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Lynch School of Education

Early Childhood

master of education (m.ed.)

The Early Childhood program is designed for students who wish to teach in grades pre-K-2.

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.

Prerequisite for the program is a bachelor's degree with an arts and sciences, interdisciplinary major, or the equivalent. No prior teaching license is required for admission to the program.

The Programs of Study includes foundation and professional courses, and practicum experiences. The program reflects close linkages between current research and best practices in teaching and learning.

Courses of study are carefully planned with the faculty advisor to ensure that both degree and licensure requirements are fulfilled.

For more information about eligibility and licensure, visit the Teacher Education/Special Education, Curriculum and Instruction Department page.

Program of Study

In line with accreditation standards and with our program mission, the following are the expected student learning outcomes upon completion of the program.

We have five learning outcomes for graduate students in the Early Childhood Education program. Three are actually standards from the Massachusetts Department of Elementary & Secondary Education’s Candidate Assessment of Performance (CAP). The final two outcomes are derived from additional standards that Boston College includes in our version of the CAP, known as the BC-CAP. They are listed below and apply to all of our teacher licensure programs:

  • The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing the student performance and growth data, using the data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (Standard 1 of the CAP)
  • The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrates cultural proficiency. (Standard 2 of the CAP)
  • The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Standard 4 of the CAP)
  • The teacher candidate will demonstrate an inquiry stance by collecting and reporting data on pupil outcomes for the purpose of assessing, teaching, and modifying instructional practice.
  • The teacher candidate will identify policies and practices that contribute to systemic inequities in education and be aware of how his or her own background experiences are influenced by these systems, and recognizes a professional responsibility to promote and practice principles of social justice teaching.

View information about the graduate admission and financial aid process.