Elementary Education (Pre-K-4)
Bachelor of Science
The Pre-K-4 Program is concerned with the education of children from birth to the fourth grade and emphasizes child growth and development at these ages. It coordinates what is known about the child and the environment with sound educational practice. Current research and theory are related to practical application with an emphasis upon field-based experiences.
Early Childhood Education at Kutztown University is a program that offers preparation in early childhood education and in elementary education. A graduate of the program receives certification in Pre-K-4. The Pre-K-4 Program prepares teacher candidates as teachers in infants, toddlers, preschool, kindergarten, and grades one through four in the elementary school.
Required Courses: 120 Credits
Pre-K-4 Early Childhood Course Categories
Child Development, Cognition and Learning (Child Development, typical and atypical, birth through age 9; cognition and learning-applied in the classroom)
Subject Matter Pedagogy Content (Language Development in Early Childhood, Language development, academic success and learning to read, Math foundations for the preschool years, Early literacy foundations for the preschool years (pk-1), Literacy foundations for the primary grades I (2-4), Differentiated reading instruction for the primary grades: focus on interventions, Math foundations for the primary grades, Social Studies methods, Science methods, Motor Development and Health, Social Development and Arts methods)
Assessment (Assessment Methods I: Observation and Informal, Assessment Methods II: Summative, Formative, Diagnostic, Benchmark)
Family and Community Collaboration Partnerships (Family and Community Relationships, Family Collaboration Diversity)
Professionalism (Evidenced-based practices in pre-K through grade 4 care and education, Advocacy, Collaboration and Cooperative Learning, and Issues and Trends)
Student Learning Outcomes
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Teacher Certification Programs (BSEd)
(includes Elementary Education, Secondary Education and Special Education programs)
All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).
- Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
- Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. - Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.