Bachelor’s Degree in Early Childhood Education
Prepare to Nurture the Curiosity of Young Children
The first few years of life are an exciting time for children. Full of wonder and curiosity, this is a time when the brain experiences leaps and bounds in development. A child’s interactions with the world around them are key to nurturing their cognitive and emotional development.1 This degree program is ideal for passionate individuals who aspire to make a positive impact on young children through their education.
Bring your passion for working with young children to Grand Canyon University and pursue your purpose with the Bachelor of Science in Early Childhood Education. This degree program leads to initial teacher licensure and is designed to help prepare you for managing classrooms and teaching young children with confidence. With a firm foundation of competencies in teaching from this undergraduate program, you can be empowered to make a positive difference in your school community.
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Earn Your BS in Early Childhood Education Degree From GCU
Early childhood educators (ECE) must possess not only a deep comprehension of academic subjects and effective teaching methodologies, but also an acute awareness and sensitivity to the unique developmental needs and nuances of their very young students. This education bachelor’s degree was developed with the unique needs of young children in mind. Explore evidence-based best practices in working with young students, including those with exceptionalities and those who are non-native English speakers.
At GCU, you can choose from online or on-campus coursework. These options are intended to help make higher education more accessible while focusing on teaching in the modern classroom. Additionally, GCU's bachelor's programs in early childhood education provide students with access to experienced and well-informed faculty and instructors.
[Tuition, Fees and Financial Aid]
Online: $455 per credit
[Tuition, Fees and Financial Aid]
Cost of Attendance
Exploring Curriculum and Pedagogy in the ECE Program
Future teachers completing the early learning degree at GCU will have opportunities to gain the firm foundation needed to work with young students, from birth through third grade, of varying groups, intellects and cultures.
This education degree program teaches competencies such as:
- Critical thinking about emerging trends in education
- Best practices in engaging and managing classrooms with young children
- The design and use of educational methods aligned with the developmental needs of young students
- Cultural awareness and social justice competence in the classroom
Early Education Coursework and Topics
As a future educator in the on-campus or online early childhood education degree at GCU, you will examine how to incorporate learning strategies and promote solid language and literacy skills that can support your students throughout their lives. Research shows that students with positive, nurturing experiences and healthy stimulation have great foundations for future learning.1
The bachelor‛s in early childhood education curriculum includes:
- Instructional strategies
- Teaching methodologies
- Assessment techniques
- Theories of early childhood growth and development
- Impact of family and cultural diversity on early childhood growth and development
This comprehensive curriculum is designed to cover a wide range of topics, with a primary focus on early childhood development and developmental benchmarks for:
- Infants
- Toddlers
- Preschoolers
- Kindergarteners
- Early elementary students
In this program, you will also explore:
- Instruction methods for learners with exceptionalities and English language learners
- Classroom engagement and management techniques
- Developmental milestones and methods of evaluation
- Curriculum development and teaching for language arts, math, science, health, social studies and the arts
Career Options for BS in Early Childhood Education Degree Graduates
With a curriculum centered on content spanning from birth through grade three, graduates of this bachelor's degree program may emerge well-equipped to pursue licensure and employment opportunities working with children in this age group.
Graduates of child-centered education at GCU have gone on to work in a number of educational roles, including:
- Education teacher (postsecondary)
- Preschool teacher (except special education)
- Kindergarten teacher (except special education)
- Elementary school teacher (except special education)
- Teaching assistant (preschool, elementary, middle and secondary school — except special education)
- Special education teaching assistant
Early childhood educators work in a variety of environments. These include:2,3
- Public elementary schools
- Private elementary schools
- Daycares
- Faith-based and other preschool programs
- Social service agencies
Our youngest learners need dedicated, knowledgeable teachers with pedagogical backgrounds to teach and advocate for them. If you are up for the challenges and personal fulfillment that may come along with being an early education teacher, then this degree program can help you develop into a capable and nurturing educator.
Earn Your Education Degree From an Institutionally Accredited University
This early childhood education degree program has been fully accredited by the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation. This accreditation reflects the effectiveness of this degree program to graduate prepared educators who are committed to ongoing professional development. For more information about program accreditation at the College of Education, please visit our accreditation page.
GCU is proud to be an institutionally accredited university, as we are dedicated to upholding academic excellence across our colleges. In addition, the Higher Learning Commission has continually accredited GCU since 1968. The College of Education shares the university’s commitment to upholding the principles and standards established by our accrediting bodies.
ECE Bachelor’s Degree FAQs
As you prepare to embark on your career pathway, you may have some questions about higher education and your possible career outcomes. The following FAQs and answers may help inform your decision-making process.
Becoming an early childhood educator entails completing relevant education and training requirements, which typically include earning a bachelor's degree. After completing the necessary education and training, individuals may need to fulfill any licensure or certification requirements mandated by their local jurisdiction. Degree completion can depend on many factors, such as individual course load, transfer credits, program requirements and any potential interruptions or breaks in study. Fill out the form on this page to speak to a university counselor to better understand how long it will take to earn your degree.
If you are looking to become an early childhood educator, you may find this particular field to be a great major. This major can provide you with the tools necessary to understand child development and engage with young children while giving you opportunities to gain the practical/field experience hours needed to earn your degree and work toward pursuing your teaching license.
According to the U.S. Bureau of Labor Statistics (BLS), kindergarten and elementary school teachers have a median annual wage of $61,620 as of May 2022.4 Furthermore, the BLS states that, “about 109,000 openings for kindergarten and elementary school teachers are projected each year, on average, over the decade” (from 2022 to 2032).5
As an early childhood educator, you could one day be responsible for creating an inclusive classroom environment in which young students can thrive, learn and grow. It can be an ideal career choice for people who are instructionally focused and have a strong inclination toward pedagogy.
If you wish to take courses in early childhood development, there are different levels to choose from. These include:
- Associate degree
- Bachelor’s degree
- Master’s degree
- Doctorate degree
The program you choose should depend largely on your career goals, as well as your past academic qualifications. (For example, you can only enroll in a graduate degree program if you already have an undergraduate degree.) While an associate degree may provide a shorter path to program completion, you should be aware that some career outcomes may require a minimum of a bachelor’s degree. For instance, kindergarten and elementary school teachers typically need a bachelor’s degree and often need state licensure.
Apply today at GCU to earn your early childhood education degree.
If seeking licensure or certification, applicants to the program are responsible for contacting their state department of education for licensure requirements and program approval. In addition, fingerprint and background clearance is required.
1 Center for Disease Control and Prevention (2023, Feb. 24). Early Brain Development and Health. Retrieved on May 28, 2024.
2 U.S. Bureau of Labor Statistics. (2023, Sept. 6). Kindergarten and elementary school teachers: Work environment. Occupational Outlook Handbook. Retrieved on March 14, 2024.
3 U.S. Bureau of Labor Statistics. (2023, Sept. 6). Preschool teachers: Work environment. Occupational Outlook Handbook. Retrieved on March 14, 2024.
4 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS), Kindergarten and Elementary School Teachers as of May 2022, retrieved on March 20, 2024. Due to COVID-19, data from 2020 to 2022 may be atypical compared to prior years. BLS calculates the median using salaries of workers nationwide with varying levels of education and experience. It does not reflect the earnings of GCU graduates as kindergarten and elementary school teachers, nor does it reflect the earnings of workers in one city or region of the country or a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. Grand Canyon University can make no guarantees on individual graduates’ salaries. Your employability will be determined by numerous factors over which GCU has no control, such as the employer the graduate chooses to apply to, the graduate’s experience level, individual characteristics, skills, etc. against a pool of candidates.
5 COVID-19 has adversely affected the global economy and data from 2020 to 2022 may be atypical compared to prior years. Accordingly, data shown is effective September 2023, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Kindergarten and Elementary School Teachers, retrieved on March 20, 2024.
6 U.S. Bureau of Labor Statistics (2023, Sept. 6). How to become a kindergarten or elementary school teacher. Occupational Outlook Handbook. Retrieved on March 14, 2024.
General Education Requirements
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
Requirements
Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.
Course Options
- UNV-103, University Success: 4
- UNV-303, University Success: 4
- UNV-108, University Success in the College of Education: 4
Requirements
Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.
Course Options
- UNV-104, 21st Century Skills: Communication and Information Literacy: 4
- ENG-105, English Composition I: 4
- ENG-106, English Composition II: 4
Requirements
Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/CWV-301.
Course Options
- CWV-101, Christian Worldview: 4
- CWV-301, Christian Worldview: 4
Requirements
Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.
Course Options
- MAT-154, Applications of College Algebra: 4
- MAT-144, College Mathematics: 4
- PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4
- BIO-220, Environmental Science: 4
Requirements
Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.
Course Options
- HIS-144, U.S. History Themes: 4
- PSY-102, General Psychology: 4
- SOC-100, Everyday Sociology: 4
Required General Education Courses
Course Description
This course provides an overview of the principal political, economic, and cultural themes and constitutional developments that shaped the United States from the Colonial period into the 20th Century.
Course Description
In this course, candidates identify the developmental milestones of children, prenatal to adolescence. Students examine the progression of these milestones in all areas of development, including psychological, social, emotional, linguistic, cognitive, and physical. Additional focus is placed on typical and atypical child development, and analyzing the effects of environment, trauma, and family dynamics on the development progression. Practicum/field experience hours: None. Fingerprint clearance not required.
Core Courses
Course Description
This course focuses on foundations of early childhood education with an emphasis on the historical context, ethical practices, philosophical and psychological theories, and current early childhood educational models including the Montessori education model. Teacher candidates will also examine the roles and expectations of early childhood educators, and have the opportunity to reflect on and plan for their own professional development. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This course focuses on theories of child development and learning. Teacher candidates will examine the application of those theories to traditional and contemporary early childhood models and evaluate their usefulness in supporting children’s academic achievement, brain development, and social and emotional growth through early childhood. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
In this course, teacher candidates examine principles of instructional planning with an emphasis on alignment between content standards, objectives, and assessment. Additional focus is placed on meeting the needs of individual learners through differentiated instruction. Engagement methods, including the use of technology, are explored. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This course is a survey of the Arizona constitution and government. It meets the teacher certification requirement for Arizona government.
Course Description
This course focuses on the developmental milestones of typical and atypical students, as well as evaluating disabilities and gifted tendencies among students in Birth – Grade 3 settings. Teacher candidates will also examine early interventions for students who demonstrate atypical behaviors, and investigate the role IDEA plays in early childhood settings. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
The course examines child growth and development as they relate to the health, safety, nutrition and fitness of young children. Principles and practices of personal and community health and safety are explored. Teacher candidates also consider strategies for developing the motor skills, social skills, confidence and enjoyment of movement in young children. Practicum/field experience hours: 25. Fingerprint clearance required.
Course Description
This course explores components of typical and atypical literacy development for children Birth to Age 8/Grade 3. Coursework emphasizes the science of reading and components of literacy development, including phonics, phonemic awareness, vocabulary, fluency, and comprehension. Teacher candidates focus on assessing developmental and other literacy concerns, through differentiation strategies to support literacy learning in young children, including dyslexia. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ECS-425 or ECE-120.
Course Description
This writing intensive course focuses on creating a positive culture in the learning environment, implementing classroom management strategies, supporting students with challenging behaviors, and addressing young children’s social and emotional needs. This course explores theories, models, and methodologies which foster a safe and effective classroom environment. Teacher candidates are introduced to the educational benefits of family involvement, addressing diverse learning needs, and developing realistic management policies and procedures that benefit the learning environment. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This course will prepare teacher candidates with the knowledge and skills to administer both traditional and authentic assessment strategies. Research-based screening tools, observation, checklists, and rating scales will be discussed. This course will examine assessments designed for students in preschool to Grade 3 focusing on performance assessment and methods used to report the student results to all stakeholders. Teacher candidates will examine the developmentally appropriate use of both traditional and authentic assessments to include developing a comprehensive assessment plan. Practicum/field experience hours: 25. Fingerprint clearance required.
Course Description
In this course, teacher candidates examine cultural learning theories as well as the relationships and structures of family that make up the classroom and community. Emphasis is placed on identifying community, school, and familial needs, and maintaining open communication with families in order to enhance the learning environment. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
In this writing-intensive course, teacher candidates will explore multicultural education by engaging in research, communication, and ethical decision-making, focusing on developing educators' skills in creating equitable and inclusive learning environments. Through analysis of evidence and virtuous practice, the course will examine the critical role of educators as advocates for all students, empowering participants to address disparities and promote equitable opportunities for academic success. With a specific focus on the principles of multicultural education, teacher candidates will be encouraged to reflect on the influence of their own worldviews and perceptions. Emphasizing the concept of imago Dei, which sees every individual as made in the image of God, this course aims to foster culturally responsive classrooms that welcome diversity in all forms. Teacher candidates will explore strategies to effectively bridge the gaps between various diversities and academic achievement, to foster human flourishing within the educational sphere. The course blends content with practical application, highlighting the educator's role as an advocate for all students and promoting equitable academic opportunities.
Course Description
This course examines science methodologies for teaching children in the early childhood environment, with an emphasis on inquiry-based learning. Teacher candidates apply the skills necessary to develop a science unit plan that is standards-based and data-driven. Candidates are also given the opportunity to deliver instruction and evaluate their professional practice. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ECE-332.
Course Description
This course examines literacy methodologies for teaching children in the early childhood environment, with an emphasis in incorporating the arts. Teacher candidates apply the skills necessary to develop instruction for language arts and creative arts that is standards-based and data-driven. Candidates are also given the opportunity to deliver instruction and evaluate their professional practice. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisites: ECE-332 and ECE-340 or ECS-430.
Course Description
This course examines social studies methodologies for teaching children in the early childhood environment, with an emphasis on connections to past, present, and future concepts and events. Teacher candidates apply the skills necessary to develop a social studies unit plan that is standards-based and data-driven. Candidates are also given the opportunity to deliver instruction and evaluate their professional practice. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ECE-332.
Course Description
This course examines mathematical methodologies for teaching children in the early childhood environment, with an emphasis in hands-on and manipulative-based learning. Teacher candidates apply the skills necessary to develop a mathematical unit plan that is standards-based and data-driven. Candidates are also given the opportunity to deliver instruction and evaluate their professional practice. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ECE-332.
Course Description
Teacher candidates study the early stages of reading disabilities, including dyslexia. Emphasis is on assessment procedures in early childhood settings and methods of early intervention and remediation. Candidates will explore the collaboration with stakeholders in the use of formal and informal assessment data to support the diagnosis and remediation process in literacy. Candidates will examine research-based strategies to support literacy development. Prerequisite: ECS-430.
Course Description
In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. Through Universal Design for Learning they plan, deliver, and evaluate standards-based instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
Teacher candidates spend time in a birth through preschool setting observing, working with small groups, and teaching. Emphasis will be placed on planning, implementing, and evaluating developmentally appropriate curricula, instruction, and adaptations based on knowledge of development and learning with young children, the family, and the community. The practicum/field experiences for this course are in a birth through preschool setting. Practicum/field experience hours: 30. Fingerprint clearance required. Prerequisites: ECE-230 and ECE-340 or ECS-430.
Course Description
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evaluation of Performance (STEP) and an Individualized Education Program (IEP) Performance Template. Fingerprint clearance required.
- GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
- Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
- Please refer to the Academic Catalog for more information. Programs or courses subject to change
Join Grand Canyon University’s vibrant and growing campus community, with daytime classes designed for traditional students. Immerse yourself in a full undergraduate experience, complete with curriculum designed within the context of our Christian worldview.
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