclusive Methods for Diverse Learners (S-I) Credits: 2

Electives


Taken as needed to complete any additional degree requirements.

Total Required Credits: 141


Notes


  • A pre-graduate check is required 2 semesters before graduation semester. At beginning of graduation semester, a graduation application must be completed.
  • A grade of “C” or better is required in PSYC 101 , ENGL 101 , SPCM 101 , MATH 103 , and all major courses with an EDFN, HDFS or ECE prefix.
  • Students must meet all GPA Requirements (2.6 for graduation, 2.8 in major courses including ECE, HDFS, and EDFN) and be accepted into the ECE Teacher Education program/ECE-PSI and ECE-PS II.
  • Students will be required to pass the PRAXIS content and Principles of Teaching and Learning exams in order to be considered a Highly Qualified Teacher and be certified in the state of South Dakota
  • The rotation of the cooperative ELED certification courses is indicated as follows: S-I (Spring I), F (Fall), SU (Summer) and S-II (Spring II).
  • Students are required to complete 106 credits of SDSU coursework. These courses, with SDSU electives, do not constitute a degree program. Instead, students complete an additional 35 credits from the cooperating university (DSU) to fully meet the requirements for the ECE Cooperative Elementary Education Program with DSU.
  • All courses are required for certification. Upon graduation, students would be eligible for dual certification in early childhood education and elementary education (K - Grade 8).

Summary of Program Requirements


Bachelor of Science in Education and Human Sciences

System General Education Requirements 31 Credit Hours
College of Education and Human Sciences Requirements 4 Credit Hours
Major Requirements 28 Credit Hours
Supporting Coursework 42 Credit Hours
Cooperative ELED Certification Requirements 35 Credit Hours
Electives** 1 Credit Hour

**Taken as needed to complete any additional degree requirements.

Academic Advising Guide Sheet


The goal of the academic advising guide sheets and sample plans of study is to promote undergraduate student success by guiding all students to timely completion of an undergraduate degree. Students are not limited to the course sequence provided for their academic program. Instead, the sample plan of study is one possible path to completing your degree and is meant to be used as a guide for planning purposes in consultation with an academic advisor. The plans also help students prepare for meetings with their academic advisor and track their progress in their selected academic program.

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