Master of Education in Early Childhood Education

Admission to the ME in Early Childhood Education

In addition to admission requirements of the College of Graduate Studies, admission to the master's program requires the following:

  • A baccalaureate degree from an accredited four-year institution

  • A well-written statement of purpose describing your background and goals as well as the importance of this degree in achieving those goals

  • One letter of recommendation regarding your potential for doing master's level work from professionals such as an undergraduate major advisor, current employer, school principal or others who are knowledgeable about your ability to engage in graduate work in this degree program

  • An overall grade point average (GPA) of at least 2.7 on a 4.0 scale in all undergraduate work is preferred

  • A content area grade point average (GPA) of at least 2.7 on a 4.0 scale for coursework for the selected licensure area is preferred

  • Undergraduate content area and literacy-related coursework for the selected licensure area

The master's program has selective admissions and may admit a limited number of students. Thus, meeting all formal criteria does not guarantee admission.

What to Submit with Your Application 

  • Official transcripts from all institutions of higher education

  • Statement of purpose

  • Resume

  • One letter of recommendation 

  • Course Review Worksheet

Requirements for the ME in Early Childhood Education

For the Master of Education degree, students must complete the following program requirements:

  • A minimum of 36 semester hours of approved graduate course work

  • An area of specialization in teacher education that includes practicum and internship experiences in PK-12 schools

  • Supporting coursework with courses pre-approved by the faculty advisor  

  • A master's culminating experience  

For the Ohio licensure, students must complete additional requirements to fulfill the credential requirements as well as the degree requirements. 

No more than six semester hours of credit from any combination of workshops (5950), problems or special topics courses (5980 or 6980), and independent studies (5990 or 6990) may be included in the degree program.

All coursework and requirements of the master's degree must be taken within a six-year period immediately preceding the date the degree is awarded.

Master's Coursework

Specialization in Teacher Education
CIEC 5460Science Methods For Early Childhood Education3
CIEC 5480Practicum I1
CIEC 5550Teaching Methods For Early Childhood Social Studies3
CIEC 5770Practicum II1
CIEC 6750Developmental And Classroom Assessment3
CIEC 6940Internship/Student Teaching In Primary Education4
CI 5510Mathematics For The Young Child3
CI 6190Ambitious Teaching in PK-12 Classrooms3
CI 6410Content Area Literacy3
SPED 5000Issues In Special Education3
Supporting Coursework
EDP 5340Classroom Engagement and Behavioral Supports3
Master's Culminating Experience
Select ONE of the Following:3
Theory And Research In Early Childhood
Theory and Research in Learning and Teaching Content
Select ONE of the Following:3
Masters Research Seminar In Early Childhood Educaton
Masters Research Project In Early Childhood Education
Masters Thesis In Early Childhood Education
Master's Culminating Seminar In Teacher Education
Total Hours36

Additional Requirements

Prior to Beginning Classroom Experiences

  • Criminal background check

  • Acceptable scores on the Ohio Assessment for Educators (OAE) Content Assessment for the licensure area

  • All undergraduate content area and literacy related courses

Prior to Applying for Ohio Teaching License


Below is a guide for developing a Plan of Study for the Master of Education. Students should review their degree audit and work with their faculty advisor to identify specific courses to fulfill program requirements. 

Plan of Study Grid
First TermHours
Select the following:
EDP 5340 Classroom Engagement and Behavioral Supports 3
CIEC 6750 Developmental And Classroom Assessment 3
CIEC 6950 Theory And Research In Early Childhood 3
Second Term
Select the following:
CI 5510 Mathematics For The Young Child 3
CI 6410 Content Area Literacy 3
CIEC 5460 Science Methods For Early Childhood Education 3
CIEC 5480 Practicum I 1
Third Term
Select the following:
SPED 5000 Issues In Special Education 3
CIEC 5550 Teaching Methods For Early Childhood Social Studies 3
CIEC 5770 Practicum II 1
Fourth Term
Select the following:
CI 6190 Ambitious Teaching in PK-12 Classrooms 3
CIEC 6940 Internship/Student Teaching In Primary Education 4
CIEC 6900 Masters Research Seminar In Early Childhood Educaton 3
 Total Hours36
  • PLO 1: Candidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
  • PLO 2: Candidates know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.
  • PLO 3: Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning.
  • PLO 4: Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.
  • PLO 5: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources.