There is an increasing need for individuals who can help others both learn new things and apply what they know in various settings. Students who choose to design a degree program in educational studies have careers in diverse settings including training, teaching in certain settings or contexts, researching, and policymaking.
Students in educational studies will examine the processes involved in teaching and learning through courses that examine topics such as learning theories or the social context of learning, as well as be exposed to practical applications such as technology in the classroom and curriculum development. Through examination of current issues, innovations, and research, students will build a foundation of historical, philosophical, sociological, political, and multicultural and gender perspectives in relation to education. Students will sharpen their skills in writing and research and critical reading and thinking. Students will broaden their knowledge and hone valuable skills related to teaching and learning, whether or not it is the goal to be a teacher.
Degree programs in Educational Studies offer students the opportunity to develop individualized degree plans based on their intellectual, professional, and personal interests. General program guidelines can be found on the “Program Details” tab, and students will work with an academic mentor to choose courses that meet the guidelines and address each student’s individual interests. Students can also work with their academic mentors to identify applicable transfer credit, prior college-level learning, and possible course equivalencies. Working with a mentor and using Empire State University’s educational planning process, students can develop a specialized concentration in Educational Studies by following the general program guidelines as well as any applicable concentration guidelines. Students may also develop their own concentrations.
For more information about general undergraduate degree requirements, please visit Earning an Undergraduate Degree.
WHY CHOOSE A DEGREE IN EDUCATIONAL STUDIES?
Students often pursue a degree in educational studies in order to prepare for:
- Early Childhood Studies and Child Care Administration
- Teaching or training programs for adults
- Workforce development
- Community education
- International training and development
- Advanced study in education such as the Master of Arts in Teaching
- Research in education
Note: A degree in Educational Studies from Empire State University does not lead to teacher certification at the undergraduate level. Students who are seeking teacher certification should consider either Early Childhood Education, or the Empire State University's Master of Arts in Teaching (MAT). All students need to submit an Undergraduate Teaching Certification Disclaimer.
NONDEGREE STUDENTS
Taking individual courses as a nondegree student is possible and will offer the same range of courses and rigorous standards as degree-seeking undergraduate students. Even if you’re not pursuing a degree, you can take courses to prepare for university-level study, stay current in your field, or improve your job skills.
Note: Information regarding Continuing Teacher and Leader Education is available.
Professional PREPARATION AND Credentials
- New York State Early Childhood Credentials including the Infant Toddler Credential and the Children's Program Administration Credential are recommended for individuals planning to work with young children in informal settings such as childcare or Head Start. Students can complete these credentials as non-matriculated students, or as part of a degree program.
- The Child Development Associate (CDA) is available. Students can earn 12 undergraduate credits in early childhood studies that can be applied toward associate or bachelor’s degree programs. Students would begin by taking HUDV 1005 Child Development: Introductory, then ECET 2075 Early Childhood Curriculum Planning and Assessment, followed by ECET 2010 Early Childhood Professionalism where they will begin to develop the required portfolio in a Virtual Study Group, completing other required components on their own.
Professional PREPARATION and certification
- Starting in Fall of 2024, SUNY Empire has a new program in Early Childhood Education leading to New York State B-2 Initial Certification. This is the only undergraduate program leading to initial certification at this time.
- Teacher certification is available at the graduate level in a variety of content areas through the Master of Arts in Teaching. The M.A.T. program leads to Adolescent (grades 7-12) and Middle Childhood (grades 5-9) NYS Initial Certification in Biology, Chemistry, Earth Science, English Language Arts, Spanish, Mathematics, Physics, Social Studies, and Agricultural Education (pre-K to 12). Special Education is also available at the graduate level.
- Certification Areas and Content Requirements web page includes information about how degree study at the university can be relevant to certification, and outlines all content area requirements that should be included in the undergraduate degree.
- Combined Degree Programs in the Master of Arts in Teaching allow students to take specified master’s level courses during their bachelor’s degree and complete their program at an accelerated rate.
Empire State University has a partnership with New York Association for the Education of Young Children Partnership (NYAEYC) that allows students to work towards a credential from NYAEYC. For more information on this partnership visit New York Association for the Education of Young Children Partnerships.
Program Details
Degree Guidelines for Bachelor of Arts and Bachelor of Science
Bachelor’s Degree programs in Educational Studies must meet the 10 essential foundations listed below. Students will explain how they meet each learning outcome in their rationale essay, including how their program demonstrates breadth and depth in a cohesive manner. Knowledge of each outcome can be demonstrated through transcript credit, individual credit for prior learning (iCPL), prior learning evaluation (PLE), or credit by examination, or specific courses at Empire State University. While many students will take one or more courses for each essential foundation, some courses may meet more than one essential foundation. The degree in Educational Studies begins with the 10 essential foundations below.
Please note that some courses may have prerequisites not included in the table below.
Foundation #1: PROFESSIONAL STANDARDS
Course List | Code | Title | Credits |
| ECET 1005 | Exploring the Professions: Children & Child Care | 2 |
| ECET 1010 | Introduction to Early Childhood Education | 4 |
| ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
| EDSP 2025 | Introduction to Special Education | 4 |
| ECET 3020 | Children’s Programs: Ethical & Professional Standards | 4 |
| EDST 1005 | Introduction to Teaching | 2 |
FOUNDATION #2: FOUNDATIONAL KNOWLEDGE
Course List | Code | Title | Credits |
| EDST 3030 | Historical Foundation of American Education | 4 |
| SOSC 2005 | Schooling in America | 4 |
Foundation #3: HUMAN DEVELOPMENT
Course List | Code | Title | Credits |
| HUDV 1005 | Child Development: Introductory | 4 |
| HUDV 1015 | Lifespan Development: Introductory | 4 |
| HUDV 2005 | Adolescent Development: Introductory | 4 |
| HUDV 2015 | Adult Development: Introductory | 4 |
| HUDV 2025 | Infant/Toddler Development: Introductory | 4 |
| HUDV 3015 | Child Development: Advanced | 4 |
| HUDV 3030 | Infant/Toddler Development: Advanced | 4 |
| HUDV 3060 | Early Childhood Development | 4 |
| HUDV 3065 | Human Exceptionalities | 4 |
Foundation #4: SOCIAL CONTEXTS OF LEARNING
Foundation #5: CURRICULAR DESIGN, INSTRUCTIONAL STRATEGIES, AND ASSESSMENT
Course List | Code | Title | Credits |
| ECET 2075 | Early Childhood Curriculum Planning and Assessment | 4 |
| ECET 3030 | Curriculum & Environments for Infants & Toddlers | 4 |
| ECET 3035 | Curriculum & Environments for Preschoolers | 4 |
| ECET 3122 | Inclusion in Early Childhood Education | 4 |
| ECET 4010 | Curriculum Models in Early Childhood Education | 4 |
| EDST 3015 | Curriculum Instruction & Assessment | 4 |
| EDST 3127 | Models of Instructional Design | 4 |
| EDSP 3025 | Curriculum and Instruction for Students with Disabilities | 4 |
Foundation #6: Language and literacy development
Course List | Code | Title | Credits |
| ECET 3040 | Emergent Literacy | 4 |
| EDST 3021 | Language, Literacy, & Learning for School-age Children | 4 |
Foundation #7: LEARNERS AND LEARNING
Course List | Code | Title | Credits |
| ECET 4020 | The Science Behind Learning and Trauma in Early Childhood Settings | 4 |
| ECET 4122 | Poverty and Early Learning | 4 |
| EDST 3021 | Language, Literacy, & Learning for School-age Children | 4 |
| EDST 3045 | Learning Theories | 4 |
| EDST 4005 | Adults as Learners: Theories & Strategies | 4 |
| EDST 4010 | Human Learning: A Developmental Approach | 4 |
| PSYC 3015 | Educational Psychology: Advanced | 4 |
| PSYC 3100 | Learning & Motivation | 4 |
Foundation #8: USES OF TECHNOLOGY
Course List | Code | Title | Credits |
| ECET 3060 | Young Children & Technology | 4 |
| EDST 3065 | Utilizing Technology in the Classroom | 4 |
Foundation #9: DIVERSITY
Course List | Code | Title | Credits |
| ANTH 1010 | Introduction to Cultural Anthropology | 4 |
| ANTH 3020 | Families in Global Perspective | 4 |
| ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
| EDST 3020 | Diversity in Educational Settings | 4 |
| EDST 3037 | Culturally Responsive Engagement in Home, School, and Community | 2 |
| DISB 3010 | Cross-Cultural Perspectives on Disabilities | 4 |
| GSST 2005 | Introduction to LGBTQ+ Studies | 4 |
| GSST 3008 | LGBTQ+ Youth & Education | 4 |
| SOCI 1005 | Exploring Society: An Introduction to Sociology | 4 |
Foundation #10: METHODS OF INQUIRY
Course List | Code | Title | Credits |
| ECET 3050 | Observation & Assessment of Children | 4 |
| EDST 4010 | Human Learning: A Developmental Approach | 4 |
| EDST 4122 | Measuring Learning | 4 |
| DISB 4010 | Assessment & Evaluation of Disabilities | 4 |
| HUDV 3085 | Research Methods for Lifespan Development | 4 |
| SOSC 2010 | Statistics for the Social Sciences | 4 |
| SOSC 3020 | Qualitative Social Science Research: Design & Methods | 4 |
| SOSC 3025 | Social Science Research Methods | 4 |
| EDSP 4000 | Assessment, Diagnosis and Evaluation of Student with Disabilities | 2 |
Students with a degree in Educational Studies should demonstrate knowledge and understanding of the following competency areas, as appropriate to the concentration. In the rationale essay, students should describe how their degree program addresses these competencies, but they are not required to demonstrate that they have a separate study or course in each area. Competencies may be included in one or more studies or advanced standing components and while all ECET, EDSP, and EDST courses have been mapped to the learning outcomes for Educational Studies, students are encouraged to think broadly and may address competencies in various ways.
Students wishing to pursue individualized concentrations should use the general area of study foundations as an organizing framework for their degree plans. Specific guidelines have been developed for concentrations in early childhood studies, child care administration, educational technology, and students with exceptionalities.
Concentration in Early Childhood Studies
Foundation #1: Professional Standards
Course List
| Code |
Title |
Credits |
| ECET 1005 | Exploring the Professions: Children & Child Care | 2 |
| ECET 1010 | Introduction to Early Childhood Education | 4 |
| ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
Foundation #2: Foundational Knowledge
Course List
| Code |
Title |
Credits |
| EDST 2005 | Schooling in America | 4 |
| EDST 3030 | Historical Foundation of American Education | 4 |
Foundation #3: Human DeveLOPMENT
Course List
| Code |
Title |
Credits |
| HUDV 1005 | Child Development: Introductory | 4 |
| HUDV 1015 | Lifespan Development: Introductory | 4 |
| HUDV 2025 | Infant/Toddler Development: Introductory | 4 |
| HUDV 3015 | Child Development: Advanced | 4 |
| HUDV 3030 | Infant/Toddler Development: Advanced | 4 |
| HUDV 3060 | Early Childhood Development | 4 |
Foundation #4: Social Contexts of Learning
Foundation #5: Curricular design, instructional strategies, and assessment
Course List
| Code |
Title |
Credits |
| ECET 2075 | Early Childhood Curriculum Planning and Assessment | 4 |
| ECET 3030 | Curriculum & Environments for Infants & Toddlers | 4 |
| ECET 3035 | Curriculum & Environments for Preschoolers | 4 |
| ECET 3122 | Inclusion in Early Childhood Education | 4 |
| ECET 4010 | Curriculum Models in Early Childhood Education | 4 |
Foundation #6: Language and literacy development
Course List
| Code |
Title |
Credits |
| ECET 3040 | Emergent Literacy | 4 |
Foundation #7: Learners and learning
Course List
| Code |
Title |
Credits |
| ECET 4020 | The Science Behind Learning and Trauma in Early Childhood Settings | 4 |
| ECET 4122 | Poverty and Early Learning | 4 |
| EDST 3045 | Learning Theories | 4 |
| EDST 4010 | Human Learning: A Developmental Approach | 4 |
Foundation #8: Uses of Technology
Course List
| Code |
Title |
Credits |
| ECET 3015 | Children’s Programs: Design & Supervision | 4 |
| ECET 3060 | Young Children & Technology | 4 |
Foundation #9: Diversity
(Courses that meet the Diversity GenEd can also be considered.)
Course List
| Code |
Title |
Credits |
| ANTH 1010 | Introduction to Cultural Anthropology | 4 |
| ANTH 3020 | Families in Global Perspective | 4 |
| ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
| EDST 3020 | Diversity in Educational Settings | 4 |
| EDST 3037 | Culturally Responsive Engagement in Home, School, and Community | 2 |
| SOCI 1005 | Exploring Society: An Introduction to Sociology | 4 |
Foundation #10: Methods of inquiry
Course List
| Code |
Title |
Credits |
| ECET 3050 | Observation & Assessment of Children | 4 |
| SOSC 2010 | Statistics for the Social Sciences | 4 |
| SOSC 3020 | Qualitative Social Science Research: Design & Methods | 4 |
| SOSC 3025 | Social Science Research Methods | 4 |
Child Care Administration
Foundation #1: Professional Standards
Course List
| Code |
Title |
Credits |
| ECET 1005 | Exploring the Professions: Children & Child Care | 2 |
| ECET 1010 | Introduction to Early Childhood Education | 4 |
| ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
| ECET 3020 | Children’s Programs: Ethical & Professional Standards (required) | 4 |
Foundation #2: Foundational Knowledge
Course List
| Code |
Title |
Credits |
| EDST 2005 | Schooling in America | 4 |
| EDST 3030 | Historical Foundation of American Education | 4 |
Foundation #3: Human DeveLOPMENT
Course List
| Code |
Title |
Credits |
| HUDV 1005 | Child Development: Introductory | 4 |
| HUDV 1015 | Lifespan Development: Introductory | 4 |
| HUDV 2025 | Infant/Toddler Development: Introductory | 4 |
| HUDV 3015 | Child Development: Advanced | 4 |
| HUDV 3030 | Infant/Toddler Development: Advanced | 4 |
| HUDV 3060 | Early Childhood Development | 4 |
Foundation #4: Social Contexts of Learning
Foundation #5: Curricular design, instructional strategies, and assessment
Course List
| Code |
Title |
Credits |
| ECET 2075 | Early Childhood Curriculum Planning and Assessment | 4 |
| ECET 3030 | Curriculum & Environments for Infants & Toddlers | 4 |
| ECET 3035 | Curriculum & Environments for Preschoolers | 4 |
| ECET 3122 | Inclusion in Early Childhood Education | 4 |
| ECET 4010 | Curriculum Models in Early Childhood Education | 4 |
Foundation #6: Language and literacy development
Course List
| Code |
Title |
Credits |
| ECET 3040 | Emergent Literacy | 4 |
Foundation #7: Learners and learning
Course List
| Code |
Title |
Credits |
| ECET 4020 | The Science Behind Learning and Trauma in Early Childhood Settings | 4 |
| ECET 4122 | Poverty and Early Learning | 4 |
| EDST 3045 | Learning Theories | 4 |
| EDST 4010 | Human Learning: A Developmental Approach | 4 |
Foundation #8: Uses of Technology
Course List
| Code |
Title |
Credits |
| ECET 3015 | Children’s Programs: Design & Supervision | 4 |
Foundation #9: Diversity (required)
(Courses that meet the Diversity GenEd can also be considered.)
Course List
| Code |
Title |
Credits |
| ANTH 1010 | Introduction to Cultural Anthropology | 4 |
| ANTH 3020 | Families in Global Perspective | 4 |
| ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
| EDST 3020 | Diversity in Educational Settings | 4 |
| EDST 3037 | Culturally Responsive Engagement in Home, School, and Community | 2 |
| SOCI 1005 | Exploring Society: An Introduction to Sociology | 4 |
Foundation #10: Methods of inquiry
Course List
| Code |
Title |
Credits |
| ECET 3050 | Observation & Assessment of Children | 4 |
| SOCI 2010 | Introduction to Race Class & Gender | 4 |
| SOSC 3020 | Qualitative Social Science Research: Design & Methods | 4 |
| SOSC 3025 | Social Science Research Methods | 4 |
*Additional requirements for a concentration in Child Care Administration
Course List
| Code |
Title |
Credits |
| ECET 3020 | Children’s Programs: Ethical & Professional Standards | 4 |
| ECET 3010 | Children’s Programs: Administration | 4 |
| ECET 3015 | Children’s Programs: Design & Supervision | 4 |
| ECET 3025 | Children's Programs: Financial Planning & Budgeting | 4 |
| ECET 4005 | Children’s Program Administration: Capstone | 4 |
Concentration in Students with Exceptionalities
Foundation #1: Professional Standards
Course List
| Code |
Title |
Credits |
| EDSP 2025 | Introduction to Special Education | 4 |
Foundation #2: Foundational Knowledge
Course List
| Code |
Title |
Credits |
| DISB 2015 | Disabled in America | 4 |
| DISB 3030 | The Disability Rights Movement: Policy and Legislation | 4 |
| EDST 2005 | Schooling in America | 4 |
Foundation #3: Human DeveLOPMENT
Course List
| Code |
Title |
Credits |
| HUDV 3065 | Human Exceptionalities | 4 |
Foundation #4: Social Contexts of Learning
Course List
| Code |
Title |
Credits |
| DISB 3025 | Psychosocial Impact of Illness & Disability | 4 |
| EDST 2005 | Schooling in America | 4 |
| EDSP 3005 | Promoting Positive Classroom Environments for Students with Disabilities | 4 |
Foundation #5: Curricular design, instructional strategies, and assessment
Course List
| Code |
Title |
Credits |
| ECET 3122 | Inclusion in Early Childhood Education | 4 |
| EDSP 3025 | Curriculum and Instruction for Students with Disabilities | 4 |
Foundation #6: Language and literacy development
Course List
| Code |
Title |
Credits |
| ECET 3040 | Emergent Literacy | 4 |
| EDST 3021 | Language, Literacy, & Learning for School-age Children | 4 |
Foundation #7: Learners and learning
Course List
| Code |
Title |
Credits |
| ECET 4020 | The Science Behind Learning and Trauma in Early Childhood Settings | 4 |
| ECET 4122 | Poverty and Early Learning | 4 |
| EDST 3045 | Learning Theories | 4 |
| EDST 4010 | Human Learning: A Developmental Approach | 4 |
| PSYC 3015 | Educational Psychology: Advanced | 4 |
| PSYC 3100 | Learning & Motivation | 4 |
Foundation #8: Uses of Technology
Course List
| Code |
Title |
Credits |
| EDST 3065 | Utilizing Technology in the Classroom | 4 |
| EDSP 3075 | Instructional and Assistive Technology | 2 |
Foundation #9: Diversity
(Courses that meet the Diversity GenEd can also be considered.)
Course List
| Code |
Title |
Credits |
| EDST 3020 | Diversity in Educational Settings | 4 |
| EDST 3037 | Culturally Responsive Engagement in Home, School, and Community | 2 |
| DISB 3010 | Cross-Cultural Perspectives on Disabilities | 4 |
Foundation #10: Methods of inquiry
Course List
| Code |
Title |
Credits |
| DISB 4010 | Assessment & Evaluation of Disabilities (for students focused on community-based settings) | 4 |
| EDSP 4000 | Assessment, Diagnosis and Evaluation of Student with Disabilities (for students focused on educational settings) | 2 |
Concentration in Educational Technology
Foundation #1: Professional Standards
Course List
| Code |
Title |
Credits |
| EDST 3036 | Legal and Ethical Dimensions of Technology for Educators | 2 |
| EDST 4050 | Emerging Issues in Educational Technology | 4 |
Foundation #2: Foundational Knowledge
Course List
| Code |
Title |
Credits |
| HIST 3695 | History of Educational Technology | 4 |
Foundation #3: Human DeveLOPMENT
Course List
| Code |
Title |
Credits |
| HUDV 1005 | Child Development: Introductory | 4 |
| HUDV 1015 | Lifespan Development: Introductory | 4 |
| HUDV 2005 | Adolescent Development: Introductory | 4 |
| HUDV 2015 | Adult Development: Introductory | 4 |
| HUDV 3015 | Child Development: Advanced | 4 |
| HUDV 3025 | Lifespan Development: Advanced | 4 |
Foundation #4: Social Contexts of Learning
Foundation #5: Curricular design, instructional strategies, and assessment
Course List
| Code |
Title |
Credits |
| EDST 3075 | Educational Technology Project Management | 4 |
| EDST 3127 | Models of Instructional Design | 4 |
Foundation #6: Language and literacy development
Course List
| Code |
Title |
Credits |
| EDST 1122 | Introduction to Digital Literacy | 4 |
Foundation #7: Learners and learning
Course List
| Code |
Title |
Credits |
| EDST 3045 | Learning Theories | 4 |
| EDST 4005 | Adults as Learners: Theories & Strategies | 4 |
| EDST 4010 | Human Learning: A Developmental Approach | 4 |
| PSYC 3015 | Educational Psychology: Advanced | 4 |
| PSYC 3100 | Learning & Motivation | 4 |
| EDSP 3075 | Instructional and Assistive Technology | 2 |
Foundation #8: Uses of Technology
Course List
| Code |
Title |
Credits |
| ECET 3060 | Young Children & Technology | 4 |
| EDST 3065 | Utilizing Technology in the Classroom | 4 |
Foundation #9: Diversity
(Courses that meet the Diversity GenEd can also be considered.)
Course List
| Code |
Title |
Credits |
| ANTH 1010 | Introduction to Cultural Anthropology | 4 |
| ANTH 3020 | Families in Global Perspective | 4 |
| EDST 3020 | Diversity in Educational Settings | 4 |
| EDST 3037 | Culturally Responsive Engagement in Home, School, and Community | 2 |
| SOCI 1005 | Exploring Society: An Introduction to Sociology | 4 |
Foundation #10: Methods of inquiry
Course List
| Code |
Title |
Credits |
| EDST 4010 | Human Learning: A Developmental Approach | 4 |
| EDST 4122 | Measuring Learning | 4 |
| HUDV 3085 | Research Methods for Lifespan Development | 4 |
| SOSC 2010 | Statistics for the Social Sciences | 4 |
| SOSC 3025 | Social Science Research Methods | 4 |
Concentration Guidelines
Concentrations in Educational Studies begin with the ten foundations which prepare the student for more advanced-level work. Courses should be selected from those areas which are most relevant to the specific concentration design and to the specific organizing framework. In planning the concentration, consideration should be given to both the depth and breadth of knowledge. Students wishing to pursue individualized concentrations should use the general area of study guidelines as an organizing framework for their degree plans. Specific guidelines have been developed for a concentration in the following areas:
Make a difference in the lives of young children and their families with a concentration in early childhood studies. This concentration is designed for students who wish to provide high-quality early learning for all young children, birth through age 8, in formal and informal settings such as childcare, Head Start, and private preschool programs. By connecting early childhood practice, policy, and research, students will be prepared to serve as leaders in this exciting field. Within the 10 essential foundations, students in Early Childhood Studies should specify in their rationale essay how they met the following objectives within their concentration of early childhood studies:
- Learning Outcome: Students will be able to define professionalism including ethics and the NAEYC Code of Ethical Conduct.
- Learning Outcome: Students will be able to interpret stages of human development with emphasis on birth through age 8.
- Please note: A minimum of one developmental course is expected, and it’s highly recommended that students also include HUDV 2035 Attachment in Early Childhood and/or HUDV 4015 Development and Meaning Play.
- Learning Outcome: Students will be able to analyze comprehensive curriculum design that supports learning standards with an emphasis on curriculum and environments that support play.
- Please note: A minimum of one course related to curriculum is expected and it’s highly recommended that students also include HUDV 4015 Development and Meaning Play.
- Learning Outcome: Students will be able to analyze language and literacy development from birth through age 8 that includes a family literacy component.
- Learning Outcome: Students will be able to evaluate the appropriate use of technology in teaching and learning from birth through age 8.
- Learning Outcome: Student will be able to demonstrate skills in locating, evaluating, and critically thinking about research related to their field including observation and assessment of children birth through age 8.
As expectations for the educational preparation of workers in the fields of early care and education rise, Empire State University offers you the coursework that prepares you to work and advance in the early childcare and education profession, such as day care programs, infant/toddler and nursery school settings, preschool programs, and Head Start. Your individually designed degree program may be an associate or bachelor’s degree, or both.
SUNY Empire offers the flexibility a childcare provider needs. You can choose from a variety of opportunities at the university, including study groups, online courses and guided independent study.
Note: The only undergraduate program at SUNY Empire that leads to initial teacher certification in the BS in Early Childhood Education. To find out about the requirements for other types of certification in New York state, go to the New York State Office of Teaching Initiatives.
Technological tools are as common to the modern educational experience as paper and pencil. From preschool programs to high schools and beyond, we see the incorporation of digital aids increasing our abilities to teach and learn. The mere presence of technology does not achieve learning goals. Students who choose to concentrate in Educational Technology will embark on a journey to understand the many dimensions of digital tools so that they can employ them in an informed and purposeful way across variety of settings to meet learning outcomes. Within the 10 foundations, students in Educational Technology should specify in their rationale essay how they met the following objectives within their concentration of educational technology:
- Learning Outcome: Students will be able to define professionalism in the field including a knowledge of relevant standards in areas such as cyber ethics and digital citizenship.
- Learning Outcome: Student will be able to analyze the foundational knowledge of the field from either a historical or philosophical perspective, exploring the impact of technology in the classroom-on-classroom transformation.
- Learning Outcome: Students will be able to analyze comprehensive curriculum design that supports learning standards with an emphasis on instructional design in virtual environments.
- Learning Outcome: Students will be able to interpret relevant standards and expectations for digital literacy including digital fluency and the impact of computing and computational thinking.
- Learning Outcome: Students will be able to evaluate the appropriate use of technology in teaching and learning demonstrating both breadth and depth.
The Students with Exceptionalities concentration is for those who have a passion for creating equitable and just environments for diverse learners within educational settings. Students who select this concentration are committed to enhancing the learning of students with exceptionalities and will find opportunities to expand their own knowledge and develop skills and proficiency through courses, applied practices, and research. Students will also explore topics of particular interest in their own practice through action research projects and directed readings. Within the 10 foundations, students should specify in their rationale essay how they gained the specific knowledge of the following objectives:
- Learning Outcome: Students will be able to define professionalism in the field including the Council for Exceptional Children’s (CEC) Ethical Principles and Professional Practice Guidelines for special educators.
- Learning Outcome: Students will be able to analyze the foundational knowledge of the field from either a historical or philosophical perspective, including the history of disability in America, and the historical and current legislation that supports students with exceptionalities.
- Learning Outcome: Students will be able to interpret stages of human development with emphasis on human exceptionalities.
- Learning Outcome: Students will be able to analyze comprehensive curriculum design that supports learning standards for inclusive learning environments with emphasis on evidence-based practices.
- Learning Outcome: Students will be able to analyze language and literacy development including research and practice for children with exceptionalities.
- Learning Outcome: Students will be able to evaluate the appropriate use of technology in teaching and learning, with an emphasis on assistive technology.
Become a leader as an administrator of children’s programs that make a difference in the lives of young children and their families with a concentration in Child Care Administration. This concentration is designed for students who wish to develop and/or lead high-quality early learning programs for all young children, birth through age 8, in formal and informal settings such as childcare and private preschool programs.
Please Note: For a concentration in Child Care Administration, students are expected to meet the first 4 learning outcomes listed below. The 5th learning outcome is optional, but is required for students who wish to apply for the Children’s Program Administration Credential.
- Learning Outcome: Students will be able to define professionalism from the perspective of an administrator including the principles and responsibilities fundamental to professionals working with children, families, staff, and the community.
- Learning Outcome: Students will be able to Summarize the administration of an effective organizational structure for children’s programs including personnel and human resource management.
- Learning Outcome: Students will be able to analyze various professional practices associated with children’s programs including curriculum development, design of the learning environment, and program assessment and evaluation.
- Learning Outcome: Students will be able to assess the critical nature of financial planning and budgeting and the process for children’s educational programs.
- Learning Outcome: Students will be able to demonstrate breadth and depth through the integration of the information and principles and practices of children’s program administration.
CHILD DEVELOPMENT ASSOCIATE (CDA)
A Child Development Associate (CDA) is for:
- A qualified caregiver that works with children from birth to age 5 years;
- Able to meet the specific needs of children;
- Works with parents, families, and other adults to nurture children’s physical, social, emotional, and intellectual growth in a child development framework;
- Evaluated using the CDA Competency Standards: 6 Competency Goals and 13 Functional Areas.
The CDA process is based upon 3 parts:
Training:
- Complete 480 hours (about 1-year full time) of experience working with infants, toddlers, or young children within the past 5 years.
- Complete 120 clock hours of formal education/training/coursework.
Assessment:
- Assessment is done through a combination of observation, parent opinion questionnaires, and written and oral evaluation. Students will be required to locate and arrange for support of these components on their own.
Credentialing:
- Upon recommendation of the Local Assessment Team, the CDA National Credentialing Program will either award the credential or invite the applicant to reapply for assessment.
Students complete the required 120 clock hours of formal education/training/coursework by taking the following sequence of courses at SUNY Empire University. Students will begin writing the required competencies for the application process in courses, but they will need to arrange for the required observation by an authorized observer, parent opinion questionnaires, and written and oral evaluation through their employer within their local communities. Students are required to be employed and working in an age-appropriate childcare setting for the required observation.
Course List
| Code |
Title |
Credits |
| ECET 2075 | Early Childhood Curriculum Planning and Assessment Fall, Spring, Summer | 4 |
| HUDV 1005 | Child Development: Introductory Fall, Spring, Summer | 4 |
| ECET 2010 | Early Childhood Professionalism Family & Culture Fall, Spring | 4 |
| Total Credits | 12 |
It is recommended that students begin by taking HUDV 1005 Child Development: Introductory, then ECET 2075 Early Childhood Curriculum Planning and Assessment, followed by ECET 2010 Early Childhood Professionalism where students will begin to develop the required portfolio in a Virtual Study Group.
For registration information, go to https://www.sunyempire.edu/admissions/
INFANT-TODDLER EARLY CARE AND EDUCATION CREDENTIAL
The Infant-Toddler Early Care and Education Credential has been developed by the New York State Association for the Education of Young Children to assure that professionals have the specialized knowledge and skills needed to provide excellent programs for infants and toddlers.
The credential requires a combination of formal education and practical experience bound together by an individual portfolio. SUNY Empire State has all of the courses needed to meet the formal education requirements. Please visit https://nyaeyc.org/ for information about how to apply for the credential and submit the portfolio.
ELIGIBILITY REQUIREMENTS
College Coursework in infant toddler development and professional practice:
- Twelve (12) credits from a nationally accredited college in early childhood coursework that covers the standards of the New York State Infant Toddler Competencies. Three of these 12 credits must have been completed within the last five years.
- Experience: One year caring for infants and/or toddlers in NYS licensed center, family child care home or formal program serving infants and/or toddlers, or two semesters of supervised field work course with infants and toddlers and six months work experience in the above, or Floater or substitute with 480 hours of documented experience.
Course List
| Code |
Title |
Credits |
| ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
| HUDV 2025 | Infant/Toddler Development: Introductory | 4 |
| ECET 3030 | Curriculum & Environments for Infants & Toddlers | 4 |
| Total Credits | 12 |
For registration information, go to https://www.sunyempire.edu/admissions/
CHILDREN’S PROGRAMS ADMINISTRATOR CREDENTIAL (CPAC)
The Children’s Programs Administrator Credential has been developed by the New York State Association for the Education of Young Children to assure that childcare administrators have the knowledge and skills needed to provide excellent programs.
The credential requires a combination of formal education and practical experience bound together by an individual portfolio. SUNY Empire State College has all of the courses needed to meet the formal college education requirements. Please visit https://nyaeyc.org/ for information about how to apply for the credential and submit the portfolio.
College Credits Needed for Candidacy:
- One year working at assistant director or director level
- 18 college-level credits in early childhood education
- 18 college-level credits in program administration (covering all six competency areas)
- 24 or more additional college-level credits
Total college credits routinely needed at SUNY Empire is 78. On a rare occasion a candidate may have a combination of courses that would reduce that number.
It is strongly recommended that the courses be taken in the order listed, and no more than two administration courses completed per semester. Students are required to complete the first 4 courses before taking the final capstone course.
Course List
| Code |
Title |
Credits |
| ECET 3010 | Children’s Programs: Administration Fall, Summer | 4 |
| ECET 3015 | Children’s Programs: Design & Supervision Fall, Spring | 4 |
| ECET 3020 | Children’s Programs: Ethical & Professional Standards Fall, Spring | 4 |
| ECET 3025 | Children's Programs: Financial Planning & Budgeting Spring | 4 |
| ECET 4005 | Children’s Program Administration: Capstone Fall, Spring | 4 |
| Total Credits | 20 |
Please note: Students seeking the credential will need to complete 200 hours in administration in order to submit their application to the New York State Association for the Education of Young Children.
For registration information, go to https://www.sunyempire.edu/admissions/
NYC PARAPROFESSIONAL PROGRAM
Empire State University is proud to serve Paraprofessionals in partnership with the United Federation of Teachers (UFT), the New York State United Teachers (NYSUT) Education and Learning Trust, and the Department of Education (DOE).
Paraprofessionals can use their DOE vouchers to take college-level courses online, virtually, or at SUNY Empire and UFT locations throughout the NYC Boroughs in pursuit of a SUNY Empire degree to advance their career in any field of study—including education.
Empire’s program provides Paraprofessionals with a full range of support services which include assistance with admissions and registration, an assigned primary faculty mentor, access to special events and training, and the support of dedicated tutors and coaches.
PARAPROFESSIONAL PROGRAM HIGHLIGHTS
- Use your voucher – SUNY Empire is an approved college at which your voucher can cover tuition costs, up to 6 credits per term.
- Career Advancement – Credits received may be eligible for use toward salary upgrades.
- Dedicated Guidance – A designated faculty-mentor provides guidance to help you plan and complete an associate or bachelor’s degree in any field of study.
- CTLE Courses – SUNY Empire is an approved CTLE provider and offers courses that have been reviewed and approved for CTLE credit.
- Improve your skills – You develop key skills needed in your workplace, such as classroom management, time management, student teacher interaction, problem solving, socio-emotional intervention, and stress management.
- Become a role model – As a student, you become a role model for your own students and your own children.
- Join a community of learners – Connect with students and professionals through special programming targeting your needs and interests.
- Convenience and Flexibility – We're committed to helping you find a way to learn that makes sense for where you are right now, and where you want to be in the future. Whether you prefer instruction online, in-person, or a combination of both, we have courses and degree programs that meet your unique needs.
For more information, please contact Chanel Clark at chanel.clark@sunyempire.edu or (347) 695-9606, ext #1733.
