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Early Childhood Education - Unified

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This is an archived copy of the 2024-2025 catalog. To access the most recent version of the catalog, please visit http://catalog.iastate.edu.

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Administered by the Department of Human Development and Family Studies and the School of Education. Leading to the degree Bachelor of Science.

The curriculum in early childhood education – unified (ECE) prepares graduates to teach young children and work with their families. This curriculum has been approved by the Iowa Department of Education and meets requirements for candidates to seek a teaching endorsement in PK-3, Inclusive Settings, which permits individuals to teach general and special education for children from birth through third grade. Graduates may be employed by either public or private agencies or schools to teach in early childhood classrooms (preschool through third grade) or in home-based programs.

Students who enroll in the early childhood education – unified program must apply to and be accepted into the teacher education program prior to enrolling in advanced courses. 

Additional information is also available from the student’s academic advisor.

Students in early childhood education – unified must meet the performance outcome standards for teacher licensure. Standards are assessed in coursework through artifacts such as assignments, projects, or practicum participation. These standards assessments are based on the early childhood content standards for endorsements 1001 and 262 in the State of Iowa. These include competencies in (1) promoting child development, learning and individual learning differences, (2) building family and community relationships, (3) observing, documenting, and assessing to support young children and families, (4) using developmentally and individually effective approaches to connect with children and families, (5) using content knowledge to build a meaningful curriculum, (6) professional responsibilities, and (7) early childhood field experiences. Pre-student teaching field experiences in at least three settings, and student teaching experiences in at least two different settings is required.

Student Learning Outcomes

Graduates of the Early Childhood Education program will meet the following learning objectives, as defined by the InTASC standards for teacher preparation.

Standard 1: Learner Development

The student understands 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.

Standard 2: Learning Differences

The student uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments

The student works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Standard 4: Content Knowledge

The student understands 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.

Standard 5: Application of Content

The student understands 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.

Standard 6: Assessment

The student understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction

The student plans 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.

Standard 8: Instructional Strategies

The student understands and uses 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.

Standard 8A: Technology

The student integrates current and emerging technology in instruction to encourage student creativity, problem solving, collaboration, and digital literacy. Teachers practice and advocate safe, legal, and responsible use of information and technology.

Standard 9: Professional Learning and Ethical Practice

The student engages in ongoing professional learning and uses 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.

Standard 10: Leadership and Collaboration

The student seeks 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.