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Early Childhood Education, B.A.Ed.

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About the Bachelor of Arts in Early Childhood Education

The experiences and interactions that children have during early childhood have a lasting impact on their future well-being and success. Early Childhood Educators are essential to providing enriching and nurturing environments that support young children’s creativity, curiosity, love for learning and overall development.

  • Students who pursue the B.A.Ed. in Early Childhood Education learn to become effective early childhood educators who use innovative strategies to lay the foundation for young students' future literacy, problem-solving abilities, social skills, and confidence.
  • Our program is approved for a Birth-K license. Students will be eligible for the Special Education Endorsement once passing the Foundations of Reading Test.  

Graduates of the B.A.Ed. in Early Childhood Education program become professionals in a variety of roles. They go on to teach in public, private, or corporate school settings, childcare centers, early interventionists, or they may become Childcare Center Directors.

As local, state, and national advocates, graduates promote the education and well-being of young children across the country.

Undergraduate Advising Office Degree Plan Student Handbook

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    Program Information

    Degree

    B.A.Ed. in Early Childhood Education

    Emphases

    N/A

    Required Credit Hours

    124 Hours

    Program Type

    Major

    Program Location

    Oxford

    School

    School of Education

    Duration

    4 Years

    Explore Everything the B.A.Ed. in Early Childhood Education has to Offer

    The B.A.Ed. in Early Childhood Education isn’t just a bachelor’s degree. Students will get hands-on, classroom experience and can choose unique endorsements to enhance their knowledge beyond their initial certification.

    Applicants to the program must meet these requirements: 

    • 2.5 grade point average (entry admission for transfer students and change of major) 
    • 2.75 grade point average (admission for Phase II: Teacher Education Program) and appropriate scores on either the ACT, SAT or Praxis CORE* (link to Phase II information is posted above under Program Description) 

    *Praxis Core Exemption: Students are exempt from taking the Praxis CORE exam for admission to Phase II if they:

    • Provide proof of an ACT score of at least a 21 composite (or SAT equivalent; View the SAT Equivalency Scoring sheet for more information) OR 
    • Have a cumulative GPA of 3.0 or higher on a minimum of 60 hours of completed coursework 

    Candidates in the teacher education program begin field placements in their sophomore and/or junior year.

    • These placements are tied to courses and have a minimum number of hours required which candidates fulfill by the end of the semester as stated in the course syllabus.
    • Candidates are paired with Clinical Instructors.

    Course instructors provide guidelines to the candidates as to how the field placement should be completed. University Ssupervisors are not assigned to these placements.
    METP 1010, 1020, 2010, 2020 – 10 hours for each course.

    Courses with Field Experiences

    EDCI 3520 – Education, Society, and the K-12 Learner

    (Early Childhood, Elementary, Health and Physical Education, Secondary, and Special Education)

    • Field-based Assignments for EDCI 3520: TeachLive Virtual Field Experience

    EDCI 353 - Planning and Teaching Strategies for Effective Classroom Practice. (Early Childhood, Elementary, Health and Physical Education, Secondary, and Special Education)

    • Field-based Assignments for EDCI 3530:
      • 25 hours in assigned classroom
      • 1 Scheduled TeachLive scession
      • Prepare a written unit plan
      • Assist the supervising teacher
      • Teach one or more lessons

    EDEC 321 - Child Development Classroom observation(10 hours)paper

    • The students will need to:
      • Observe children in an early childhood education center
      • Record what they observed about the children in each observation (day and time), and
      • Interpret the information they collected in light of what is covered so far in the class. This part of their paper should include a discussion of some aspect of children's development (e.g., social, physical, moral, etc.) is addressed in the readings. Relate their observations to at least one of the theories/concepts/terms that is discussed in class.
      • Reflect on what they learned as they type a brief reflection paper. How is this useful to their understanding of child’s development? How might this information influence their professional practices?
     

    EDEC 304 Action Lab - Infant and Toddler Settings: Students enrolled in this course will be expected to complete twelve 2-hour fieldwork visits (24 clock hours) to a single infant or toddler classroom.

    EDEC 312 ActionLab - ECE Child Guidance/ ClassroomManagement: Students enrolled in this course will be expected to complete twelve 2- hour fieldwork visits (24 clock hours) to and early childhood development center or preschool.

    EDEC 402 Action Lab Placement in ECE Preschool: Students enrolled in this course will be expected to complete twelve 2-hour fieldwork visits (24 clock hours) to an early childhood development center or preschool.

    Please note that EDEC 3040, EDEC 3120, are EDEC 4020 are action lab classes that consist of twelve 2-hour fieldwork visits (24 clock hours) total for the courses taken for that semester.

    EDRD 3550 - Early Literacy Instruction (Early Childhood, Elementary & Special Education)

    • Field-based Assignments for EDRD 3550:
      • 16 hours in the classroom
      • Focused literacy observation as designated and planned by the course instructor

    EDRD 4000 - Reading Instruction (Elementary and Special Education)

    • Field-based Assignments for EDRD 4000:
      • 5 hours in the classroom
      • Comprehension strategy lesson plan implementation

    EDSP 3170 - Action Lab Seminar (Special Education Junior year second semester)

    • Field-based Assignments for EDSP 3350:
      • 10 hours in classroom
      • Observation
      • Journal Reflections
    • Field-based Assignments for EDSP 4030:
      • 20 hours in the classroom
      • Observation
      • Behavior Change Project

    EDSP 3270 - Classroom and Behavior Management (Early Childhood, Elementary, Health and Physical Education, Secondary, and Special Education)

    • Field-based Assignments for EDSP 3270:
      • 10 hours designed by course instructor (Note:15 hours for Honors/METP)

    EDSP 3290 - Nature/Needs of Student with Severe Disabilities (Special Education)

    • Field-based Assignments for EDSP 3290:
      • 10 hours in classroom
      • Observation
      • Journal Reflections
    EDSP 4070 – Special Education Law & Procedures (Early Childhood, Elementary, and Special Education)
    • Field-based Assignments for EDSP 4070:
      • 5 hours in classroom
      • Observation
      • Teacher Interview

    EDSP 4100 - Effective Instruction for Teaching in Inclusive Settings (Early Childhood, Elementary and Special Education) – this moves to EDSP 4520 for SPED Majors

    • Field-based Assignments for EDSP 4100:
      • 10 hours in classroom (elementary majors)
      • Observation
      • Unit Planning and Implementation

    All teacher education candidates in the elementary, health and physical education, secondary, and special education programs are placed in one location during the senior year.

    • The yearlong internship consists of senior practicum and student teaching.
    • Candidates are paired with the same Clinical Instructor for the entire senior year.

    All senior yearlong placements are overseen by a Uuniversity Ssupervisor and are based on the Interstate Teacher Assessment and Support Consortium Standards (InTASC) and Special Professional Association (SPA) Standards.

    Senior Practicum - Early Childhood

    During the first semester of an early childhood education teacher candidate’s senior year, the candidates will participate in EDEC 3040 Action Lab - Infant and Toddler Settings, which includes twelve 2-hour fieldwork visits (24 clock hours) to a single infant or toddler classroom.

    • Candidates will also attend university classes as scheduled each week (EDSP 4100, EDEC 3280, EDEC 4000, EDEC 4010, and PPLD 3630).

    Student teaching in the State of Mississippi, as required by law, must be a full-time assignment for a minimum of twelve weeks. In the teacher education program described below, teacher education candidates are assigned to public schools for one full semester, which exceeds the minimum time required by law. Teacher education candidates will be working with a selected Clinical Instructor five days-a-week and will receive 9 hours credit for the student teaching experience.

    Except for music education majors, placement for student teaching is in the same classroom as for senior practicum. Candidates majoring in elementary education are placed in grades K-6, and candidates majoring in secondary education are placed in grades 7-12. Candidates majoring in special education and music education are placed in grades K- 12. All junior and senior placements are coordinated through the SAFE office to ensure that candidates have diverse experiences throughout their teacher education program.

    Only in extreme circumstances will a student teaching placement other than those listed above be considered. Candidates must submit to the SAFE office a written request, detailing reasons for the request, for placement exceptions six weeks prior to student teaching.

    All candidates must enroll in EDCI 4190 Classroom Assessment simultaneously with student teaching.

    Requirements for Student Teaching

    In order to be admitted to student teaching, a candidate must meet the following requirements:

    • Admission to the Phase II: Professional EducationCore

    • A minimum grade of “C” in professional education courses. If this minimum of “C” is not met, the course(s) must be retaken before enrolling in the next level of professional education courses

    • A minimum grade of “C” in content and related fields (secondary majors) and general education courses (early childhood, elementary, health and physical education, and special education majors).

    • Completion of all core and professional education courses

    • Completion of teaching and field experience courses (content and related field experiences courses). Completion of 15 hours in residency at The University of Mississippi (includes Tupelo, Desoto, Grenada, and Booneville campus centers). Note: Completion of 30 hours in residency is required for graduation

    • Completion of courses taken by correspondence for admission to student teaching (grade must be on file prior to admission)

    • Evidence of professional liability insurance

    • Evidence of a successful background check

    • During the student teaching semester candidates are required to enroll in 9 semester hours of student teaching and 3 hours of classroom management (EDCI 4190). Only one additional (3-4 hour) elective course is allowed, restricting students to a maximum of 15-16 hours during the student teaching semester. This maximum number of hours may not include courses in the general or content related fields.

    What courses will you take to earn a Bachelor of Arts in Early Childhood Education

    Here are some of the courses you'll take to earn your Early Childhood Education degree.

    See the Course Catalog

    UG

    EDEC 3260: Socio-Emotional Competencies

    3 credits

    This course involves the study of the social and emotional skills and development of young children with regards to biological and ecological influences. It includes theory and research related to social and emotional development, including emotional regulation, moral development, gender and identity formation. The course incorporates an ecological approach to significant influences on self-esteem and self- concept including diversity, family, creativity, and individual differences. Also included is an analysis of play theory and research. The course aligns with the Mississippi Early Learning standards, the NAEYC and InTASC standards. Study of typical and atypical development will be included.

    UG

    EDEC 3250: Function & Theory of Play in Early Child

    3 credits

    An exploration of the function of play in early childhood settings as it relates to the cognitive, socio-emotional, and physical development of young children. Designed for undergraduate students in early childhood education, the course combines theory and research knowledge on relevant topics in literature on children's play and implications for practice and research in early childhood education.

    UG

    EDEC 3040: Action Lab Infant and Toddler Settings

    3 credits

    n this course, students will be placed in a community child care facility or Early Head Start in order to apply practices and gain experience and understanding of an infant/toddler early childhood room. Students will be required to make careful observations, work with children and a classroom teacher, participate in care and reflect on their experiences. This course is required in conjunction with the undergraduate course Edec 328: Infant and Toddler Development and Programming. Must be admitted to Phase II of Teacher Education is required.

    Hands-On Experience

    Young boy examines an illuminated art display.
    Two children complete an experiment.

    Receive Practical Experience in a NAEYC-Accredited Lab School

    Our students don't solely rely upon case studies and textbook scenarios; they pursue practical experiences and research at the NAEYC-accredited Willie Price Lab School. WPLS is one of the 10% of child care centers, preschools, and kindergartens to receive this national recognition.

     

    Learn about NAEYC Standards

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    in Mississippi for licensure preparation and first-year pass rates.

    80+

    undergraduate scholarships are awarded each year.

    Kenya Wolff

    Want to learn more?

    We're glad your interested in our program! If you'd like to chat or just need more information, don't hesitate to reach out.

    Kenya Wolff

    Associate Professor of Early Childhood Education

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