Master of Education (M.Ed.) in Early Childhood Education

Master of Education (M.Ed.) in Early Childhood Education

Learn to teach, challenge, and nurture a diverse range of Pre-K–2 students. The program stresses a humanistic approach to teaching that is both developmentally appropriate and intellectually challenging. It prepares the teacher to work with a diverse range of children by providing the teacher with knowledge about instructional practices, along with perspectives on children, schools, and society.


 

At a Glance

Number of courses


15 courses and practicum, for a total of 37 credits.

Program length


Full-time students typically finish in 1.5–2 years.

Start dates


Fall, spring, and summer.

Curriculum

Our curriculum prepares teachers to work with a diverse range of children by providing them with knowledge about instructional practices, along with perspectives on children, schools, and society.

Requirements


  • Courses: 15
  • Credits: 37
  • Practicum


 

Course Course Title Credit
EDUC7438

Instruction of Students with Special Needs and of Diverse Learners

This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education.

3
EDUC7520

Mathematics and Technology: Teaching, Learning, and Curriculum in the Elementary School

This course presents methods and materials useful in teaching mathematics to early childhood and elementary school children and the different ways in which technology can be used in the elementary school classroom. The course will consider the teaching of mathematics and the use of technology from both theoretical and practical perspectives.

3
EDUC7542

Teaching Reading

Offers teacher candidates skills for teaching reading to school age children. Students will gain understanding of reading through a historical, political, theoretical, and practical lens. They will understand the delivery of instruction by learning a balanced approach to teaching reading. They will gain familiarity of how children learn to read by partaking in observations, assessments, and instruction with a school age child. Students will learn a variety of ways to meet the needs of linguistically and culturally diverse learners. They will recognize reading difficulties and learn ways to differentiate instruction for such readers.

3
EDUC7543

Teaching Language Arts

Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction. Addresses the needs of children from non-English speaking homes. Expects students to spend at least 16 hours distributed across at least eight sessions in a classroom or other setting where they can work with one or more children.

3
EDUC6346

Teaching Bilingual Students in Elementary Schools

Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors.

3
EDUC6316

Developmentally Appropriate Curriculum in Early Childhood 

This course focuses on the development and implementation of curriculum in early education. The Massachusetts Guidelines for Preschool Learning Experiences and the national standards for developmentally appropriate practices will be utilized throughout the semester. This course will highlight each of the curriculum domains (language/literacy, mathematics, science and technology, social studies, health, and the arts) while demonstrating how to build an integrated curriculum in an early childhood classroom. The importance and value of play in the early years will be emphasized, and strategies will be shared to help teacher candidates document student learning.

3
APSY7611

Fundamentals of Early Childhood Education

Focuses on learning (including behavioral, cognitive, and information processing approaches), motivation, and social development, while incorporating the role of play in the learning and development of the young child. Examines individual differences and the effects of special needs on learning and development, as well as program implications.

3
EDUC7435

Social Contexts of Education

Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables.

3
EDUC6100

Partnering with Diverse Families and Communities in Early Childhood

This course is designed to help early childhood educators establish effective partnerships and reciprocal relationships with diverse families and communities. First, students will learn about models of family involvement and important family developmental processes in early childhood such as attachment, maternal responsiveness, and parenting styles. Second, we discuss important social, cultural, and linguistic characteristics which shape the life of families and children and are relevant for understanding diverse families. Third, we present strategies for supporting and working with diverse families through family, school, and community partnerships. At the end of this course, students will have developed an action plan for working with diverse families in early childhood settings including activities for: collecting and providing information, planning for family involvement in the classroom, establishing reciprocal relationships with families, and collaborating with communities.

1
EDUC6101

Art and Music in Early Childhood Education

The main purpose of this course is to encourage early childhood educators to embrace the unique characteristics of young children's artistic and musical expression and appreciation of these experiences. By providing a foundational knowledge of young children's creative thinking and aesthetic development, the course will teach you how to apply effective pedagogical strategies in teaching art and music and how to integrate art and music across the early childhood curriculum. Students will learn how to bridge theory and practice through various readings, recorded lectures, and classroom examples. At the end of this course, you will be able to plan effective process-focused art and music lessons, use various materials and medium for artistic and musical expression, maximize the potential of your classroom resources, and use art and music to promote multiculturalism, diversity, and enhance family involvement.

1
EDUC6102

Science Playing and Learning in Early Childhood Classroom

This course is designed to encourage and prepare early childhood educators for planning and implementing engaging and developmentally appropriate science learning experiences (Pre-K-2nd grade). An overarching focus of the course is instilling in students an appreciation for the wonder of science and the world around them. The course is divided into three science content areas: Earth and Space Sciences, Life Sciences, and Physical Sciences. Students will learn how to connect their teaching with new science, technology, and engineering standards. Through interactive activities and discussions including the review of video, science lessons, and research in science education, we will explore key elements and challenges of science teaching and provide a foundation for supporting science learning in the early childhood classroom.

1

 

Course Course Title Credit
EDUC7431

Graduate Inquiry Seminar I

The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420).

1
EDUC7432

Graduate Inquiry Seminar II

The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education.

2
EDUC7429

Graduate Pre-practicum

This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification.

1
EDUC7420

Graduate Full Practicum / Initial License

A semester-long, full-time, five day a week practicum experience for graduate students in early childhood, elementary and secondary education. The course is designed to meet the Massachusetts Department of Elementary and Secondary Educations requirements for endorsement from Boston College. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). In addition to registering for the course, students must complete the online application (https://bc-us.inplacesoftware.com/student) during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Contact the Office of Field Placement and Partnership Outreach at prac@bc.edu for more information. Department permission required after August/December 15.

6
Course Course Title Credit
EDUC8100

Master's Comprehensive Exam

In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. 

0

Student Teaching

Professional experiences comprise early field experiences, referred to as pre-practicum placements, and an immersive, semester-long full practicum experience.

Pre-practicum

Graduate students complete a pre-practicum experience, which consists of one school day per week for 10 weeks. 

Full Practicum

Full-practicum Experience is five days each week in the classroom for the entire semester. 


Support


You are guided by a qualified school-based mentor and a university-based mentor

Licensure


Designed to meet the Massachusetts Department of Elementary and Secondary Education's (DESE) requirements for endorsement from Boston College, leading to licensure.

Variety of Settings


Experience a range of urban and suburban public, private, parochial, and charter schools in Greater Boston

Accreditation

We are an approved teacher preparation program by the Massachusetts Department of Elementary and Secondary Education. 

Faculty

Financial Aid

Education should level the playing field. We feel the same way about financial aid.

The Lynch School of Education and Human Development provides more than $8.4 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable. 

Careers

Roles

  • Assistant Principal of Academics
  • Fourth Grade Teacher
  • Sixth Grade Teacher
  • High School History Teacher
  • Director of Exhibits
  • Court Procedures Attorney
  • First Grade Teacher
  • Special Education Teacher
  • Mathematics Instructor
  • School Principal & ELL Coordinator

Organizations

  • St. John's Preparatory School
  • Littleton Public Schools
  • Papillion La Vista School District
  • Concord-Carlisle Regional School District
  • Museum of Science
  • Goodwin Procter LLP
  • Boston Public Schools
  • Needham Public Schools
  • Steppingstone Foundation
  • North Attleborough Public Schools

Apply

Apply

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Application & Deadlines

Apply Now

A non-refundable application fee of $75 is required; however, this fee is waived for select applicants.

Deadlines

Fall

  • Regular Decision — 1/6
  • Rolling Admission — Until 7/15
  • Intl. Applicants — Until 7/1

  • Spring
  • Regular Decision — 11/1

  • Summer
  • Regular Decision — 4/1
  • Résumé

    To be uploaded to your online Application Form.

    In addition to your academic history and relevant work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

    Personal Statement

    To be uploaded to your online Application Form.

    In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.

    Letters of Recommendation

    Identification of recommenders/instructions to recommenders are outlined in the online Application Form.

    Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. 

    Transcripts

    Unofficial transcripts will be accepted in lieu of official transcripts for the application review process. In the event that one is admitted into a program and enrolls, our office will need official transcripts prior to course registration. To expedite application processing times, our office encourages you to send unofficial transcripts electronically to our email address at GSOE@BC.EDU. Please note that unofficial transcripts must include all of the following items:

    • Course titles and grades for each course
    • Year and entry term for each of the courses listed
    • Translated into English by certified translation agent (if not already in English)
      • Original and translated transcripts must be provided

    If you are able to secure official transcripts, please note the following:

    • An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
    • Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
    • If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.

    Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office. 

    Mailed transcript(s) should be sent to the following address:

    Lynch Office of Graduate Admissions, Boston College
    Campion Hall 135
    140 Commonwealth Avenue
    Chestnut Hill, MA 02467

    Standardized Tests

    Submitting GRE test scores is optional and not required for 2022 entry term(s). If you wish to send GRE scores, the Lynch School GRE code is 3218.

    Writing Sample

    Not required.

    International Students

    International applicants are encouraged to apply to the Lynch School of Education and Human Development.

    Requirements for International Students

    Contact Us

      gsoe@bc.edu
      617-552-4214