Master’s in Early Childhood Education (M.S.Ed.)

Participants in this course will be introduced to the current field of early childhood care and education from the perspectives of leadership, advocacy, policy and research. This course serves as a foundation for the M.S.Ed. Program, as students develop goals for their growth as graduate students. There will be a focus on reading peer-reviewed journal articles, graduate-level writing, and using APA writing and citation style

This course is an examination of the historical, philosophical, and theoretical basis of inclusive early childhood education today. The class traces the history and philosophy of education in early childhood and how they impact education practice. Social, economic and political forces will be analyzed within the context of shaping early childhood education. The course examines children’s behavior and learning within education contexts, with particular emphasis on inclusive environments. This course will fulfill a course towards attainment of the Maine state Birth-5 081 teaching certificate.

Participants in this course will investigate the current field of early childhood care and education from the perspectives of leadership, advocacy, policy and research within inclusive settings. Students will compare and contrast leadership models and styles, while delineating the differing roles and ethical responsibilities of leaders and managers. An analysis of the influence and impact of national, state and local politics on early childhood policy will include an examination of involved stakeholders, both external and internal to government entities.

In this course, students examine how children form and maintain relationships with others, including the family, peers, early childhood educators, and the community. Issues involving support systems for inclusive education settings will be investigated. The implications of these relationships for children’s development are investigated, as is the critical role of play in promoting positive connections with individuals and groups in the child’s world.

This course presents strategies for educators to develop supportive family and community relationships. The multiple roles played by early educators are examined as they design and implement collaborative relationships with families and communities for the purpose of mutual support within inclusive settings. The course critically analyzes theoretical paradigms and current research, with a particular focus on the ecological system from the most immediate environments inhabited by the child to the most distant (i.e. federal agencies, belief systems). This course will fulfill a course towards attainment of the Maine state Birth-5 081 teaching certificate.

This course focuses on building assessment that is collaborative and integrative with curricula for best teaching practices. Students will focus on assessing outcomes and learning goals, as well as articulating developmentally appropriate alignment with classroom outcomes and goals. The role of inquiry to practice and viewing reflective inquiry as a critical part of assessment will be emphasized.

In this course, students examine research methodologies used in inclusive early childhood settings. Students will investigate and interpret the methods used in existing empirical literature, and will investigate and practice various qualitative and quantitative techniques. The use of ethics in conducting research on young children, their families, and their learning environments is emphasized.

This course is the capstone of the M.S. Ed. Early Childhood Program. Students will complete an original, field-based research project, utilizing a research design that will draw on the student’s background knowledge from ECH 540 Research Methods in Early Childhood. Analysis and reflection on the research process with an emphasis on interpretation and practical application of research to practice will be central to the course.

12 credits from the following options:

ECH 502 – Diversity in Early Childhood Education Credits: 3
ECH 504 – Early Childhood Policy and Research Credits: 3
ECH 505 – Mathematics in the Early Childhood Years Credits: 3
ECH 506 – Language and Literacy in the Early Years Credits: 3
ECH 507 – Advanced Infant and Toddler Development and Curriculum Credits: 3
ECH 537 – Science in the Early Childhood Years Credits: 3
ECH 577 – Special Topics in Early Childhood Education Credits: 3
SED 513 – Early Childhood Speech & Language: Development, Disorders & Interventions Credits: 3
SED 515 – Early Intervention: Working with Infants & Toddlers w/ Disabilities & Their Families Credits: 3
SED 517 – Professional Ethics, Cultural Competence, and Evidence-based Practices in Early Intervention and Early Childhood Special Education Credits: 3

In order to apply, you must have a bachelor’s degree in Early Childhood Education or a closely related field from a regionally accredited college or university.

If you have a non-Early Childhood Education degree, please see Supplementary Essay below for details.

If you have a degree from somewhere outside the U.S., it must be validated by World Educational Services, Center for Educational Documentation, Inc., or another appropriate agency. The decision to accept the degree is made on a case-by-case basis by the Associate Dean for Graduate and Continuing Education.

You must also have professional access to active programs for children and families in order to complete field experiences, including research projects.

To apply to UMF’s Master’s in Early Childhood Education, submit an online application and email any completed forms to gradstudies@maine.edu. Note: The online application is not yet optimized for mobile devices. For the best experience, please complete and submit your application using a desktop or laptop computer.

You will need to provide the following:

1. Transcripts – Official transcripts from all colleges and universities attended (undergraduate and graduate). They must be sent directly to UMF’s Division of Graduate and Continuing Education. If you attended a University of Maine System school, UMF can obtain your transcript for you.
2. Essay (500 words) – Address the following:
   • Self-Assessment: Your strengths, career and leadership experience, and skills you wish to develop.
   • Vision and Values: Your vision for high-quality early childhood education and the values that guide your work with children and families.
3. Supplemental Essay (500 words, if applicable) – Required if your undergraduate degree is not in early childhood or a closely related field (e.g., child development, human development, early childhood special education). Address:
   • Your preparation for advanced study in early childhood education
   • Your work experience with children and families (birth to age eight)
4. Recommendation Forms (2 required) – From individuals who know you professionally or academically and can speak to your readiness for graduate study. Must use the official fillable recommendation form.
5. Criminal History and Child Abuse/Neglect Documentation – Most courses involve direct contact with children through observations, projects, or research. You must provide proof of a clear criminal history and child abuse/neglect check to the Office of Graduate Studies. Any fees are your responsibility. See next FAQ below for acceptable documentation.

Criminal History and Child Abuse/Neglect Documentation – Most courses involve direct contact with children through observations, projects, or research. You must provide proof of a clear criminal history and child abuse/neglect check to the Division of Graduate and Continuing Education. Any fees are your responsibility. Acceptable documentation includes:

• Option 1:Maine Department of Health and Human Services clear check of substantiated Maine Child Protective Services cases (initiated by your employing agency)
  Maine State Bureau of Identification criminal history check (can be obtained independently)
• Option 2: Copy of current Maine DOE public teaching certification indicating a criminal history check has been completed
• Option 3: Copy of Initial Educational Approval from Maine DOE indicating a criminal history check has been completed

Typically transfer decisions are made at the time of admission. A student may transfer up to 9 graduate credits from another institution into his/her academic program; only 3 of these credits may be in the core of the program. These credits must have been earned from a regionally accredited institution, within 5 years prior to admission, and with a minimum grade of B (or equivalent). Graduate credits applied toward any other degree cannot be used toward the Master’s degree.