Early Childhood Education (Pre-K–Grade 5)
Earn your licensure.
Graduates of the program are prepared to sit for the Ohio Assessments for Educators (OAE) exams.
The program offers students 100+ hours of field experience in addition to student teaching.
A history of excellence.
Notre Dame College has successfully trained tomorrow’s educators for nearly a century.
Become their first, best, teacher.
Discover an innovative teacher training program that puts you on the path to career success with the online Bachelor of Arts in Education Early Childhood Education (Pre-K–Grade 5) program offered by Notre Dame College Online.
Notre Dame College Online helps you reach your dreams of becoming a professional educator of young children. Our online early childhood education degree features relevant coursework that trains you in the proficiencies you need most.
Topics of Study
- Integrated technology
- Classroom management
- Children’s literature
- Reading disability intervention
- Music, creative arts and physical movement
Additionally, the program requires more than 100 hours of field experience, as well as student teaching. This ensures substantial hands-on training, where you will have the immediate opportunity to apply your knowledge to the classroom.
When you graduate, you will be prepared for a variety of roles within the early childhood education field. If you choose the licensure track, you will be ready to sit for the Ohio Assessment for Educators (OAE) and earn your teaching licensure. If you choose the non-licensure track, you will be ready for entry-level careers in childcare, educational leadership or related professions. Both tracks prepare you for further graduate study.
Notre Dame College Online proudly offers more than 90 years of history in successful teacher training. Today, we are proud to transfer that tradition of excellence to the online classroom. Because the online early childhood education degree is offered in a fully digital format, you will have the flexibility you need to earn the credential you want on a schedule that is right for you.
This Program Is Designed For:
- Aspiring educators who wish to become licensed early childhood education specialists
- Those who want to work in non-licensure early childhood careers, such as those in childcare
- Working adults who require a flexible format to earn their degree
Courses & Requirements
Your course of study will help you earn the credential you need to take the next step in your career. Our online B.A. in Education Early Childhood Education (Pre-K–Grade 5) requires a total of 125-128 credit hours: 15-18 in core curriculum, 51 hours of general content, 22 hours of professional education core hours and 37 hours of early childhood education core.
Foundational studies courses offer students a comprehensive introduction to a range of subject areas and help build skills necessary for academic and personal success. 8-10 of these credits will be fulfilled by the major.
Natural Sciences Courses listed are the recommended Natural Sciences (12 hours)
Course Description Credits CH 106/107Introduction to inorganic chemistry, including fundamental concepts, tools and techniques. The course content will include: atomic structure, bonding, reactions, solutions, reaction dynamics, equilibrium and gases. This course is not designed for students majoring in chemistry, biology or environmental science. Prerequisites: MA 105, high school chemistry or CH 102. One three-hour laboratory period weekly. 4 BI 230/231A study of the structure and function of the systems of the human body; designed for students in elementary education, psychology and to fulfill the Core Requirement in Science. One three-hour laboratory period weekly, emphasizing human organ systems, their locations and functions. 4
Course Description Credits BI 200/201A study of the natural environment from the perspective of biology, chemistry and physics. Includes studies of ecosystems, energy, pollution and its consequences in a technological society. Recommended for elementary education students or for any student to fulfill the Core Requirement in Science One three-hour laboratory period weekly that includes the field study of ecosystems and stresses the scientific method applied to biological, chemical, and physical investigation. 4 BI 105/106An introductory course designed for NON-SCIENCE majors to fulfill the Core Curriculum in Science or as an elective. Topics addressed include cell structure and function, genetics (including transmission of traits, genetic diseases and genetic engineering), evolution, cell metabolism, diversity of life and ecological and environmental concerns. One three-hour laboratory period weekly, which investigates the topics covered in the lecture. 4
Social and Behavioral (21 hours)
Course Description Credits PY 201This course introduces the science of human behavior and mental processes. Emphasis is placed on the principles, methods and theories of modern psychology. Major topics covered include research design, lifespan development, personality, learning, memory, biopsychology and psychopathology. Prerequisites: None. (Student learning outcomes 1, 2, 3, 4) 3 GO 200This course studies the physical, political and economic aspects of the geography of three major regions of the world. 3 HI 110This course will examine the development of the Western World from 1500 to the present. Emphasis will be placed on the interaction between European culture and the culture of Africa, Latin America, the Middle East and Asia during the periods of colonialism, imperialism and after independence. 3 HI 200A thematic survey of the political, economic, cultural development of American civilization from its inception to the present time. Themes will include the colonial experience, the development of the American nation, the national schism, American expansion, the evolution of American foreign policy, the American reform impulse, the growth of presidential power and American diversity. 3 EC 100A general introduction to the study of economics, including both micro- and macroeconomics concepts and ideas, as reflected in current domestic socioeconomic and global issues. NOTE: This course is not open to students who have successfully completed the Principles sequence (EC 201, 202). 3 SO 201This introductory course examines the science of social relationships and organizations, presents basic social concepts and examines the culture and complex functioning of humans in groups and institutions. Suggested as a prerequisite for all sociology courses. 3
Course Description Credits PO 111This course examines the American political system with emphasis on the fundamental principles, ideas, institutions and processes of modern government. 3 PO 210This course examines the institutions, processes and intergovernmental relations at a state and local level. Particular attention will be paid to contemporary issues and problems of state and local governments. 3
Mathematics (6 hours)
Course Description Credits MA 130General preparation in mathematics for elementary educators. Set theory, problem solving strategies, pattern recognition, numeration systems, number theory, properties of and operations with real numbers. Prerequisite: MA105 or MA110. 3 MA 131General preparation in mathematics for elementary educators. Geometry with emphasis on shapes and measurement, transformational geometry and symmetry, logic, counting methods, permutations and combinations, an introduction to probability and statistics. Prerequisite: MA105 or MA110. 3
English/Arts (12 hours)
Course Description Credits EN 100College Composition I (EN100) is part of the First-Year Composition Course curriculum. In this course, writing instruction begins at the paragraph level. EN100 will prepare students for college-level skills in writing, reading comprehension, and critical thinking with an introduction to rhetorical analysis and the research process. This course will meet for three class hours a week. Upon passing this course, students should enroll in EN101: College Composition II the following semester to complete the composition course requirement for First-Year Composition. 3 CA 100Introduces the speech communication process, both theory and practice. The purpose of this course is to develop an understanding of oral communication as a fundamental element of being an educated person in our society. The focus is on the principles, skills, and responsibilities of speaking with a purpose, interpreting and adapting to an immediate (live) audience, and critically responding to our own and others’ speaking. The course increases confidence in public speaking. 3 CA 376Probes the influence of individuals’ backgrounds on cross-cultural experiences. The roles of ethnicity, gender, race, religion and sexual orientation are explored by examining how verbal and non-verbal messages are generated and interpreted. Practice with specific skills will empower students to become competent intercultural communicators. Prerequisite: Junior/Senior standing or departmental permission. 3 EN 215Students will develop proficiency in expository, analytic and critical writing that strengthens the rhetorical skills necessary for those planning to enter fields involving substantial writing. Required for English majors. 3 Course Description Credits ED 202Introduction to the historical, sociological and philosophical foundations of education, including an understanding of the moral, social and political dimensions of classroom teaching and schools. The focus is on education as a profession. Designed to facilitate career exploration. 3 ED 203Field placement component for ED 202. Twenty hours of observation, one-on-one tutoring or other classroom-related activities on three separate visits to classrooms representing the ECE, MCE and AYA licensure areas. Must be taken concurrently with ED 202. 0.5 ED 204Study of development, learning and instructional theory and its practical application to effective teaching of diverse populations. Explores the psychological foundations of student variability, behavioral and cognitive learning theories, information processing, motivation theories, practices of grading and the evaluation of student learning. The findings of research and current best practices in the above areas are explored in relation to creating a positive classroom environment for learning. Prerequisite: PY 201 or equivalent. 3 ED 205Overview of the life span of students with special learning needs. Focus will be placed on the characteristics in mental, sensory, physical, communicative, social and emotional development that affect learning and adaptive behavior. Discussion of issues related to education, family life and federal and state legislation. Focus will be on the thirteen disabilities in law and how accommodations are made for those students. Prerequisite: PY 201 3 ED 206Approximately 10 hours of observation at an appropriate site, as determined by the instructor and/or Field Placement Director. This course provides time to organize and reflect upon the field experience in classrooms with students with learning differences. Must be taken concurrently with ED 205. 0.5 ED 301An intermediate-level course in integrating technology into the classroom, which includes assistive technology that targets diverse and special needs students. Teacher candidates are exposed to basic technology operations for personal and professional use, address the social, ethical and human issues of living in a digital society and implement teaching methodology that promotes technology as a tool in the learning process. 3 ED 341An examination of curriculum principles that impact planning instructional activities for students. Emphasis placed on the Backward Design concept. Prerequisites: Completion of ALL other education coursework and 90 percent of content work. Must be ready to student teach in the one or two semesters following the completion of this course. ED 341 precedes ED 342. 3 ED 353A study in the principles and applications of classroom management techniques. This course will cover the reasons why students misbehave and how to effectively respond to common behavioral issues. Practical experiences, case examples and exercises will promote increased skills in defining and assessing the environment, the student, the inappropriate behaviors and individual teacher’s style’s/philosophy’s influence on classroom management. Through field experiences in the area of licensure (Pre-K–3, MCE or AYA-Secondary), students in this course will learn how to evaluate intervention strategies and design a classroom management plan that makes sense for students in their classrooms. Content will cover strategies for parent/professional collaboration. The information provided will allow participants to immediately implement strategies across a variety of school, mental health and human services settings and gain familiarity with the social, behavioral and academic needs of students in the major area. This course has ten (10) hours of fieldwork embedded within the course. 3 ED 475An integrative seminar which focuses on an understanding of current issues affecting education and educational practices in the United States and the role of the professional educator in responding to these issues. Students are required to complete and submit an electronic portfolio prior to the completion of this course. Senior status required. Must be taken immediately before student teaching. 3 Course Description Credits ED 221An understanding of the nature and the role of word recognition literacy. This course analyzes phonological awareness, phonemic awareness, phonics, structural analysis and morphemic units in decoding, spelling and their application in reading and writing. Knowing how to assess and intervene in word recognition through informal assessments is also investigated. This course should be the first reading course taken. Prerequisites: ED 202, 203, 204, 205, 206. 3 ED 265This initial course includes an overview of the history, philosophy and goals of teaching students in grades Pre-K–9. It emphasizes the study of developmentally appropriate curriculum organization, the need for integrating the curriculum and multiple strategies for evaluating and assessing student performance. Prerequisite: ED 202. 3 ED 332The course explains how to create a literate environment in the classroom for students by utilizing children’s literature to teach, remediate, extend and enjoy books. A wide range of reading levels and varied types of literature for small children, primary, intermediate, middle and high school will be explored and evaluated. Books will be evaluated for the characteristics of their genre and use in the classroom in Language Arts and Cross-Curricular settings. This course does not meet the literary inquiry requirement for the Core Curriculum. Reading strategies will be learned to successfully incorporate literature into the classroom. 3 ED 355A study of assessment and intervention procedures for classroom diagnosis and remediation of reading. There is an emphasis on methods and materials for the correction of reading problems. Last course in ECE, MCE, MMIS reading core. Prerequisites: ED 221, ED 332 and ED 376 Should be taken with ED 380. 3 ED 376A comprehensive approach to the development of reading with a focus on language development, oral communication skills and reading/writing through developmentally, individually and age-appropriate activities for young children. Emphasis on children’s progress in literacy development, appropriate teaching methodologies and the holistic approach to literature and content materials for young learners. Prerequisites: ED 202, 203, 204, 205, 206, 221. 3 ED 379This course focuses on the appreciation for and integration of art, music and physical movement activities into the classroom learning environment. Students will learn strategies and techniques to meet the needs of students with diverse needs and cultural backgrounds in the context of developmentally appropriate practice. This course has five hours of fieldwork embedded within the course. Prerequisites: ED 204, ED 265. 3 ED 380Field placement component for the reading core required for all licenses. Thirty hours of observation/activities at an appropriate site, as determined by the instructor and/or field placement director. The study and the administration of multiple assessments from an informal reading inventory for primary, middle and high school students. Should be taken with ED 355. Prerequisites: This is the last of the reading core courses. 1 ED 413Fifteen weeks of student teaching in a charter school in the early childhood classroom (Pre-K–3) under the supervision of a cooperating teacher and a college supervisor. Prerequisite: Departmental approval. All education coursework and content-area coursework must be completed prior to student teaching. Formal application made one semester prior to student teaching. 12 ED 443This course is designed to prepare Early Childhood Education majors to successfully teach mathematics and science to students in the fourth and fifth grades. Pedagogy directly linked to the nature and needs of the child in the fourth and fifth grades as related to math and science will be discussed and practiced throughout the course. Attention will be given to the developmental needs of children in the fourth and fifth grades; and best practices for teaching fourth and fifth grade math and science will be discussed, demonstrated and practiced. Prerequisite: Admission to the Division of Professional Education. Fifteen (15) hours of field experience are required. 3 ED 444This course is designed to prepare Early Childhood Education majors to successfully teach English language arts and social studies to students in the fourth and fifth grades. Pedagogy directly linked to the nature and needs of the child in the fourth and fifth grades as related to the language arts and social studies will be discussed and practiced throughout the course. Attention will be given to the developmental needs of children in the fourth and fifth grades; and best practices for teaching fourth and fifth grade language arts and social studies will be discussed, demonstrated and practiced. Prerequisite: Admission to the Division of Professional Education and fifteen (15) hours of field experience are required. 3
Students applying for the online B.A. in Education Early Childhood Education (Pre-K–5) must meet the following requirements:
- Must hold at least a 2.75 GPA in professional education prerequisite coursework
- Must pass a background check
How to Apply
Students applying for admission to the online B.A. in Education Early Childhood Education (Pre-K–5) must submit the following materials:
- A complete online application
- Official high school transcripts or GED score
- Official transcripts from all previously attended institutions
Costs & Financial Aid
Notre Dame College Online features a high-quality education at a price you can afford. See how your past academic credentials can help you make the most of your college education.
Component Requirements Cost Per Credit Hour Total Tuition 125-128 credit hours $475 $59,375-$60,800 Transfer Credits 90 credit hours $475 $42,750 Total with transfer credits (up to 90) $16,625-$18,050
Discover federal financial aid, U.S. military benefits and other ways to make your education affordable.
Notre Dame College is a proud participant in the Yellow Ribbon Program. Learn more about how Notre Dame College Online seeks to help service members make the most of their education.
Outcomes & Resources
Learn more about potential careers available after you graduate. Some include:
- Early childhood education teacher
- Early childhood consultant/specialist
- Childcare center director
Discover more about your program of interest, learn about topics that might help you further your career and explore job options when you graduate.
Benefits of Learning Online
Learn more about how online learning can provide you with a flexible and convenient way to earn your degree and go further as a professional.View Benefits
Frequently Asked Questions
Online students are exceptionally self-motivated. They demonstrate determination, discipline and a willingness to fulfill their commitments. Be prepared to devote a significant amount of time each week to your classes. Engage in discussion, meet your deadlines and communicate with your advisor if you have questions or concerns. These habits will help you move successfully through our programs.
Yes! Notre Dame College Online recognizes the importance of an affordable education, and we strive to ensure your financial situation is not a boundary when it comes to your career success. Refer to our Financial Aid page to learn more about how to pay for your degree.
The Free Application for Free Student Aid determines your eligibility for financial aid programs, such as loans and grants. It helps identify the types of aid you may receive, such as federal and state grants, work study programs and low interest loans. We strongly recommend you fill out your FAFSA form each year to help identify which financial aid opportunities may be available to you.