Helge Wasmuth, Ph.D., Chair
212-615-3343
hwasmuth@mercy.edu

The 33-credit Master of Science in Early Childhood Education, Birth – Grade 2, offered at Mercy University, leads to either initial or professional certification. Pre-practice candidates will pursue a course of study leading to degree conferral and initial New York State certification.  Candidates who do not yet have appropriate experience at both the lower and upper grade levels covered by their prospective certification areas(s) will be required to fulfill this requirement during this program. This requirement will be fulfilled by completing 20 days of supervised student teaching in each area of certification(s) they are seeking, and do not already have appropriate experience. Professional candidates must also have completed three years of teaching in the area of the certificate to qualify for the professional certificate.

Qualified applicants may earn as many as three certifications while pursuing the degree in Early Childhood Education Birth–Grade 2. Students complete the required courses for degree conferral and the additional courses specific to the Childhood Education and/or Students with Disabilities certification(s). Students pursuing additional certificate(s) will be required to complete additional student teaching and field experiences.

Degree-seeking candidates in all Early Childhood Education programs must successfully complete the education capstone requirement specific to the Early Childhood degree prior to degree conferral.

Degree candidates seeking initial certification will complete a capstone project in the clinical practice course. 

Early Childhood Program Goals

1. Candidates will understand, explain, analyze, and apply major theories and philosophies that address physical, affective and cognitive development during the critical early childhood years.
2. Candidates will create high-quality, meaningful learning opportunities that are based on competencies and content knowledge, utilize developmental knowledge, employ formal and informal assessment strategies and incorporate collaboration with all aspects of the broad school community to facilitate developmental processes and encourage growth to a child’s maximum potential.
3. Candidates will become reflective practitioners who continually reflect on their practice and actively pursue opportunities for professional growth.