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On campus living is currently optional, but quarantine seems to have made this year鈥檚 freshman class less ready for off campus living. We want to make sure that they have a support system in place, which they will have in the dorms.

The impact of early learning experiences for children from birth through grade three is far reaching and the need for passionate qualified educators in Early Childhood Education and Early Childhood Special Education is growing. The Early Childhood undergraduate program is designed for students who are interested in obtaining Missouri teacher certification in both Early Childhood Education and Early Childhood Special Education. This degree prepares educators to work in the early childhood field in a variety of roles and a variety of contexts (i.e. classroom teachers in regular and inclusive settings, Center directors, and children鈥檚 organizations) and other positions that require certification within the public and private school systems.

The Early Childhood program prepares educators through a program based upon knowledge of what constitutes best practices for teaching young children within inclusive settings and supporting their families. The program addresses the areas of child development, curriculum emergence and development, developmentally appropriate practice, differentiated learning, diversity, advocacy and family partnerships. Students have opportunities to apply their acquired knowledge in a variety of field and community based experiences offered as part of their professional course work from the very first courses. These experiences take place in a variety of community agencies including United Way organizations, St. Louis educational and cultural institutions, studio schools, the University Child Development Center (UCDC), and preschools and elementary schools in the metropolitan St. Louis area.

Our teacher programs offer unique capstone experiences, two practice in 鈥淪tudio Schools.鈥� These are schools and districts where design happens, using a 鈥渄ifferentiated staffing鈥� plan. Specifically, teacher candidates will work in the school site as a faculty member, planning and teaching to provide in-depth support, flexibility, and intervention for pre K鈥�12 students where it鈥檚 needed. The focus of this model is on K鈥�12 student learning. Teacher candidates, supported by the supervisor and school site mentor, will impact Pre K鈥�12 students in multiple, varied and wide ranging grade level, achievement and subject specific contexts. These can include small group settings, whole class lessons, enrichment and support lessons all focused learning experiences.