Early Childhood Education (M.A.T.)
Are you wanting to be certified as an early childhood teacher? Do you believe in the possibilities for all young children and in your role as an early childhood education teacher in realizing and expanding these possibilities?
Our Master of Arts in Teaching (M.A.T.) program in early childhood education meets D.C.’s certification requirements, which are reciprocal with most states, for teaching children ages 3-8. Our program prepares you to enter this growing field with confidence in your skills as a teacher and with certainty in your breadth of knowledge about young learners.
Our master’s degree teacher preparation program in early childhood education complements Trinity’s other programs in early childhood education, including associate’s degree programs at THEARC and on our main campus, our bachelor’s degree program, and our master’s degree program in educational administration with a specialization in early childhood education centers and schools.
All of our early childhood programs provide you with a core of knowledge, skills and field-based experiences designed to develop your ability to impact student learning.
Inclusive Education Dual Licensure
The Trinity School of Education offers the first and only dual licensure MAT program in the District of Columbia. MAT candidates seeking a dual licensure will receive licensure in their primary focus area AND special education. This option requires candidates to take four courses in special education in addition to their course sequence in their primary focus area in early childhood education, elementary education or secondary education. Click here to learn more about the dual licensure.
Featured CoursesEDCC 530 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. The field experiences and observations are integral components of this course.
3 credits EDCC 541 Foundations of Education and the Art of Teaching and LearningExamines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment. The social/cultural factors that have an impact on teaching and learning are also studied. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field. Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 credits EDTE 610 Early Childhood Development in Family and CultureExplores the ecology of child development, which focuses on the influences of the culture, community, and the family on the developing child, topics discussed include parental involvement in schools and the roles schools play in the community. The field component and infusion of technology are an integral part of the course. A grade of B or higher is required to advance.
Prerequisites: EDCC 510 and EDCC 541 EDTE 612 Constructing and Integrating the Early Childhood CurriculumExamines historical and current research and practice to best teach young and diverse learners. In this course, teacher candidates construct units and integrate them across content areas. Infusing modern technology and content areas -- social studies/history, language arts, creative movement, play and drama across the curriculum in two early childhood settings (PK-age 6) -- the field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
Prerequisites: EDCC 510 and EDCC 541 EDTE 613 Developing Concepts in Early Childhood Mathematics and ScienceDeveloping concepts in early childhood mathematics and science for diverse learners; observations, measurement, and experiments in mathematics and science will be explored. Teacher candidates construct units and integrate them across two content areas. The field component is an integral part of the course. A grade of B or higher is required to advance.
Prerequisites: EDCC 510 and EDCC 541 EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the ?cutting edge? of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
Prequisites: EDCC 510, EDCC 530, and EDCC 541 EDTE 671 Student Teaching in Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 568G Supervised Teaching Internship in Early Childhood Education. A grade of B or higher is required to advance.
Prerequisites: Completion of all core and specialization courses and passing score on the Praxis II content examination.
Co-requisite: EDTE 689
- Preschool Teacher
- Kindergarten – 3rd Grade Teacher
- Childcare Provider
- Head Start Teacher
Dr. Marie Celeste, Director and Chair of Early Childhood Education and Associate Professor of Education
Dr. Beth Kara Dawkins, Assistant Professor of Education
Dr. Deborah Taub, Assistant Professor of Special Education
Trinity’s M.A.T. program in early childhood education is state approved, accredited by the National Council for Accreditation of Teacher Education (N.C.A.T.E.) and nationally recognized by the National Association for the Education of Young Children (N.A.E.Y.C.). Course syllabi and classroom activities reflect the standards of the Interstate New Teacher Assessment and Support Consortium (I.N.T.A.S.C.).