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This bachelor’s degree program will prepare you to become dual certified in early childhood education and teaching students with disabilities in early childhood. As you learn about educational theory and gain hands-on practice, you’ll develop an appreciation for the differences your future students may bring to the classroom. You’ll also build the skills needed to support each of them, including those with special needs and English-language learners. You will be prepared with the analytical and practical skills to provide young children with special needs with the support they need to realize their full potential.
With experience in two complementary areas of education, you’ll be highly competitive in the job market upon graduation. You will become a skilled teacher, well versed in research, theory, and practice. You will be qualified for employment in the schools of New York City and to receive New York State initial teacher certification. The program’s emphasis on working with students from diverse backgrounds means you’ll be equipped for many teaching situations.
The program information listed here reflects the approved curriculum for the 2023–24 academic year per the Brooklyn College Bulletin. Bulletins from past academic years can be found here.
The dual early childhood education/teaching students with disabilities in early childhood education is a writing-intensive major program.
Completion of the B.A. degree with a dual major in early childhood education/teaching students with disabilities in early childhood, which includes the additional requirements in early childhood special education, qualifies students to apply for New York State initial teacher certification (birth through grade 2).
To obtain New York State initial teacher certification in dual early childhood education/teaching students with disabilities in early childhood, all New York State exams must be passed.
We do not accept students for a second Bachelor of Arts degree in dual certification for early childhood education teacher and teaching students with disabilities in early childhood. Students who hold a bachelor’s degree but not in early childhood should apply for our Option C (45-credit) Graduate Early Childhood Program.
In addition to fulfilling the CUNY Pathways requirements, students must complete a liberal arts and sciences concentration (30 credits) or have a second major. Specific requirements apply for each concentration and major. Students should consult separate listings for the following departments and meet with an adviser in the Early Childhood Education and Art Education Department: American studies; anthropology; art; children and youth studies; classics; English; general science; health and nutrition sciences; history; Judaic studies; mathematics; modern languages and literatures (including Chinese, French, Italian, Russian, Spanish); music; philosophy; political science; psychology; Puerto Rican and Latino studies; sociology; theater; urban sustainability; women’s and gender studies. (Additional concentrations and majors may be offered).
Students must also complete the following courses and their co-requisites and pre-requisites, with a C or higher: Early Childhood and Art Education 3001, Health and Nutrition Sciences 2170 or Puerto Rican Latino Studies 3302; Communication Arts, Sciences, and Disorders 1114; Mathematics 1006 [C- is acceptable for Mathematics 1006]; Mathematics 1401, or a mathematics course higher than Mathematics 1401; Mathematics 1406; and General Science 3050 (17-18 credits).
In addition, students must complete the following pedagogical courses: Early Childhood and Art Education 2003, 2004, 3101, 3102, 3103, 3104, 3105, 3106, 3107, 3108, 3109, 4020 and 4001 (43 credits).
Students wishing to obtain dual certification for early childhood education teacher and teaching students with disabilities in early childhood must complete Early Childhood and Art Education 3108, 3109, 4020, and their prerequisites as well as 75 hours of field experiences in settings for students with disabilities in early childhood education and 300 hours of student teaching in inclusive early childhood settings.
The department vhair may allow substitutions for one or more of these requirements consistent with the educational goals of the program.
Each Early Childhood and Art Education course must be completed with a grade of C or higher and a grade point average of 2.80 or higher in liberal arts and sciences courses must be maintained.
To be accepted into the dual certification program for early childhood education and teaching students with disabilities in early childhood, a student must have met the following requirements:
To continue as a matriculated undergraduate EC student and register for ECAE courses, a student must have met the following requirements:
To be accepted into student-teaching in the dual early childhood/teaching students with disabilities in early childhood (ECAE 4001), a student must have completed:
Note: A student who received a grade lower than a B in student-teaching must apply to the ECAE chair for permission to reregister for student-teaching. Students will be allowed to repeat an ECAE course (including student teaching) only once. Throughout student-teaching, students complete the Dual Early Childhood program-specific performance assessment, which involves submitting video clips of teaching, lesson plans, and commentaries on planning, instruction, and assessment. Students not seeking certification must schedule a meeting with the undergraduate early childhood adviser or undergraduate EC coordinator to set up an alternative transition point plan during their initial semester.
The student learning outcomes for the Early Childhood Education and Dual Early Childhood/EC Special Education programs are based on the National Association for the Education of Young Children (NAEYC) and Council for Exceptional Children (CEC) standards for Early Childhood Professional Preparation Programs.
Upon completion of their program of study in EC, candidates will understand and be able to:
EC candidates will have a deep understanding of child development (typical and atypical). They will use their knowledge of development, young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.
EC candidates will know about, understand, and value the importance and complex characteristics of children’s families and communities. They will use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
EC candidates will know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
EC candidates will understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Also, EC candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning, including children with special needs.
EC candidates will understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They will know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. EC candidates will also use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child, including children with special needs.
EC candidates will identify and conduct themselves as members of the early childhood profession. They will know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
EC candidates will accept the legitimacy of children’s home language, respect (hold in high regard) and value (esteem, appreciate) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units.
Through planned and sequenced field experiences, EC candidates will develop the knowledge, skills, and professional dispositions necessary to promote the development and learning of young children with and without special needs, across the entire developmental period of early childhood (birth to second grade) in multiple early childhood age groups and in the variety of settings that offer early care and education.
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The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in American studies must complete at least 30 credits in the program in American studies with a grade of C or higher in each course. Students must meet with a program adviser to declare their intention to complete this sequence.
American Studies 1001 or 1010.
Two of the following courses: American Studies 3206, 3102, 3212, 3108.
Two of the following courses: American Studies 3306, 3702, 3704, 3706, 3404, 3302, 3304, 3406.
One of the following courses: American Studies 3902, 4002.
Two of the following: History 3323, 3420, 3440, 3441, 3442, 3418, 3455, 3410, 3480, 3485, 4200.
Two of the following: English 3157, 3166, 60.1, 3151, 3152, 3153, 3163.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in anthropology must complete at least 30 credits in the Anthropology Department with a grade of C or higher in each course. Students must meet with a department adviser to declare their intention to complete this sequence.
Three courses chosen from: Anthropology 1100 (Culture and Society), 1200 (Human Origins), 1300 (People and Language), or 1400 (Digging the Past).
One field or laboratory course chosen from: Anthropology 3015 (Anthropology Abroad), 3470 (Summer Archaeological Field School (Intensive Program)), 3475 (Archaeological Field School: Site Supervision), 3480 (Intersession Archaeological Field School), 4110 (Summer Ethnographic Field School), 3016 (Fieldwork in Anthropology), 3240 (Osteology), 3440 (Zooarchaeology), 3156 (India Global Health: Ethnography), or 3301 (Language and Culture).
An additional 18 credits chosen from anthropology courses numbered 2000 and above.
The requirements for the teacher education programs in early childhood are described in the Early Childhood and Art Education section of the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in art must complete 30 credits in the Art Department with a grade of C or higher in each course. Students must meet with a department adviser to declare their intention to complete this sequence.
Art 1050 or [Core Studies 2.1] or Core Curriculum 1120 or Art 1010.
Art 2210 and 2211.
Nine additional credits in art history courses numbered between Art 3000 and 3199.
Fifteen additional credits in studio art courses chosen from the following: Art 2310, 2410, 2510, 2610, 2710, and 2811.
a) All of the following courses: Children and Youth Studies 2100, 4200, 4900W.
The program director, with the approval of the program’s advisory committee, may allow substitutions for one or more of following requirements consistent with the educational goals of the program.
b) Five of the following courses: Children and Youth Studies [2120], 2200, 3110, 3126, 3610, 3410, 3310, 3320, 3620, 3630, 3510, 3430, 3130, 3700, 4100, 5100, 5200.
c) Two of the following courses: Africana Studies 3335; Childhood, Bilingual, and Special Education 2002 or Secondary Education 2002; English 3189 or Communication Arts, Sciences, and Disorders 1717 or 2231; Health and Nutrition Sciences 3170; History 3320 or 3457 (crosslisted as Children and Youth Studies 3120); Psychology 2210 or 3220 or 3240; Puerto Rican and Latino Studies 2005; Sociology 2400 or 2401; School Psychology, Counseling and Leadership 3500.
All courses must be completed with a grade of C or higher.
A minimum of nine credits must be completed at Brooklyn College.
Students interested in majoring in children and youth studies must consult a program adviser as early as possible. Students should plan to complete all major requirements before taking the capstone course, Children and Youth Studies 4900W.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs may elect one of the following concentrations in modern languages and literatures.
A minimum of 30 credits is required for a concentration in Chinese, French, Italian, Russian, or Spanish. All courses offered by the department apply toward the concentration. Students may take all 30 credits in one language or create a combined concentration by taking courses in a maximum of two other languages.
Up to two courses in related topics from other departments (such as Art, History, Puerto Rican and Latino Studies, or Africana Studies) may be applied to the concentration. A list of pre-approved courses is available in the department office. Other courses require department approval.
A minimum of 18 credits must be taken in the primary language.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in classics must complete at least 30 credits in the Classics Department with a grade of C or higher in each course. Students must meet with a department adviser to declare their intention to complete this sequence.
At least two of the following courses: Latin 2101, 2102; Greek 2001, 2002 or one of the following courses: Latin 2119; Greek 2019.
At least two of the following courses: Classics 1011, 1213, 3200, 3230, 3210, 3211, 3231, 3212, 3232, 3220, 3222, 3233, 3240, 3221, 3223, 3224, 3234, 3235; Latin 3111, 3112; Greek 3011, 3012.
At least two of the following courses: Classics 4010, 4011, 4012, 4020, 4021, 4030, 4031, 4032, 4040, 4900; Latin 4133, 4151, 4160, 4170, 4180, 4131, 4132, 4141, 4134, 4142; Greek 4031, 4032, 4041, 4042, 4043, 4060, 4070, 4080, 4044.
The requirements for the teacher education programs indicated above are described in the Childhood, Bilingual, and Special Education and the Early Childhood and Art Education sections in this Bulletin. Students who major in either of these programs and elect a concentration in computer and information science must complete 30 credits in the Department of Computer and Information Science with a grade of C or higher in each course. Students should meet with an adviser in the School of Education regarding the appropriate sequence of teacher education courses.
All of the following: Computer and Information Science 1115, 1080 or Education 3003 (formerly Education 68.1), CISC 1050, CISC 2820W.
One of the following options:
Additional courses in the Department of Computer and Information Science to bring the total number of credits in the department to at least 30.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin.
Students who major in either of these programs and who elect a concentration in English must complete at least 31 to 35 credits in the English Department with a grade of C or higher in each course. Students must meet with a department adviser to declare their intention to complete this sequence.
English 1012.
One course from each of the following four groups:
Four advanced English or comparative literature electives (12–16 credits)
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in health and nutrition sciences must complete at least 30 credits in the Department of Health and Nutrition Sciences with a grade of C or higher in each course. Students must meet with a department adviser to declare their intention to complete this sequence.
Health and Nutrition Sciences 1100.
Health and Nutrition Sciences 1200, or 2210; 2170; 2150.
Five courses from the following: Health and Nutrition Sciences 1180, 2109W, 2111, 2130, 2131, 2140, 2171, 2180, 2181, 2182, 3110, 3161, 3170, 3230, 3314, 3180, 3181, 3186, 3187, 3188.
One of the following courses: Health and Nutrition Sciences 2183, 3150, 3151, 3184, 4150, 4151, 4152, 4180, 4182.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in history must complete 30 credits in the History Department with a grade of C or higher in each course. Students must meet with a History Department adviser to declare their intention to complete this concentration. They should also meet with an adviser in the School of Education regarding the appropriate sequence of teacher education courses.
History 3320 or 3336 and either History 3480 or 3485.
One course in African, Asian, Caribbean, Latin American, and Middle Eastern history chosen from the following: History 3030, 3100, 3317,3325, 3345, 3350, 3335, 3373, 3510, 3512, 3515, 3517, 3530, 3532, 3534, 3535, 3536, 3538, 3543, 3545, 3548, 3550, 3554, 3557, 3560, 3561, 3590.
One course in European history chosen from the following: History 3015, 3021, 3023, 3024, 3031, 3033, 3040, 3044, 3050, 3070, 3080, 3101, 3102, 3103, 3104, 3206, 3208, 3209, 3210, 3212, 3220, 3230, 3231, 3241, 3242, 3243, 3252, 3254, 3255, 3290, 3371, 3554.
Two courses in transnational and comparative history chosen from the following: History 3001, 3003, 3021, 3022, 3025, 3100, 3317, 3104, 3255, 3310, 3315,3320, 3323, 3325, 3328, 3330, 3335, 3336, 3337, 3339, 3345, 3350, 3352 3335, 3360, 3370, 3371, 3372, 3373, 3390, 3450, 3455, 3460, 3510, 3512, 3515, 3517, 3543, 3548, 3550, 3557, 3560, 3561.
Three courses in United States history chosen from the following: History 3374, 3410, 3412, 3413, 3414, 3416, 3418, 3419, 3420, 3424, 3430, 3435 , 3440, 3441, 3442, 3450, 3452, 3453, 3454, 3455, 3458, 3460, 3462, 3470, 3472, 3475, 3476, 3478, 3479, 3480, 3485, 3490.
At least one course from among the courses above should be from before 1500 C.E. from among the following: HIST 3001, 3002, 3003, 3015, 3021, 3022, 3023, 3024, 3025, 3030, 3031, 3033, 3040, 3044, 3090, 3100, 3101, 3310, 3317, 3352, 3530, 3532, 3536, 3560.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in Judaic studies must complete at least 30 credits in the Judaic Studies Department with a grade of C or higher in each course. Students must meet with a department adviser to declare their intention to complete this sequence.
Students must take three courses from section 2 of the Judaic studies major: One course from rubric 2A (Ancient period); one course from rubric 2B (Medieval/Early Modern period); and one course from rubric 2C (Modern period).
The remaining 21 credits can be taken as electives from any other Judaic Studies courses.
Students with 27 yeshiva/seminary transfer credits may use nine of those credits to meet the requirements for the concentration.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in mathematics must complete all concentration requirements with a grade of C- or higher in each course and an overall average of C or higher in all mathematics courses taken for the concentration.
The Department of Mathematics chair, with the approval of the chair of the department’s undergraduate curriculum committee, may allow substitutions for one or more of these requirements consistent with the educational goals of the program.
Computer and Information Science 1001. Students exempted from Computer and Information Science 1001 must take a computer and information science course numbered 1110 or higher other than the course used to satisfy the computer and information science requirement below.
Mathematics 1406.
Mathematics 1006 and one of Mathematics 1011 or Mathematics 1012. Completion of some or all of these courses may be waived conditional on the outcome of appropriate placement exams.
Students permitted to enroll in Mathematics 1011 or Mathematics 1012 without taking college algebra must take an additional three credits of mathematics besides the courses listed below. Students permitted to enroll in Mathematics 1201 without taking either college algebra or precalculus must take an additional 3 to 6 credits of mathematics besides the courses listed below.
All of the following courses: Mathematics 1201, 1206, 2011W, 2101, and 2501. Computer and Information Science 1035 or 1600.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in music must complete 30 credits in the Conservatory of Music with a grade of C or higher in each course.
For academic year 2020–21 only: The department chair may allow up to six credits of course substitutions for one or more of these requirements consistent with the educational goals of the program.
A placement examination is required for certain theory, performance, and history/repertoire courses.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in philosophy must complete one of the following 30-credit options in the Philosophy Department with a grade of C or higher in each course.
Philosophy 3210, 3306, 3711; 3130 or 3703; 3501 or 3511.
Two of the following courses: Philosophy 3308, 3309, 3314, 3720, 3722.
One course from each of the following groups. The course chosen from each group may not be used to satisfy any other Option A requirements.
Philosophy 3111, 3121, 3210, 3320, 3410, 3703, 3704; 3306 or 3711.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in political science must complete at least 30 credits in the Political Science Department with a grade of C or higher in each course. Students must meet with a department adviser to declare their intention to complete this sequence.
Political Science 1001 or 1005.
Political Science 1002 or 1003 or 1004 or 1006 or 1007.
Two of the following 3000-level writing-intensive seminars: Political Science 3012W, 3190W, 3191W, 3290W, 3390W, 3391W, 3392W, 3393W, 3490W, 3491W.
Between 14 and 16 credits of advanced electives chosen from courses listed in the following four fields. Total credits for all course work in the concentration must be at least 30 credits. Students must select at least one course from each field. Writing-intensive seminars may be used to fulfill the requirements for completing a course in any of the four fields.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in psychology must complete at least 30 credits in the Psychology Department, including all required courses for the concentration, with a grade of C- or higher in each course. Students who elect a concentration in psychology should consult a Psychology Department counselor as early as possible. Early childhood education majors are strongly advised to include Psychology 3400 (Statistical Methods in Psychological Research) as one of the advanced electives.
A, B, C, and D are required.
All of the following: Sociology 1101, 2101, 2102, 2111, 2112 and 5201W. Sociology 5201W, a writing-intensive course, is a capstone seminar to be taken in the senior year.
Five additional courses from Sociology Department courses numbered 2000 and higher.
Each course must be completed with a grade of C or higher. A grade of B- or higher in Sociology 2101, 2102, 2111, and 2112 is the prerequisite for Sociology 5201W.
To qualify for honors in sociology, students must have:
The requirements for the teacher education programs indicated above are described in the section of the Undergraduate Bulletin relating to the Department of Early Childhood Education and Art Education and the Department of Childhood, Bilingual, and Special Education. Students must meet with a Theater Department adviser to declare their intention to complete this concentration. They should also meet with an adviser in the appropriate Education department regarding the appropriate sequence of teacher education courses. Any substitution of courses must be approved by the chair or designee / undergraduate deputy chair.
Theater 1001, 1101, 1201, 1202, 1203, 2102, 2103.
Three additional courses from the following: Theater 2501, 2502, 3501, 3502, 3503, 3504, 3505, 3506; Comparative Literature 3610, 3611; English 3122, 3123, 3124, 3132, 3170, 3184; Africana Studies 3201, 3205; Anthropology 3197.
Additional credits necessary to total a minimum of 30 credits for the concentration, chosen from among the following: any Theater Department courses; Comparative Literature 3610, 3611; English 3122, 3123, 3124, 3132, 3170, 3184; Africana Studies 3201, 3205; Anthropology 3197. (Students may take Theater 1003 only if it has not been taken as a paired course with Education 3202.)
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in urban sustainability must complete at least 30 credits in the Urban Sustainability program with a grade of C or higher in each course. Students must meet with a program adviser to declare their intention to complete this sequence.
Urban Sustainability 1001, 2001; Earth and Environmental Sciences 1201; Economics 2200; Philosophy 3309; Sociology 1101
One statistics course chosen from: Economics 3400/Business Management 3400 or Earth and Environmental Sciences 2600 or Sociology 2112
Nine credits chosen from the following: Biology 3083; Business Management 3180 or Economics 3254; Earth and Environmental Sciences 2500, 3600, 4310; Economics 3232; Sociology 2201, 2701, 3202; SUST 2301
Other advanced electives and special topics courses relevant to environmental studies may be substituted with the permission of the program director. The list of courses available each semester may be obtained from the program office.
The requirements for early childhood education teacher (birth–grade 2) are described under the Department of Early Childhood and Art Education in the Undergraduate Bulletin. The requirements for childhood education teacher (grades 1–6) programs are described under the Department of Childhood, Bilingual, and Special Education in the Undergraduate Bulletin. Students who major in either of these programs and who elect a concentration in women’s studies must complete at least 30 credits in the program in women’s and gender studies with a grade of C or higher in each course. Students must meet with the Women’s and Gender Studies program coordinator to declare their intention to complete this concentration. They should also meet with an adviser in the School of Education regarding the appropriate sequence of teacher education courses.
Women’s and Gender Studies 1001 and 3449.
Seven courses chosen from the following: Women’s and Gender Studies 3120, 3115, 3606, 3340, 3441, 3351, 3354, 3224, 3228, 3446, 4401. Women’s and Gender Studies 4410W.
Brooklyn College is an integral part of the cultural and artistic energy of New York City. Our faculty members in Early Childhood Education/Art Education offer incomparable expertise and tremendous talent, and each brings a unique perspective to their teaching and mentoring in and out of the classroom.
Beth Ferholt’s areas of research broadly stated are development, learning and imagination. ...
In addition to his degrees, Herman Jiesamfoek studied fine arts drawing at the Royal Academy of F...
Mark Lauterbach joined the faculty in fall 2012. Prior to joining Brooklyn College he was the hea...
Xia Li is an associate professor of early childhood education. She teachers undergraduate and gra...
I completed my doctorate in Educational Psychology: Learning, Development, and Instruction with a...
Dr. Lulu Song is an Associate Professor of Early Childhood Education. Her current research focuse...
As a student in the School of Education, you will complete internships in public and/or private schools throughout the New York City region. The internship is a 14-week, full-time, supervised experience designed to hone the requisite skills and knowledge to work as a childhood education teacher.
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