Bachelor Degree in Early Childhood Education (BS) at Brigham Young University |
Brigham Young University
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Brigham Young University is a Private not-for-profit, 4-year or above Research Universities (high research activity) with 34,174 students in Provo, UT.
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This school offers the following degree levels:
Bachelor degree, Certificates/Postbaccalaureate Certificate, Masters degree, Doctor's degree, First-Professional degree |
| Also, students of this school are eligible for federal aid such as Pell Grants and Direct Loans from the US Department of Education. |
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Brigham Young University. |
Brigham Young University
Bachelor degree
Early Childhood Education (BS)
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Program Purpose
The Early Childhood Education Licensure Program is designed to prepare competent and caring teachers who serve preschool through third grade students and their families by preparing young people for active participation in our social and political democracy. This program prepares entry-level teachers who (1) understand and apply the moral dimensions of teaching ( stewardship for schools, access to knowledge, nurturing pedagogy, enculturation for democracy), (2) demonstrate academic excellence, (3) act with social competence, and (4) engage in meaningful collaboration.
The underlying core value for this program is the belief that education is fundamentally a moral endeavor. "What makes teaching a moral endeavor is that it is, quite centrally, human action undertaken in regard to other human beings. Thus, matters of what is fair, right, just, and virtuous are always present. Whenever a teacher asks a student to share something with another student, decides between combatants in a schoolyard dispute, sets procedures for who will go first, second, third, and so on, or discusses the welfare of a student with another teacher, moral considerations are present. The teacher's conduct, at all times and in all ways, is a moral matter. For that reason alone, teaching is a profoundly moral activity."
Career Opportunities
This program is designed to prepare undergraduate students (teacher candidates) for licensure in Kindergarten through 3rd Grade from the Utah State Office of Education. Many states have reciprocal agreements with Utah, where few or no additional courses, tests, or other requirements are necessary for the license to be recognized. In addition, the program is designed to ptepare teacher candidates for teaching positions in public and private preschool programs (i.e. Headstart)
Expected Learning Outcomes
Upon completion of the Early Childhood Education Program, teacher candidates meet the needs of early childhood students through competencies related to the National Association for the Education of Young Children (NAEYC) and the Interstate New Teacher Assessment and Support Consortium (INTASC). The five primary learning outcomes of this program include:
1. Promoting Child Development and Learning
Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
2. Building Family and Community Relationships
Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
3. Observing, Documenting, and Assessing to Support Young Children and Families
Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.
4. Teaching and Learning
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.
5. Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
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Brigham Young University.
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