A bachelor of science in early childhood education (ECE) prepares you to teach children from birth through age eight. You’ll learn how to create developmentally appropriate, child-centered, and play-based experiences for young children. Learn to educate the whole child and serve families in the process, by helping them engage in the education of their children. Gain hands-on experience teaching real children, participating in 300+ field hours through GU’s Kindergarten Readiness Program (KRP) and in diverse settings with partnering school districts.
Double major in early childhood education and elementary education to expand your options and be licensed to teach through 6th grade.
Ninety percent of graduates from Greenville University’s School of Education find work in the field of education within the first year after graduation.
99% pass rate on edTPA
Students at Greenville University currently have a 99% pass rate on the edTPA, a high-stakes test required in the State of Illinois for licensure.
300 classroom hours
Learn to educate the whole child. Acquire more than 300 hours of classroom experience in rural and urban settings.
Why GU
Double licensure. Complete double licensure requirements for early childhood and elementary education in a four-year bachelor's degree program. Double licensure allows teachers to work with students from birth through grade 6 in public schools, providing a wide range of opportunities.
Gateways ECE credential. Greenville University is a Gateways to Opportunity entitled institution for the ECE credential levels 2,3,4, and 5.
Fully accredited. Our School of Education is accredited through the Council for the Accreditation of Educator Preparation (CAEP) and the Illinois State Board of Education (ISBE).
Character education. Earn nationally recognized certification in character education from Character Plus and learn to educate the whole child.
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Success Stories
I knew from an early age that I wanted to be a teacher. When visiting Greenville, I was informed about the possibility of double majoring in early childhood and elementary education, and why wouldn't I want to take advantage of that? Such a big decision for someone at that age. I was also informed that it was the best education program in the state. I cannot rave enough about the classes, experiences, and the placements I had as a student. After two very successful student teaching placements, the rest for me is history. I couldn't ask for anything more!"
-Lauren Brewer Vohlken, early childhood and elementary education
Early Childhood Education, BS Course Requirements
The early childhood education major provides a course of study leading to certification to teach children from birth through third grade. This major requires that students complete 110-116 hours of credit. As an option, students may complete an additional three courses for Early Childhood special education approval. Students completing this major are eligible for a bachelor of science degree.
Visit the Online Catalog for an explanation of graduation requirements.
Early Childhood Education, BS Courses
An elementary study of the formal and historical aspects of architecture, sculpture, painting, and music, and an examination of their relation to Western civilization at its high points. Meets the general education creative and performing arts requirement. ARTE 211 Introduction to Fine Arts does not fulfill the humanities requirement.
Prerequisite: ENGL 105 (Offered every semester.)
Students will study early childhood development. The development of children in preschools, kindergarten, and the primary grades will be explored. This course includes the history, philosophy, and theory of early childhood education. Students will complete 15 hours of field experience in an Early Childhood classroom.
Prerequisite: EDUC 110
This course develops the instructional methods and assessment for an Early Childhood Classroom. Students will design and assess instruction for all areas of a self-contained classroom based on developmental stages, community, and curriculum goals. Students will learn to identify central concepts and methods of inquiry, and to use a variety of instructional strategies to encourage development within the context of creating a positive learning environment. Students will complete 20 hours of field experience in an Early Childhood classroom.
Prerequisite: Admission to the Teacher Education Program. (Offered fall of odd calendar years.)
This course explores the importance of play as a guiding principal for the development of the whole child. Students will explore strategies for teaching language arts, science, mathematics, social studies, art, music and movement in early childhood classrooms within an integrated, thematic curriculum. Emphasis on appropriate play for children ages birth to 8, including individual, pair, small group and large group play as a means of intellectual development. Students will complete 15 hours of field experience in an Early Childhood classroom.
Prerequisite: Admission to the Early Childhood Teacher Education Program.
Students will be introduced to strategies in developing positive and supportive relationships with families, community agencies, and schools in a diverse society. This course explores strategies for building understanding, trust, and effective communication with all children and their families including those who have special needs, have cultural and linguistic differences, come from nontraditional family configurations, and who face poverty, health problems, and/or family dysfunction.
Prerequisite: Admission to the Teacher Education Program. (Offered spring semester of odd calendar years.)
The content of this course focuses on using art, music, and movement to enhance student learning in the elementary classroom core curriculum. The course includes the study of tools, techniques, and technology of art, music, and movement. It provides candidates an understanding of the educational, communicative, and aesthetic values of dance, music, and visual arts and the role fine arts plays in reflecting history and culture. Field experiences required. (Offered fall semester.)
Emphasis is on the identification and remediation of reading problems at the elementary school level. Prevention of reading problems through early intervention is addressed. Informal assessment and teaching strategies are stressed. Field experiences required.
Prerequisite: EDUC 312 and admission to the Teacher Education Program. (Offered fall semester.)
This course introduces students to language and literacy development for young children, birth through age 8. Students will explore theories of language development and the identification of readiness factors in emergent reading and writing. Attention is given to development, evaluation and special pre-reading and beginning reading needs of individual children as well as the use of assessment to plan for individual and group instruction.
Prerequisite: Admission to the Early Childhood Teacher Education Program.
A writing intensive course with special attention to the uses of expository writing and group discussion in interrogating culture, a sense of self, and one's calling. Through discussion of both fiction and non-fiction texts, students enhance the critical thinking ability required for meaningful academic communication (both written and oral) within the disciplines. Emphasis given to the development of thesis statements, logical organization, and the honest and effective use of sources in summary, analysis, and argument. Meets the general education written communication requirement. (Offered every semester.)
A comprehensive survey of the various types of poetry and prose for children, with considerable attention to the significant historical and folklore backgrounds. Meets the general education humanities/literature requirement.
Prerequisite: ENGL 201, ENGL 243 or education major. (Offered every semester.)
Study of why the world works the way it does, how its unique regions have taken shape, and how those regions are increasingly interconnected. (Offered spring semester of even calendar years.)
This is the first mathematics course where the content of grades K-5 is carefully studied. Fundamental properties underlying the structure of numeration systems and various algorithms for computation are stressed. Basic algebra and problem solving is also reviewed and examined. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 144.
This is the second mathematics course where the content of grades K-5 is carefully studied. Topics including geometry, measurement, problem solving, probability, and statistics are stressed. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 143.
Prerequisite: MATH 143.
The student is introduced to a variety of topics pertinent to health-related fitness. These include methods of training for cardiovascular fitness, muscular strength, strength and flexibility, nutrition, stress management, and chronic disease. This course also engages students in activities that afford health-related fitness. Students plan and execute a personal cardiovascular training program and participate in student based discussions of current wellness literature. Offered: Every semester.
This course provides experience in formulating individualized performance objectives, key teaching and therapy skills, and programming for specific problems in organization and administration of students with disabilities. Provides a brief review of the legislative and history of adapted physical education. (Offered spring semester.)
This course covers general and fundamental areas of physical sciences that are important to educators. Readings and assessments will address scientific principles and underlying relationships from various branches of physical sciences, including earth and space sciences. In-class work revolves around some of the most common misconceptions of the physical sciences. Students use inquiry skills as they: investigate phenomena; collect, interpret, and analyze data; and generate evidence-based arguments and explanations. Students will explore and debate one current event topic where science, technology, and society intersect.
Examines structures, functions, and policies of the national government. (Offered spring semester.)
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered fall semester.)
$32 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement.
Prerequisite: EDUC 110. (Offered fall semester)
Course fee may apply.
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville University Teacher Education Program. Additionally, this course develops culturally relevant pedagogy. This course includes 52-60 hours of field experience in diverse settings. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered Interterm.) Fee $60.00
This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Twenty hours of field experience in a special education classroom are required.
Students can take EDUC 110 and EDUC 280 at the same time.
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement.
Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required.
Prerequisite: EDUC 280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.
Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.
Prerequisite: Admission to the Professional Internship. (Offered fall semester)
This course is a general methods course to prepare candidates for teaching at the elementary level. It is conducted with a amajor emphasis on actual clinical experiences focusing on the role of the elementary school teacher within the community, school, and classroom. Methods and techniques of classroom management, lesson planning, student assessment, and reporting are also considered, as candidates work with clinical instructors. As part of this clinical experience, students will complete a practice edTPA. Professional ethics and dispositions are also covered. Meets the general education upper division writing intensive requirement.
Ten weeks of student teaching in an elementary public school grades K-2 (ages 5-8).
Prerequisite: Admission to the Professional Internship. Co-requisite: EDUC 407. (Offered every semester.)
Five weeks of student teaching are required in a Pre-Kindergarten program (ages birth-5).
Prerequisite: Admission to the Professional Internship. Co-requisite: EDUC 405. (Offered every semester.)
The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidates teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidates teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidates progress in the teaching profession. Meets the general education senior seminar requirement.
Our everyday wellbeing and sustenance are connected to our environment in many ways, but many of these connections are not obvious. This course focuses on how human society relates to and depends on the environment. This course incorporates the topics of human population, patterns of resource use, energy, and pollution while considering how to move toward a sustainable future for the Creation. Some aspects of the following disciplines are included: ecology, animal and plant biology, physics, chemistry, oceanography, and atmospheric science. Three hours of lecture and two hours lab per week. Meets the general education laboratory science requirement. (Offered fall semester of odd calendar years.)
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
Major emphases in this course are the scientific method; structure and function of plants, and their economic and ecological importance; and discussion of current issues such as genetic modification of crops. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered fall semester of even calendar years.) Corequisite: BIOL 115L
The course examines effective teaching strategies for teaching mathematics to elementary school students. It emphasizes placing students in a role where they actively think, reason, problem solve, and make sense of an inquiry-oriented, problem solving classroom environment. Students will examine children's strategies for making sense of various mathematical concepts and consider means of facilitating the development of these strategies. There are 15 hours of field experience required.
Prerequisite: Admission to the Teacher Education Program and an appropriate mathematics course which may be taken concurrently. (Offered spring semester.)
This course examines effective strategies for teaching math in the number and operation strand to elementary and middle school students. It emphasizes placing students in a role where they actively seek to make sense of mathematics and where they are extending their capacity to think, reason, and problem solve mathematically. Teaching mathematics effectively requires the development of a knowledge base and a variety of skill sets. This includes: (1) an understanding of learning progressions in the elementary math curriculum, as well as aspects of childrens cognitive development that influence these learning progressions; (2) the capacity to use research-based approaches to building foundational conceptual understanding as well as procedural fluency and problem solving skills; (3) strategies for developing academic vocabulary and language in mathematics; (4) the ability to analyze student error patterns to identify student needs and construct targeted interventions; (5) the knowledge to effectively use and sequence the use of multiple representations to make mathematical content accessible to all learners; and (6) the capacity to develop (as opposed to merely cover) concepts and skills for a variety of learners in diverse classrooms. The Common Core State Standards and the Mathematical Standards of Practice will play an important role in this course, and the Learning Progressions (authored by the Common Core Writing Team) are required reading. There are 10 hours of field experience.
This course examines effective strategies for teaching math in the algebraic thinking, geometry, measurement, and data strand to elementary and middle school students. It emphasizes placing students in a role where they actively seek to make sense of mathematics and where they are extending their capacity to think, reason, and problem solve mathematically. Teaching mathematics effectively requires the development of a knowledge base and a variety of skill sets. This includes: (1) an understanding of how academic language in mathematics must be both fostered and scaffolded; (2) the capacity to merge understandings of student backgrounds and characteristics, knowledge of content and pedagogy, and assessment techniques to construct an age-appropriate and well-sequenced instructional plan; (3) the ability to analyze student error patterns to identify student needs and construct targeted interventions; (4) the knowledge to effectively use and sequence the use of multiple representations to make mathematical content accessible to all learners; and (5) the capacity to develop (as opposed to merely cover) concepts and skills for a variety of learners in diverse classrooms, and (6) the ability to analyze student work in a lesson to plan instructional next steps. The Common Core State Standards and the Mathematical Standards of Practice will play an important role in this course. There are 10 hours of field experience.
Prerequisite: EDUC 347
This course explores methods and materials used in the teaching of the reading, language arts, and literacy at the elementary level. Emphasis is placed on oral language development, early and emergent language development, critical listening skills, using literature across the curriculum, and the writing process, which includes grammar, spelling, handwriting, and word processing. The course is designed to acquaint candidates with a variety of reading programs, theories, and approaches used in contemporary elementary school classrooms. Attention is given to strategies that aide in fluency, phonics, phonemic awareness, contextual and structural analysis. Attention is given to comprehension fostering strategies. Specific strategies for Content Area Reading are examined as well as strategies to be used with ESL students and Special needs students. The integration of technology, diversity in the classroom, critical thinking skills, and assessment and evaluation are also examined.
A course in the reading sequence designed to acquaint candidates with a variety of reading programs and approaches used in contemporary elementary school classrooms. Emphasis is on the reading process and product from the early stages of readiness. Attention is given to strategies that aide in word identification such as using sight words, phonics, contextual analysis, and structural analysis. Attention is given to comprehension fostering strategies. Specific strategies for Content Area Reading are examined as well as strategies to be used with ESL students and Special Needs students. There are 15 hourse of field experiences required.
Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
This course explores methods and materials used in the teaching of the language arts at the elementary school level. Emphasis is placed on speaking skills, critical listening skills, using literature across the curriculum, and the writing process which includes grammar, spelling, handwriting, and word processing. Attention is given to writing in the Content Areas. Strategies to be used with ESL students are also presented. The integration of technology, diversity in the classroom, critical thinking skills, and assessment and evaluation are also examined. There are 15 hours of field experiences required.
Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)
This course explores methods and techniques used in the teaching of Science and Social Studies at the elementary level. Emphasis is placed on the Science and Social Studies goals, writing objectives, lesson plans, assessment procedures, and the integration of other curricular areas. Literacy skills are examined as they apply to the goals of Social Studies and planning. Cultural diversity, differentiated instruction, integration of technology, and reflective teaching practices are also examined.
This course is to provide the student with current strategies and methodologies for the teaching Science and Social Studies in conjunction with the Illinois Learning Standards and the Illinois Professional Teaching Standards.
This course explores methods, materials, and techniques used in the teaching of social studies. Emphasis is placed on the social studies goals, writing objectives and lesson plans, and the integration of other curricular areas. History, Geography, Civics and Government along with the Economics of Illinois, the US and World are examined as they apply to classroom methods. Cultural diversity, the integration of technology, and small group activities are also explored. There are 15 hours of field experiences required.
Prerequisite: Admission to the Teacher Education (Offered fall semester.)
This course examines strategies for teaching science to elementary school students. The students will be exploring the nature of inquiry and strategies for promoting, supporting, and assessing students' scientific inquiry. This course will seek to provide students with instructional tools to help children develop conceptual understanding of scientific concepts. Students will examine strategies for questioning, sequencing of lessons, assessing students' understanding, meeting students' needs in multi-ability settings, and involving more girls and minorities. There are 15 hours of field experience required.
Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
In this course, we will consider how Americans responded to rapidly changing conditions that followed the Civil War. We will consider how a national culture developed in the post-Civil War period, and we will evaluate the benefits and liabilities of this transition. Further we will examine the ways in which the United States assumed a new global identity through the course of the mid-nineteenth to the late twentieth century and consider the repercussions of this new consciousness. Finally, we will study the ways in which Americans placed limitations on state power in order to provide more consistent equality and equity for all. Offered fall semester of even calendar years.
This course examines the settlement, colonization and nation-building of the United States from roughly 1600-1865. This course focuses on the context in which European settlers and the Africans whom they enslaved built a nation, wresting North America from native tribes. We will investigate the loyalties that guided settlers' beliefs and actions; the multi-faceted conflicts that led future generations to demand liberty; and the conflicted notions of equality, democracy and justice that guided the United States in its first eight decades. (Offered fall semester.)
